Arzu Yüksel1, Emel Bahadır Yılmaz2. 1. Aksaray University, Faculty of Health Sciences, Department of Psychiatric Nursing, Aksaray, Turkey. Electronic address: aaltunay@aksaray.edu.tr. 2. Giresun University, Faculty of Health Sciences, Department of Psychiatric Nursing, Giresun, Turkey. Electronic address: emel.bahadir.yilmaz@giresun.edu.tr.
Abstract
BACKGROUND: Academic and clinical stressors are experienced by most nursing students enrolled in a nursing education program. The students who cannot effectively deal with these stressors experience stress, anxiety and depression. OBJECTIVE: The aim of this study was to determine the effects of group mindfulness-based cognitive therapy on mindfulness, depression, anxiety, and stress levels in nursing students. DESIGN: This quasi-experimental study was carried out using a nonrandomized control group pre-test, post-test, and follow up design. SETTING: Department of Nursing, Faculty of Health Sciences, University of Aksaray, Turkey. PARTICIPANTS: Eighty-two second-year undergraduate university nursing students. METHODS: The group mindfulness-based cognitive therapy program was conducted with the experimental group. The Mindful Attention Awareness Scale (MAAS) and The Depression, Anxiety and Stress Scale (DASS) were measured at pre- and post- intervention, and at a 4-months follow-up. RESULTS: The post-test mean scores of MAAS of the experimental group were statistically higher than the control group (p = .006). When the mean scores obtained in the pre-test, post-test and follow-up measurements were compared, the mean scores of MAAS increased (p = .000) and stress scores decreased significantly in the experimental group (p = .004). CONCLUSION: A group mindfulness-based cognitive therapy program conducted with nursing students had an effect on students' mindful attention awareness and stress levels. These study results indicate that this program can be used to reduce the levels of stress in nursing students.
BACKGROUND: Academic and clinical stressors are experienced by most nursing students enrolled in a nursing education program. The students who cannot effectively deal with these stressors experience stress, anxiety and depression. OBJECTIVE: The aim of this study was to determine the effects of group mindfulness-based cognitive therapy on mindfulness, depression, anxiety, and stress levels in nursing students. DESIGN: This quasi-experimental study was carried out using a nonrandomized control group pre-test, post-test, and follow up design. SETTING: Department of Nursing, Faculty of Health Sciences, University of Aksaray, Turkey. PARTICIPANTS: Eighty-two second-year undergraduate university nursing students. METHODS: The group mindfulness-based cognitive therapy program was conducted with the experimental group. The Mindful Attention Awareness Scale (MAAS) and The Depression, Anxiety and Stress Scale (DASS) were measured at pre- and post- intervention, and at a 4-months follow-up. RESULTS: The post-test mean scores of MAAS of the experimental group were statistically higher than the control group (p = .006). When the mean scores obtained in the pre-test, post-test and follow-up measurements were compared, the mean scores of MAAS increased (p = .000) and stress scores decreased significantly in the experimental group (p = .004). CONCLUSION: A group mindfulness-based cognitive therapy program conducted with nursing students had an effect on students' mindful attention awareness and stress levels. These study results indicate that this program can be used to reduce the levels of stress in nursing students.