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Volume 11, Issue 3 (Summer- In Press 2025)
JCCNC 2025, 11(3): 0-0 |
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Phuke M, Mohite V, Mane M. Stress Management Intervention for Nursing Students Working Night Shifts. JCCNC 2025; 11 (3)
URL: http://jccnc.iums.ac.ir/article-1-678-en.html
URL: http://jccnc.iums.ac.ir/article-1-678-en.html
1- Krishna Institute of Nursing SCciences, Karad. , mulikmanda@gmail.com
2- Krishna Institute of Nursing SCciences, Karad.
2- Krishna Institute of Nursing SCciences, Karad.
Abstract: (57 Views)
Background: Clinical training on shift duty is critical to nursing education and practice. Stress from night shift duty is common in the nursing field, potentially harming nursing students' well-being and academic performance. The current study investigated the impact of a selective stress management intervention on reported stress levels and stress related symptoms among night shift nursing students.
Methods: A quasi-experimental one group pretest-posttest design was adopted, with 60 students chosen from Krishna Vishwa Vidhyapeeth, Krishna Institute of Nursing Sciences, Maharashtra, Karad-India using a non-probability convenient sampling method. The Perceived Stress Scale (PSS-10) and a self-structured questionnaire were used to measure stress and the influence of stress on nurses' health. The intervention consists of four 30-minute sessions delivered on alternate days of the week through a range of teaching modalities. Following each session, students received video links and were encouraged to apply one of the appropriate stress-reduction techniques with a weekly follow-up for one month. Following 30 days, a post-test was administered. Data analysis was done using descriptive and inferential statistics and to test the research hypothesis, paired t test was used in InStat 3 software. The significance level was set at P<0.05.
Results: Pre intervention, 36 students (60%) experienced moderate stress followed by 16 (26.66%) experiencing mild stress and 8 (13.33%) experiencing severe stress after night shift, whereas 39 students (65%) reported mild stress and 21 (35%) reported moderate stress following intervention. The paired 't' test value was 29.854, with a p-value of <0.0001, which was significantly higher than the tabulated 't' value. After a night shift, nursing students experienced stress-related symptoms such as insomnia, loss of appetite, fatigue, decreased attention, headache, and leg discomfort, which were significantly alleviated after the intervention (P<0.05).
Conclusion: Stress management interventions were effective in reducing stress level but students must be continually motivated to undertake these exercises on a daily basis.
Methods: A quasi-experimental one group pretest-posttest design was adopted, with 60 students chosen from Krishna Vishwa Vidhyapeeth, Krishna Institute of Nursing Sciences, Maharashtra, Karad-India using a non-probability convenient sampling method. The Perceived Stress Scale (PSS-10) and a self-structured questionnaire were used to measure stress and the influence of stress on nurses' health. The intervention consists of four 30-minute sessions delivered on alternate days of the week through a range of teaching modalities. Following each session, students received video links and were encouraged to apply one of the appropriate stress-reduction techniques with a weekly follow-up for one month. Following 30 days, a post-test was administered. Data analysis was done using descriptive and inferential statistics and to test the research hypothesis, paired t test was used in InStat 3 software. The significance level was set at P<0.05.
Results: Pre intervention, 36 students (60%) experienced moderate stress followed by 16 (26.66%) experiencing mild stress and 8 (13.33%) experiencing severe stress after night shift, whereas 39 students (65%) reported mild stress and 21 (35%) reported moderate stress following intervention. The paired 't' test value was 29.854, with a p-value of <0.0001, which was significantly higher than the tabulated 't' value. After a night shift, nursing students experienced stress-related symptoms such as insomnia, loss of appetite, fatigue, decreased attention, headache, and leg discomfort, which were significantly alleviated after the intervention (P<0.05).
Conclusion: Stress management interventions were effective in reducing stress level but students must be continually motivated to undertake these exercises on a daily basis.
Type of Study: Research |
Subject:
General
Received: 2024/10/11 | Accepted: 2025/04/6 | Published: 2025/08/18
Received: 2024/10/11 | Accepted: 2025/04/6 | Published: 2025/08/18
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