Addressing Nursing Students' Anxiety During Simulation Sessions: A Pilot Intervention Study.

The Journal of nursing education Pub Date : 2024-09-01 DOI:10.3928/01484834-20240501-03

Yurou Wang, Andrea F Sartain

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Abstract

Background: Although simulation-based education plays a vital role in nursing education, it consistently induces high levels of anxiety among nursing students. This study aimed to implement a mindfulness intervention to alleviate anxiety in nursing students during simulation sessions.

Method: This randomized controlled trial study included 54 nursing students. Both survey and emotion track system data were collected and analyzed using multivariate analysis of covariance.

Results: The intervention effectively reduced anxiety among students in the experimental group compared with students in the control group during simulation sessions. The frequency (F[1, 53] = 6.145, p = .016), intensity (F[1, 51] = 3.771, p = .050), and duration of anxiety felt by students (F[1, 50] = 4.223, p = .017) decreased after the intervention. However, no long-term effects of the intervention were identified.

Conclusion: The implementation of a mindfulness intervention successfully alleviated anxiety among nursing students during simulation. [J Nurs Educ. 2024;63(9):577-583.].

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解决护理专业学生在模拟课程中的焦虑问题：试点干预研究。

背景：尽管模拟教学在护理教育中发挥着重要作用，但它始终会诱发护理专业学生的高度焦虑。本研究旨在实施正念干预，以减轻护理专业学生在模拟课程中的焦虑：这项随机对照试验研究包括 54 名护理专业学生。研究收集了调查和情绪跟踪系统数据，并使用多变量协方差分析法进行了分析：结果：与对照组学生相比，实验组学生在模拟课程中的焦虑情绪得到了有效缓解。干预后，学生感到焦虑的频率（F[1, 53] = 6.145，p = .016）、强度（F[1, 51] = 3.771，p = .050）和持续时间（F[1, 50] = 4.223，p = .017）均有所下降。然而，没有发现干预的长期效果：结论：正念干预的实施成功缓解了护理专业学生在模拟训练中的焦虑。[护理教育杂志，2024；63（9）：577-583]。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Journal of nursing education

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