The aim of this study was to examine the grief rituals and grief reactions of individuals who experienced the death of a loved one during the COVID-19 pandemic. This study included 114 participants. The majority of participants (81.6%) stated that the COVID-19 pandemic affected the grieving process. The participants who stated that the COVID-19 pandemic affected the grieving process showed more physiological grief reactions. The implementation of grief rituals did not affect the grief reactions (p > .05). It is recommended to conduct studies with individual in-depth interviews in order to determine the effects of grief rituals on the grieving process in the COVID-19 pandemic.
Introduction Although it is recognized that suffering a mental illness is a traumatic experience, the fact that this can lead to posttraumatic growth and the variables that may affect the situation are rarely discussed in the literature. Aim This study was conducted to determine the effects of coping styles and nursing care perceptions on posttraumatic growth in mental disorders. Method The descriptive study was conducted at a psychiatric clinic with a personal information form and three-scale test. Results In the study, completed with 122 psychiatric inpatients, it was found that patients were using effective methods to cope with stress, were satisfied with nursing care and had high posttraumatic growth. Moreover, it was found that effective coping styles and satisfaction with nursing care positively affected the posttraumatic growth level of patients. Discussion The results support the proposition that using effective coping styles and seeking professional support after traumatic life events influence posttraumatic growth levels. Implications for practice Psychiatric nurses should be aware of the fact that developing a mental disorder is a traumatic life event after which posttraumatic growth can occur. They should encourage posttraumatic growth by teaching effective coping methods, providing psychiatric care and using psychosocial interventions such as trauma-focused cognitive behavioural therapy and eye movement desensitization.
DEATH is general and inevitable for all individuals (Jenkins and Merry 2005). Grief experienced after the death is one of the strongest emotion (Hopkins 2009, Stuart 2013). In order to understand the grief that is one of the strongest emotion, it is necessary to define the concepts to which it is related. Although the concepts related to the grief are sometimes used interchangeably, there are conceptually differences between them. There are three concepts in the literature describing the personal, social and situational levels of the loss (Malkinson 2009). Bereavement concept means that an individual has lost a person who is important for him/her. It emphasizes the social level of the loss (Malkinson 2009). Mourning means that pain and sadness. It is an explanatory movement independent of the individual's emotions. It represents the cultural characteristics of loss (Malkinson 2009). Grief is pain caused by death or catastrophe and the behaviors indicating this pain. It is the emotional response to loss in individuals who are lost a person due to death (Malkinson 2009). Grief, a normal reaction to the loss, is an emotional pain that needs to be known and experienced. The grief causes psychological, behavioral, social and physical symptoms. It is usually limited over time and gradually decreases (Shives 2012). Grief is often a natural process that does not require intervention. The grief process brings pain and disorganization. The individual primarily experiences feelings of shock and denial during the grief process. Following this process, feeling of guilt emerges in the individual. With the feelings of hopelessness and sadness, pseudohalucination may occur in the individual. At the end of this process, the individual accepts the loss and comes to the stage to remember the person he has lost without feeling uncomfortable. This process may vary from months to years (Hopkins 2009, Townsend 2009, Genlik 2012, Bildik 2013). There are factors affecting the response of the individual to the grief process. These factors can be basically classified as the situation of death, the characteristics of the individual which is in the grief process and social situations (Puri and Treasaden 2010). The proximity of the deceased individual, for example being a spouse or child, is important in the grief response (Hopkins 2009, Townsend 2009). Since the family is a fundamental social unit, the grief shows itself among the members of this unit. Individuals most affected by the death of are members of that family. Important changes are also observed in the family system with the death of one of the family member (Jeffreys 2011). Each of the family members lives the grief process differently, because the relationship between deceased person and family member is unique. This causes everyone in the family to experience a distinctive grief process (Humphrey and Zimpfer 2008). For this reason, effects of grief on family can be evaluated through generally family system and in particular spouse, child and parents. The aim of this review is t...
This research aims at reviewing the relation between the problem solving skills of health high school students and their social skill levels. It was planned to be descriptive. The universe of the research was composed of nursing students in the health high school. The sample was determined to be the whole of the universe. A written permission was taken from the management of the health high school regarding the research. Problem Solving Inventory and Social Skill Inventory; the form towards socio-demographic data prepared by the researchers was used. SPSS-16 software programme were used to analyze the data. The participants were a total of 248 people, with %76.2 female. 66 of the students are from the 1 st grade, 67 from the 2 nd , 58 from the 3 rd and 57 from the 4 th grade. When some substance use properties of the students were observed, %11.3 stated they smoke, %9.3 of the students stated that they drink alcohol. Statistically significant relations were determined between problem solving and sub-scales regarding social skills. A statistically significant relationship was identified between confidence in the problem solving skills and emotional expressivity. According to this, as the score average for confidence in problem solving skills increase, emotional expressivity decreases. That is, the nonverbal communication skills of the individual are decreasing. Consequently, as the problem solving skills of nursing students decrease, their social skill levels are decreasing as well.
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