Literaturnachweis - Detailanzeige
| Autor/in | Choma, Sharon M. |
|---|---|
| Titel | An Evidence-Based Application of a Stress Reduction Pilot Project on First Semester-Associate Degree Nursing Students |
| Quelle | (2019), (150 Seiten)
PDF als Volltext D.N.P. Dissertation, The Catholic University of America |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3922-2534-9 |
| Schlagwörter | Hochschulschrift; Dissertation; Evidence Based Practice; Anxiety; Stress Management; Pilot Projects; College Freshmen; Associate Degrees; Two Year Colleges; Nursing Students; School Holding Power; Peer Relationship; Mentors; Electronic Mail; Telecommunications; Handheld Devices; Intervention; Response to Intervention; Student Attitudes |
| Abstract | Despite the increased popularity and available offerings for associate degree nursing (ADN) programs in the United States, an insufficient number of entry level registered nurses are available. Due to insufficient entry level registered nurse representation, the number of available trained caregivers are lacking to meet the demands of the U.S.'s aging population. Researchers, such as Jeffreys (2007a, 2007b, 2015), have noted that high attrition rates among first semester nursing students have resulted in empty classroom seats, thus resulting in fewer nursing graduates. High stress levels are a common identified factor, which impacts attrition and graduation rates in academically rigorous programs, specifically those that require simultaneous participation in clinical and didactic areas. Associate degree nursing programs are often community based, thereby allowing for increased participation of among non-traditional students who often have pre-existing financial and family obligations. Systematic reviews of studies on stress reducing interventions performed between 1981 and 2013 (Galbraith & Brown, 2011; Guillaumie, Boiral, & Champagne, 2016), identified multiple stress reduction approaches that aid in effectively preparing ADN students for the stressors associated with nursing programs. Such methodologies include guided imagery, meditation, laugh therapy, biofeedback, diaphragmatic breathing, and mentoring programs. The purpose of this project was to decrease first semester ADN student stress levels, through implementing an intervention that taught freshman students three different evidence-based stress reduction methodologies. The three selected evidence-based stress reduction methodologies were deemed as appropriate by the project director, as these interventions were situationally dependent (thus catering to the needs of various students) and dependent on the amount of student time allotted. The PICOT question that guided this project was, "What were the effects of a stress management intervention program (consisting of diaphragmatic breathing -- DB, guided-imagery -- GI, and student mentoring -- SM) among first-semester nursing students enrolled in a community college nursing program?" The Project Director designed the project, which utilized the expertise of fourth-semester nursing students who presented an in-service, to freshman nursing students, regarding information that they believed would improve first year student successes during the beginning of the student's nursing journey. Following the in-service, freshman participants were invited to participate in an intervention. Informed consent and demographics data were obtained following the in-service, from freshman students who chose to participate in the eight-week stress management intervention project. During the intervention, freshman students were instructed on the use of DB and GI, and assigned to a senior student mentor, who they interacted with for eight- weeks. The function of the student mentor was to reinforce strategies learned during the in-service and to provide support to the assigned freshman student through communicating via text message, phone call, or email. Perceived stress levels and coping methods (i.e., how often the student experienced certain behaviors/ feelings) data were collected using the Perceived Stress Scale (PSS) and Brief Cope Inventory (BCI), prior to instruction on DB, GI, and assignment to a senior mentor. Post-intervention, the aforementioned information was collected for analysis. Pre- and post-test data were analyzed and reported on through the use of descriptive findings (means and standard deviations) for the PSS and BCI subscales. To evaluate the perceived degree of helpfulness of the three different intervention strategies, participants ranked the degree of helpfulness of each intervention. A ranking and compiling of results performed on 17 participating freshmen found the highest number of participants (n=11) reported the student mentor experience as the most helpful of the three interventions. Mentor contact with students, ranged from four to 85 times (including texts), with the reported amount of time spent by the mentor in contacting, texting, or speaking with the freshman student ranging from 45 to 870 minutes. Eleven of the 17 participants reported the DB intervention as the second most helpful intervention, noting a reported frequency of use ranging from zero (one respondent) to ten times (two respondents). Guided imagery was the least frequently used intervention among all participants, with frequency of use being zero (n=2), to sixteen times (n=1). In response to the question, "Were there any areas in which you found having a mentor to be particularly helpful," comments included; "found it very beneficial to have a cheerleader particularly following quizzes and exams", "great to have someone give advice on how to cope with nursing school," to the more practical "very helpful to have someone give tips on what books to take to which class, and how to study for the different courses." Furthermore, greater than 75% (n=13) of the participants noted that they would participate in a mentorship program, if again provided the opportunity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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