Evaluating a stress management workshop on nursing student mental health and well-being

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing Pub Date : 2025-08-21 DOI:10.1016/j.teln.2025.04.022

Christina J. Ezemenaka , Abby G. Horton , Kacie W. Duncan

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引用次数: 0

Abstract

Background

Nursing students experience unique stressors and may benefit from stress management interventions to help build resilience and coping.

Aim

The purpose of this study is to explore knowledge and self-perception of stress, resilience, and coping following a stress management workshop.

Methods

Participants (N = 44) in this pre–post-test study were 3rd Semester Practical Nursing students attending a Historically Black Community College (HBCC) in the Southeastern United States. Participants attended a 1.5- hour workshop and completed the Perceived Stress Scale (PSS), Resilience Scale (RS), and Proactive Coping Subscale (PCS). T-tests compared survey responses of twenty-four completers.

Results

Of the 24 completers, 95.8% reported moderate to high stress levels (Mean = 23.2), moderate resilience (Mean = 135.1), and moderate coping (Mean = 44.2), with low (8.3%) support service utilization at enrollment. Post-test familiarity with coping strategies and RS scores significantly improved, both p < .05. Knowledge of stress symptoms, PSS scores, and PCS scores also improved.

Conclusion

Stress management education supports nursing student well-being and should be incorporated into the nursing curriculum.

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评估护理学生心理健康和幸福的压力管理研讨会

护理专业的学生经历了独特的压力源，可以从压力管理干预中受益，帮助他们建立弹性和应对能力。目的本研究旨在探讨学生在压力管理工作坊后对压力的认知、自我知觉、适应力和应对能力。方法受试者（N = 44）为美国东南部一所历史黑人社区学院（HBCC）第三学期实习护理专业的学生。参与者参加了一个半小时的工作坊，完成了感知压力量表（PSS）、弹性量表（RS）和主动应对量表（PCS）。t检验比较了24个完成者的调查结果。结果在24名完成者中，95.8%报告中至高压力水平（平均 = 23.2），中等恢复力（平均 = 135.1）和中等应对（平均 = 44.2），入组时支持服务使用率低（8.3%）。测验后应对策略熟悉度和RS得分显著提高，p < 0.05。对压力症状的认知、PSS评分和PCS评分也有所提高。结论压力管理教育有助于护生的幸福感，应纳入护理课程。

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