The Impact of a Therapeutic Music Intervention on Junior Nursing Students' Perceived Stress

Autor/in	Stam, Claire Marie
Titel	The Impact of a Therapeutic Music Intervention on Junior Nursing Students' Perceived Stress
Quelle	(2019), (130 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Clemson University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-2920-2
Schlagwörter	Hochschulschrift; Dissertation; Nurses; Stress Variables; Nursing Education; Student Attitudes; Music Therapy; Coping; Daily Living Skills; Intervention; Anxiety; Outcomes of Treatment; Measures (Individuals) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pflegepädagogik; Schülerverhalten; Musiktherapie; Bewältigung; Alltagsfertigkeit; Angst; Messdaten
Abstract	Nurses experience academic, clinical, and personal stressors and often do not combat these stressors with effective coping strategies. Increased exposure to long-term and uncontrollable stress coupled with a lack of self-care techniques produce negative effects on nurses' health, academic achievement, and professional performance. The purpose of this study was to determine the impact of a therapeutic harp music intervention on junior nursing students' perceived level of stress. An initial focus group was held in March 2019 and served as a forum for nursing students to share their opinions and experiences related to the stressors of nursing school, self-care practices, and perceptions of therapeutic music interventions. A quasi-experiment and repeated measures ANOVA design was utilized for this study. Junior nursing students were recruited in March 2019 to participate in a series of four therapeutic interventions that took place in April 2019. Each 15-minute session was conducted weekly over four consecutive weeks during a regularly scheduled class time. Students completed the 10-Item Perceived Stress Scale (PSS-10) prior to the first session, prior to the third session, and immediately following the fourth session. Students provided feedback on their feelings prior to and following each of the four sessions and opinions of the effectiveness of the intervention. Student responses reflected an overwhelming positive response to the intervention as students self-reported lower levels of stress and anxiety as a result of the sessions. The data collected from the PSS-10 yielded significant results for the main effect (p = 0.001) as well as each of the three time pointes: pre-intervention to mid-intervention (p = 0.004), mid-intervention to post-interventions (p = 0.003), and pre-intervention to post-intervention (p = 0.002). [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01