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The purpose of this study was to develop a cost-effective modularized and self-paced learning method for reducing stress for beginning college students. Stress associated with entering collegiate programs significantly affects student adjustment and achievement. Many researchers report significant correlations between stress and serious physical and emotional illness.Two hundred ninty-nine students were randomly divided into control and experimental groups. All students completed a Stress Assessment Questionnaire at the beginning of the program and then at four weeks, fifteen weeks, and twelve months. This tool measured student self-reported physical, social, and emotional life changes during the previous year. During the first three weeks of the program, the experimental group received the modularized stress reduction packet aimed at helping students to assess their life stresses, understand the impact that stress has on their health, and develop individualized stress management skills. The control group received no intervention. Consecutive completion of the Stress Assessment Questionnaire by both groups allowed for evaluation of the evaluation of the effectiveness of this approach.Both parametric and nonparametric statistics were utilized to evaluate the data. The study indicates that predicted illness rates may be decreased through knowledge of personal stress factors and stress-management skills.

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Creativity facilitates the continuous expansion of nurses' interpretations of their nursing practice and is the essence of holistic care. In this study, the concept of creativity was explored by addressing the question, "When student nurses are given complete freedom to design nursing care for a patient, what types of activities will they include?" The students were provided with a case scenario involving a comatose Native American male patient and asked to complete an "Exercise to Stretch Your Mind." Forty-eight students completed the exercise for a total of 343 responses. Qualitative data analysis was completed, and the nursing process was used to conceptually link the patterns of interventions that emerged. These interventions involved using the sensory modalities of physical and emotional feeling, hearing, and smelling to provide contextual experiences for the patient to connect and reconnect with himself. The connecting context included six areas: the outside, his nurse, his family, his spirit, the familiar, and the future.