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ORIGINAL RESEARCH article
Front. Med.
Sec. Healthcare Professions Education
Volume 11 - 2024 |
doi: 10.3389/fmed.2024.1429541
This article is part of the Research Topic Patient and Medical Staff Safety and Healthy Work Environment in the 21st Century View all 10 articles
Promoting coping competence for psychological stressors in nursing training: A controlled pedagogical intervention
Provisionally accepted- 1 University of Hohenheim, Stuttgart, Germany
- 2 University of Münster, Münster, North Rhine-Westphalia, Germany
- 3 University of Göttingen, Göttingen, Lower Saxony, Germany
- 4 Technical University of Munich, Munich, Bavaria, Germany
Multiple stressors as well as the health- and quality-impairing effects of strain in nursing require the systematic acquisition of competence in dealing with stressors, starting at the stage of initial vocational training. The study investigates whether an instructional concept, which merges didactic principles of nursing education with concepts and training measures from stress psychology, promotes the acquisition of stress coping competence more effectively than regular teaching on the relevant curricular field at nursing schools. The quasi-experimental study design, based on the Solomon four-group plan, included 332 trainees. The assessment of stress coping competence at the beginning and at the end of the intervention provided a video-stimulated situational judgment test covering nursing-specific stressful situations that were validated by field experts. Complementing group comparisons, regression analyses examined intervention effects at the individual level while controlling for other predictors of learning success. The highest solution rates with regard to the two basic competence dimensions of (1) situation assessment and (2) strategy selection and justification occurred in the treatment classes without a pretest. At the individual level, treatment effects were confirmed for the first dimension. Students with a migration background achieved lower competence gains than other students. Both the instructional approach and the competence test provide valuable foundations for the promotion and diagnosis of stress coping skills. Nevertheless, subsequent studies should examine adaptive support for different learner groups and, further, include observational phases that focus on the deliberate practice of acquired coping strategies in the practical training settings of nursing education.
Keywords: Occupational stress, coping skills, Pedagogical intervention, competence gains, Evaluation
Received: 08 May 2024; Accepted: 09 Sep 2024.
Copyright: © 2024 Warwas, Vorpahl, Weyland, Wilczek, Seeber, Krebs and Wittmann. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Julia Warwas, University of Hohenheim, Stuttgart, Germany
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