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Self-handicapping among nursing students: an interventional study.

Ladan Zarshenas1, Leila Ashrafean Jahromi2, Mohsen Faseleh Jahromi3

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Training nursing students in problem-solving skills significantly reduced self-handicapping behaviors. This intervention offers a valuable strategy to improve academic performance and well-being in nursing education.

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Area of Science:

  • Nursing Education
  • Psychology
  • Behavioral Science

Background:

  • Self-handicapping is a behavioral defense mechanism that can negatively impact academic performance.
  • Nursing students may exhibit self-handicapping behaviors, affecting their educational outcomes.

Purpose of the Study:

  • To evaluate the effect of problem-solving skills training on reducing self-handicapping among nursing students.

Main Methods:

  • An interventional study involving 90 nursing students in Iran (2016-2017).
  • Participants were randomly assigned to an intervention (problem-solving skills training) or control group.
  • Self-handicapping was assessed using the Jones and Rodwalt's self-management questionnaire before and after the intervention.

Main Results:

  • The intervention group showed a significant decrease in self-handicapping scores post-training (p < 0.001).
  • No significant changes in self-handicapping were observed in the control group (p = 0.575).
  • A significant difference in self-handicapping was noted between groups one month after the intervention (p = 0.014).

Conclusions:

  • Problem-solving skills training positively impacts nursing students' beliefs and performance, reducing self-handicapping.
  • Cognitive-behavioral approaches, such as problem-solving skills, should be integrated into medical and nursing curricula.