The Effectiveness of Cognitive Behavioral Group Intervention on the Stress Levels of New Graduate Nurses

Abstract

2 ‫خبوکٍ‬ ‫حمیذرضب‬ 3 ‫حسیىی‬ ‫محمذعلی‬ 4 ‫محسه‬ ‫یسداوی‬ 5 ‫چکیده‬ ‫هدف:‬ ‫و‬ ‫زمینه‬ ‫تبظٜ‬ ‫پطؾتبضاٖ‬ ‫وبض‬ ‫قٛ٘س‬ ‫ٔی‬ ‫ٔتحُٕ‬ ‫ضا‬ ‫ظیبزی‬ ‫اؾتطؼ‬ ‫ٞسف‬ ‫ٌصاضز.‬ ‫ربی‬ ‫ثط‬ ‫ای‬ ‫حطفٝ‬ ٚ ‫فطزی‬ ‫اثؼبز‬ ‫زض‬ ‫ضا‬ ‫٘بذٛقبیٙسی‬ ‫آحبض‬ ‫تٛا٘س‬ ‫ٔی‬ ‫وٝ‬ ‫تبحیط‬ ‫ثطضؾی‬ ‫حبضط‬ ‫پػٚٞف‬ ‫ثٛز.‬ ‫وبض‬ ‫تبظٜ‬ ‫پطؾتبضاٖ‬ ‫اؾتطؼ‬ ‫ٔیعاٖ‬ ‫ثط‬ ‫ٌطٚٞی‬ ‫قیٜٛ‬ ‫ثٝ‬ ‫ضفتبضی‬ ‫قٙبذتی‬ ‫ٔساذّٝ‬ 1 ‫ایران‬ ‫تُران،‬ ‫تًاوبخشی،‬ ‫ي‬ ‫بُسیستی‬ ‫علًم‬ ‫داوشگبٌ‬ ‫پرستبری،‬ ‫ريان‬ ‫مذیریت‬ ‫ارشذ‬ ‫کبرشىبسی‬ ‫داوشجًی‬ 2 ‫تُران،‬ ‫تًاوبخشی،‬ ‫ي‬ ‫بُسیستی‬ ‫علًم‬ ‫داوشگبٌ‬ ‫پرستبری،‬ ‫گريٌ‬ ‫داوشیبر،‬ ( ‫ایران‬ ‫٭‬ ‫مسئًل‬ ‫وًیسىذٌ‬ ‫تمبس‬ ‫شمبرٌ‬ .) : 05125052144 Email: msflir@yahoo.com 3 ‫ایران‬ ‫تُران،‬ ‫تًاوبخشی،‬ ‫ي‬ ‫بُسیستی‬ ‫علًم‬ ‫داوشگبٌ‬ ‫پرستبری،‬ ‫گريٌ‬ ‫داوشیبر،‬ . 4 ‫ایران‬ ‫تُران،‬ ‫تًاوبخشی،‬ ‫ي‬ ‫بُسیستی‬ ‫علًم‬ ‫داوشگبٌ‬ ‫پرستبری،‬ ‫گريٌ‬ ‫استبدیبر،‬ . 5 AbstractBackground & Aim: New graduate nurses bear high levels of stress which could lead to unpleasant personal and professional outcomes. This study aimed to determine the effectiveness of cognitive behavioral group intervention on the stress levels of new graduate nurses. Material & Methods: It was a quasi-experimental pretest-posttest study with control group. A total of 80 new graduate nurses were first recruited by purposeful sampling and then were randomly assigned into two experimental and control groups (n=40). Eight, 90 minutes sessions of cognitive behavioral group intervention was performed for the experimental group two times a week. Control group received no intervention. The data was collected before and after the intervention by -Expanded Nursing Stress Scale‖ and analyzed by inferential statistics such as chi-square and independent T test using . Results: The findings showed that the mean score of stress level has reduced significantly after the intervention (from 44/44 to 29/44) (p<0/001). No significant reduction was found in the stress levels of control group (p=0/276). There was also a significant difference between the mean score of stress levels of the two groups after intervention (p<0/001). Conclusion: According to the findings cognitive behavioral group intervention can reduce the stress levels of new graduate nurses. Therefore, using this intervention in the beginning of new graduate nurses' work is suggested.

The effect of cognitive behavioral therapy on stress and anxiety of mothers of girls with precocious puberty symptoms: a randomized controlled trial

“…The results of both studies are in line with the present one. The perception of stress and responding to it are affected by previous experiences, current situations, and learned behaviors [ 21 ]. CBT approach suggests new thinking and behavioral techniques, taught to replace mothers’ negative thoughts about themselves, the world, and the future.…”

“…Previous studies have shown the positive effect of group CBT on occupational stress and anxiety of patients [ 20 , 21 ]. No studies were found that measured the effect of CBT on stress and anxiety of mothers of girls with precocious puberty symptoms.…”

The effect of scenario-based training on the Core competencies of nursing students

“…Another study showed that new nurses have many problems at the bedside, and they demand help and do not know others' expectations of nurses in factual clinical environments (10). Studies in Iran also show that novice nurses who start their professional role do not have su cient cognitive skills to t the needs of factual clinical environments (11,12). Abedi et al also listed cases such as unpreparedness in the clinical role, weak professional competence, lack of self-con dence, inability to meet colleagues' expectations, and adverse emotional reactions as some challenges faced by a majority of nursing students (13).…”

The effect of scenario-based training on the Core competencies of nursing students: a semi-experimental study

“…Willman et al showed that critical thinking competency one of the core competencies received the lowest self-assessed score among the newly graduated nurses [8]. Studies in Iran also show that novice nurses who start their professional role do not have sufficient cognitive skills to fit the needs of factual clinical environments [9,10]. Abedi et al also listed cases such as unpreparedness in the clinical role, weak professional competence, lack of self-confidence, inability to meet colleagues' expectations, and adverse emotional reactions as some challenges faced by a majority of nursing students [11].…”