Increasing student success through in-class resilience education.

Area of Science:

• Nursing Education
• Mental Health
• Stress Management

Background:

• Student performance is significantly impacted by internal and external stressors.
• Experiential learning and self-care are crucial for managing stress in nursing students.
• Psychiatric/mental health nursing curricula can integrate stress reduction strategies.

Purpose of the Study:

• To explore the effects of an experiential psychiatric/mental health nursing class focused on stress reduction techniques.
• To assess the impact of self-care strategies learned through experiential learning on baccalaureate nursing students.
• To identify preferred coping mechanisms and their effectiveness in managing student stress.

Main Methods:

• A mixed-methods approach was employed with 113 baccalaureate nursing students.
• Students were exposed to weekly stress reduction techniques (deep breathing, progressive muscle relaxation, mindfulness, aromatherapy, guided imagery, yoga).
• Qualitative content analysis of journals and post-intervention assessments, alongside quantitative measures (Beck Anxiety Inventory, Ten-Item Personality Inventory, Resiliency and Self-Care inventory).

Main Results:

• Moderate to strong negative correlations were observed between emotional stability and anxiety scores.
• Key themes identified included the physical/emotional effects of stress, perceived lack of control, and fears related to psychiatric patient communication.
• Preferred coping methods were portable, low-cost, and effective for anxiety alleviation and pre-sleep relaxation.

Conclusions:

• Experiential learning of self-care techniques can effectively reduce anxiety and promote relaxation in nursing students.
• Family/friend support and self-care practices contribute positively to professional vitality.
• Barriers to self-care, such as time constraints, sleep disturbances, and financial issues, require attention.