The present study examined whether burnout and negative ruminations of helping professional were reduced by writing about their dissonant emotional experiences. Twenty helping professionals were randomly assigned to either the experimental condition (writing about emotionally dissonant experiences for three weeks) or the control condition (without writing). The results revealed that participants in the experimental condition had significantly lower scores for emotional dissonance than the control group immediately and three weeks after the experimental intervention. Qualitative analyses of the content written by the participants showed that individuals who had more beneficial change on the score for emotional dissonance wrote more cognitive words. This correlation suggests that writing about emotional dissonance may facilitate cognitive restructuring of emotional experiences, which results in decreasing emotional dissonance.

The purpose of this research is to conduct a educational program based on the cognitive restructuring method in order to provide nurses with training in emotional coping, and to verify changes in emotional coping tendencies. Method: Using a web-based version of cognitive restructuring, we conducted a educational program with 26 nurses who had less than 10 year's nursing experience. Evaluation of the intervention was carried out at three stages: pre-intervention, post-intervention, and one month post-intervention, and was performed using scales of the ECSS-N (Emotional-Coping Strategies Scale for Nurses), STAI (State-Trait Anxiety Inventory), and SOC (Sense of Coherence). Results: The results indicated increases in a "regulating both patients' and one's own emotions", which is effective to mental health (F(2, 48) = 3.61, p = .035). These changes led to increased confidence with regards to emotional coping (F(2, 48) = 5.02, p = .010). Additionally, this effect was observed one month post-intervention rather than immediately after intervention. Conclusion: The results of the conductance of educational program indicated its ability to change nurses' emotional coping tendencies.

Purpose: e purpose of this study is to develop a Multidisciplinary Collaboration Ability Scale (MCAS) and examine the reliability and validity for medical professionals engaged in cancer care. Method: e rst MCAS draft was created, and the content validity and surface validity of the scale were examined for medical professionals. Next, a cross-sectional questionnaire survey was conducted on medical professionals engaged in cancer care who worked in medical institutions. Exploratory factor analysis and known-groups technique were carried out, coe cient α calculated, and concurrent validity examined. is study was conducted with the approval of the research ethics review. Result: Exploratory factor analysis resulted in 33 items of 4 factors (ability to promote discussion, foundational relationship building, self-control, and problem-solving activities).e MCAS score was signi cantly higher for those who had participated in a multidisciplinary workshop and those who had more years of experience. Coe cient α for the entire scale and for each factor was .80 and above. Examination of concurrent validity showed a moderate correlation. Conclusion: e reliability and validity of MCAS in its development stage were generally veri ed.

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