Emotional empowerment through information research and communication to reduce fear of COVID-19 among nursing students: a randomised controlled trial
Tóm tắt
Despite an existing body of literature on anxiety reduction using multi-component methods, little is known about the effect of active student participation in research and communication of scientific information on anxiety and fear reduction. The aim of this study is to evaluate the impact of quality scientific information research and the production of informative videos on the preventive aspects of COVID-19 on fear and anxiety reduction. A randomised controlled trial was conducted with 220 undergraduate nursing students in the first year of the nursing degree. The participating students were randomised into two groups. The experimental group carried out an intervention based on a database search for information on preventing COVID-19 and production of a video giving scientific reasons why prevention measures should be followed. In the control group, students created posters and videos about theoretical aspects of one module of the nursing degree. Both groups were surveyed before and after the intervention, measuring their state of resilience, preventive behaviours, level of anxiety, and fear of COVID-19. The intervention group showed a greater decrease in fear levels after the intervention than those in the control group. There were no differences between the groups in terms of resilience, preventive behaviours, or anxiety. In the experimental group, there was a significant decrease in anxiety levels and fear levels after the intervention compared to the baseline levels. An intervention based on active participation in searches for high-quality scientific information and production of information videos on COVID-19 prevention reduced fear and anxiety caused by COVID-19 among nursing students. We have retrospectively registered the trial in Open Science Framework and the identification number is
https://doi.org/10.17605/OSF.IO/6QU5S
.
Tài liệu tham khảo
Fiorillo A, Gorwood P. The consequences of the COVID-19 pandemic on mental health and implications for clinical practice. Eur Psychiatry. 2020;63(1):e32.
Holmes EA, O’Connor RC, Perry VH, Tracey I, Wessely S, Arseneault L, et al. Multidisciplinary research priorities for the COVID-19 pandemic: a call for action for mental health science. Lancet Psychiatry. 2020;7(6):547–60.
Pfefferbaum B, North CS. Mental Health and the Covid-19 pandemic. N Engl J Med. 2020;383(6):510–2.
UNESCO. COVID-19 educational disruption and response. http://en.unesco.org/themes/education-emergencies/coronavirus-school-closures. 2022.
Çürük GN, Özgül E, Karadağ S. The effect of COVID-19 on fear, anxiety, and sleep in nursing students. Ir J Med Sci. 2023;13:1–7.
Yazici HGN, Ökten Ç. Nursing students’ clinical practices during the COVID-19 pandemic: fear of COVID-19 and anxiety levels. Nurs Forum. 2022;57(2):298–304.
Alsolais A, Alquwez N, Alotaibi KA, Alqarni AS, Almalki M, Alsolami F, et al. Risk perceptions, fear, depression, anxiety, stress and coping among saudi nursing students during the COVID-19 pandemic. J Ment Health. 2021;30(2):194–201.
Lu W, Wang H, Lin Y, Li L. Psychological status of medical workforce during the COVID-19 pandemic: a cross-sectional study. Psychiatry Res. 2020;288;112936.
Dong L, Hu S, Gao J. Discovering drugs to treat coronavirus disease 2019 (COVID-19). Drug Discov Ther. 2020;14(1):58–60.
Wang D, Hu B, Hu C, Zhu F, Liu X, Zhang J, et al. Clinical characteristics of 138 hospitalized patients with 2019 novel coronavirus-infected pneumonia in Wuhan. China JAMA. 2020;17(11):1061–9.
Savitsky B, Findling Y, Ereli A, Hendel T. Anxiety and coping strategies among nursing students during the covid-19 pandemic. Nurse Educ Pract. 2020;46;102809.
Huang L, Lei W, Xu F, Liu H, Yu L. Emotional responses and coping strategies in nurses and nursing students during Covid-19 outbreak: a comparative study. PLoS ONE. 2020;15(8):e0237303.
Keener TA, Hall K, Wang K, Hulsey T, Piamjariyakul U. Relationship of quality of life, resilience, and associated factors among nursing faculty during COVID-19. Nurse Educ. 2021;46(1):17–22.
Boell JEW, da Silva DMGV, Guanilo MEE, Hegadoren K, Meirelles BHS, Suplici SR. Resilience and self-care in people with diabetes mellitus. Texto e Context Enferm. 2020;29:1–12.
Zager Kocjan G, Kavčič T, Avsec A. Resilience matters: explaining the association between personality and psychological functioning during the COVID-19 pandemic. Int J Clin Health Psychol. 2021;21(1):100198.
Cleary M, Visentin D, West S, Lopez V, Kornhaber R. Promoting emotional intelligence and resilience in undergraduate nursing students: an integrative review. Nurse Educ Today. 2018;68:112–20.
Li Z-S, Hasson F. Resilience, stress, and psychological well-being in nursing students: a systematic review. Nurse Educ Today. 2020;90:104440.
Dean E. Anxiety. Nurs Stand. 2016;30(46):15.
Wong LP, Hung C-C, Alias H, Lee TS-H. Anxiety symptoms and preventive measures during the COVID-19 outbreak in Taiwan. BMC Psychiatry. 2020;20(1):376.
Liu X, Luo W-T, Li Y, Li C-N, Hong Z-S, Chen H-L, et al. Psychological status and behavior changes of the public during the COVID-19 epidemic in China. Infect Dis poverty. 2020;9(1):58.
Kosugi M. Typology and characteristics of COVID-19 preventive measures implementation. Int J Environ Res Public Health. 2022;19(19):12194.
Albaqawi HM, Alquwez N, Balay-odao E, Bajet JB, Alabdulaziz H, Alsolami F, et al. Nursing students’ perceptions, knowledge, and preventive behaviors toward COVID-19: a multi-university study. Front Public Health. 2020;23(8):573390.
Egilsdottir H, Heyn LG, Brembo EA, Byermoen KR, Moen A, Eide H. Configuration of mobile learning tools to support basic physical assessment in nursing education: longitudinal participatory design approach. JMIR mHealth uHealth. 2021;9(1):e22633.
Cervera-Gasch Á, González-Chordá VM, Mena-Tudela D. COVID-19: Are spanish medicine and nursing students prepared? Nurse Educ Today. 2020;92:104473.
Vionette SG, María Teresa LM, Juan Antonio AP. Nursing students’ satisfaction during their first year of study in a private university as regards the integration of ICTs. Int J Educ Excell. 2017;3(2):35–74.
Rodríguez-Almagro J, Prado-Laguna MDC, Hernández-Martínez A, Monzón-Ferrer A, Muñoz-Camargo JC, Martín-Lopez M. The impact on nursing students of creating audiovisual material through digital storytelling as a teaching method. Int J Environ Res Public Health. 2021;18(2):694.
Dwan K, Li T, Altman DG, Elbourne D. CONSORT 2010 statement: extension to randomised crossover trials. BMJ. 2019;366:l4378.
Crespo M, Fernández-Lansac V, Soberón C. Spanish version of the CD-RISC resilience scale for chronic stress situations. Behav Psychol Conduct. 2014;22(2):219–38.
García-León M, González-Gómez A, Robles-Ortega H, Padilla JL, Peralta-Ramírez MI. Psychometric properties of the connor-davidson resilience scale (CD-RISC) in the spanish population. An Psicol. 2019;35(1):33–40.
Lee SA. Coronavirus anxiety scale: a brief mental health screener for COVID-19 related anxiety. Death Stud. 2020;44(7):393–401.
Caycho-Rodríguez T, Barboza-Palomino M, Ventura-León J, Carbajal-León C, Noé-Grijalva M, Gallegos M, et al. Spanish translation and validation of a brief measure of anxiety by the COVID-19 in students of health sciences. Ansiedad y estrés. 2020;26(2):174–80.
Sandín B, Valiente RM, García-Escalera J, Chorot P. Psychological impact of the COVID-19 pandemic: negative and positive effects in spanish people during the mandatory national quarantine. Rev Psicopatol y Psicol Clin. 2020;25(1):1–22.
Deslauriers L, McCarty LS, Miller K, Callaghan K, Kestin G. Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proc Natl Acad Sci U S A. 2019;116(39):19251–7.
Trujillo Torres JM, Hinojo Lucena MA, Marín Marín JA. Romero Díaz de la Guardia JJ, Campos Soto A. Analysis of project-based learning experiences: collaborative practices. B-Learning Edmetic. 2014;4(1):51.
Amador-Ruiz S. 3 TRUCOS PARA GANAR 3MT (Tesis en Tres Minutos) [Internet]. Spain; 2017. Available from: https://www.youtube.com/channel/UCE_xZCyPZoxM7AN-XOS-PdA.
Meneses-Monroy A, Rivas-Paterna AB, Orgaz-Rivas E, García-González FJ, González-Sanavia MJ, Moreno G, et al. Use of infographics for facilitating learning of pharmacology in the nursing degree. Nurs Open. 2023;10(3):1611–8.
Kabasakal E, Özpulat F, Akca A, Özcebe LH. COVID-19 fear and compliance in preventive measures precautions in workers during the COVID-19 pandemic. Int Arch Occup Environ Health. 2021;94(6):1239–47.
Fernández IAM, Moreno SC, Díaz LC, Gallegos-Torres RM, Fernández JAM, Martínez EKH. Fear, stress, and knowledge regarding covid-19 in nursing students and recent graduates in Mexico. Investig y Educ en Enferm. 2021;39(1):1–12.
Tomić SD, Tomić S, Malenković G, Malenković J, Šljivo A, Mujičić E. COVID-19-related stress, fear and online teaching satisfaction among nursing students during the COVID-19 pandemic. Healthc (Basel, Switzerland). 2023;11(6):894.
Chipps J, Penelope M, Jeffrey H, Margaret W, Olivia B, Fiona W, et al. Evaluation of a digital programme for final year nursing students during COVID-19. Int J Africa Nurs Sci. 2022;17:100455.
van der Riet P, Levett-Jones T, Aquino-Russell C. The effectiveness of mindfulness meditation for nurses and nursing students: an integrated literature review. Nurse Educ Today. 2018;65:201–11.
Stinson C, Curl ED, Hale G, Knight S, Pipkins C, Hall I, et al. Mindfulness meditation and anxiety in nursing students. Nurs Educ Perspect. 2020;41(4):244–5.
Bakioğlu F, Korkmaz O, Ercan H. Fear of COVID-19 and positivity: mediating role of intolerance of uncertainty, depression, anxiety, and stress. Int J Ment Health Addict. 2021;19(6):2369–82.
Begum DF. Knowledge, attitudes, and Practices towards COVID-19 among B.Sc. Nursing students in selected nursing institution in Saudi Arabia during COVID-19 outbreak: an online survey. Saudi J Nurs Heal Care. 2020;3(7):194–8.
Hossain MA, Jahid MIK, Hossain KMA, Walton LM, Uddin Z, Haque MO, et al. Knowledge, attitudes, and fear of COVID-19 during the Rapid rise period in Bangladesh. PLoS ONE. 2020;24(9):e0239646–6.
McEachan R, Taylor N, Harrison R, Lawton R, Gardner P, Conner M. Meta-analysis of the reasoned Action Approach (RAA) to understanding Health Behaviors. Ann Behav Med. 2016;50(4):592–612.
Sohr-Preston S. Change in knowledge and attitudes among students in an undergraduate developmental psychology class. Int J Scholarsh Teach Learn. 2015;9(2):1–7.
Armbruster P, Patel M, Johnson E, Weiss M. Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. CBE Life Sci Educ. 2009;8(3):203–13.
Doan DA, Ho HH, Tran LD, Nguyen PL, Le ATL, Dinh DX. Knowledge, attitudes, and practices of university students regarding COVID-19: a cross-sectional study in Vietnam. BMC Public Health. 2022;22(1):2016.