Effects of Stress Management Program Applied Self-Efficacy Theory on Stress from First Nursing Practical among Student Nurses, Faculty of Nursing, Srinakharinwirot University
Keywords:stress management, self-efficacy, stress, nursing students
Introduction: Attending to patient in the ward is an important stressor in nursing students. Research objectives: This quasi experimental study aimed to evaluate an effectiveness of stress management program guiding by a modified theory for perceiving his or her own ability in managing stress during the first clinical practice in nursing for nursing students, Faculty of Nursing, Srinakarinwirot University. Research methodology: Participants were the 2nd year nursing students in the second semester of the academic year 2562. A simple random sampling technique was used to recruit participants using lots of students’ identification number. Sample included 70 students; 35 in the experimental group, and 35 in the control group. The experimental group received the modified stress management program; while the control group received the regular program. Data were collected using questionnaires (perception of ability in managing stress, behavior in managing stress, and level of stress in nursing practice) The Cronbach’s alpha coefficient of the questionnaires were .86, .75, and .98, respectively. Data were analyzed using descriptive statistics (percentage, mean, and standard deviation), independent t-test, and paired t-test. Results showed that the experimental group reported statistically significantly higher mean scores of the perceptive ability and the behavior in managing stress than the control group (p<.001). Furthermore, the experimental group possessed statistically significant lower level of stress than the control group (p<.001). Conclusions: This study showed that the modified theory in perceiving the ability in stress management could help nursing students in perceiving and dealing with their stress and lessen their stress level during the clinical practice in the in-patient department. Implications: Course duration should be extended to 6-8 weeks to further improve student's skills and promote confidence in order to learn effectively.
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