Effects of a cognitive behavioral skills-building program on nursing students’ mental health: a quasi-experimental study

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI:10.1016/j.teln.2024.10.018

Tricia Neu DNP, RN, CDCES, FNP-C, Jennifer Rode PhD, RN, FNP-BC, Abigail Green BSN, RN, Morgan Bieler BSN, RN

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引用次数: 0

Abstract

Background

Nurses practicing during the COVID-19 pandemic have reported negative mental health consequences related to the high-stress environment. Interventions aimed at improving anxiety, depression, and loneliness management in nursing students may better prepare them for postpandemic healthcare stressors.

Aim

The purpose of this study was to examine the effectiveness of a cognitive-behavioral skills-building program on reducing anxiety, depression, and loneliness in nursing students.

Methods

Surveys to measure anxiety, depression, and loneliness were completed by 53 nursing students and compared to postintervention surveys 6 months following implementation.

Results

The cognitive-behavioral skills-building program implemented with undergraduate nursing students decreased anxiety, depression, and loneliness 6 months postintervention. When comparing preanxiety, predepression, and preloneliness scores to the postintervention anxiety (p = .050, η² = 0.08), depression (p = .049, η² = 0.07), and loneliness (p = .024, η² = 0.10) scores, there was a statistically significant decrease in all three areas among the students who participated in the cognitive behavioral skill-building program. The most significant decrease was noted in the area of loneliness.

Conclusions

Inclusion of activities to build cognitive behavioral skills during nursing education may decrease anxiety, depression, and loneliness among nursing students and better equip these students to manage the stressors of the postpandemic healthcare environment.

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认知行为技能培养计划对护理专业学生心理健康的影响：准实验研究

背景：在COVID-19大流行期间执业的护士报告了与高压力环境相关的负面心理健康后果。旨在改善护理专业学生焦虑、抑郁和孤独管理的干预措施可能会使他们更好地应对大流行后的卫生保健压力源。目的本研究的目的是检验认知行为技能培养计划在减少护理学生焦虑、抑郁和孤独感方面的有效性。方法对53名护生进行焦虑、抑郁和孤独感的问卷调查，并与干预后6个月的问卷调查进行比较。结果在干预6个月后，认知行为技能培养项目对本科护生的焦虑、抑郁和孤独感有所降低。当比较焦虑前、抑郁前和孤独前得分与干预后焦虑时（p = ）。0.050, η2 = 0.08)，抑郁(p = 。049, η2 = 0.07)，和孤独(p = 。024, η2 = 0.10)得分，参加认知行为技能培养项目的学生在这三个方面都有统计学上的显著下降。最显著的下降是在孤独领域。结论在护理教育中纳入认知行为技能培养活动，可减少护生的焦虑、抑郁和孤独感，使护生更好地应对大流行后医疗环境的压力源。

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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来源期刊

Teaching and Learning in Nursing NURSING-

CiteScore

2.60

自引率

10.50%

发文量

119

审稿时长

37 days

期刊介绍： Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty