Nursing Students’ Attitudes and Use of Holistic Therapies for Stress Relief

Abstract

Findings indicate receptiveness by student nurses to the use of holistic therapies but point to the need for the inclusion of informational as well as experiential education on holistic therapies within nursing curricula.

The Willingness of Undergraduate Nursing Students Regarding Utilizing CAM as a Preventative Method of Coronaviruses

“…The study result indicates that 74.42 percent of the students had positive attitude toward utilizing CAM as a preventative method of COVID-19 after watching the CAM video model. Such results of positive attitudes of utilizing CAM were found among general physicians, nurses, medical and nursing students [28][29][30][31][32][33][34][35][36][37][38][39] . However, in a study that compared medical and nursing students, it was found that nursing students had more positive attitudes than medical students toward complementary and alternative medicine therapies [30,31] .…”

“…According to the other studies findings, there is a lack of evidence, training, and appropriate equipment, which are barriers of utilizing the CAM therapies mainly the herbs modality [30,34,35,37,40] . Consequently, students may perceive CAM modality is not very effective in the clinical or long-term life span because of their personal beliefs and attitudes regarding these barriers.…”

The Life Course Paradigm as a Lens for Holistic Nursing Research in Older Adults Diagnosed With Schizophrenia

“…Finally, holistic nursing with LCT should start in the classroom. Although nursing programs have taught complementary and alternative therapies for many years, the implementation of those therapies is often perceived to be difficult in nursing practice, owing to limited time and resources (Kinchen & Loerzel, 2019; Teal, Rutledge, Robertson, & Cruz, 2018). Nurse educators should continue to teach nursing students to be aware of patients’ needs holistically; they should train students to address the patient who has the disease, not just the disease process, and they should take the patient’s life course into account.…”

“…Complementary and alternative therapies should also be taught with a focus on the development of faculty experts to disseminate such knowledge (Braun, 2018). The practical demonstration and offering of holistic therapies to help nursing students with stress is a good step in their learning process, and students report they will need more academic exposure if they are to use these therapies in practice (Kinchen & Loerzel, 2019). Nursing students should therefore be trained to apply holistic principles and LCT when they work with patients while they are still in nursing school.…”

The Job Stress Intervention Matrix: A New Conceptual Framework for Higher Education in the Post-COVID World

“…Powerlessness is shown to be linked to bullying (Hurley et al, 2016), alienation (Özer et al, 2019), patients that self-harm (Rayner et al, 2019), older patients (Chen et al, 2019) and stroke victims (Lin & Li, 2019). Increased competitiveness driven by domestic competitors and globalization, workloads that are more demanding, poor management, dysfunctional conflict, job insecurity, mergers and acquisitions, low pay growth and decreased employee benefits, and many other factors will likely exacerbate job stress (APA, 2011;Kinchen & Victoria, 2019;Knežević and Krstić, 2019;Vander, et al, 2012). Feelings and implications of powerlessness and stress are present in higher education (Walkington, 2017), and they may have been exacerbated since the COVID-19 pandemic.…”