No abstract

No abstract

Background: Stress response strategies are a conscious effort to solve personal and interpersonal problems, aiming to minimize stress. Objective: The aim of this study is to investigate the stress response strategies of nurses during the COVID-19 pandemic. Methods: The sample consisted of 550 Greek nurses working in Greece and other European countries (460 women and 90 men). Ways of Coping was used as the data collection tool. Participants were invited to complete the questionnaire via online GOOGLE FORMS. The statistical processing was carried out using a descriptive and inferential analysis via the statistical package for Social Science (SPSS v.21). Results: Analysis of the results shows a statistically significant difference between the two genders in the questionnaire’s subscales “Search for social support” (Women=1.88, Men=1.57, p<0.001) and “Wishful Thinking” (Women=1.76, Men=1.51, p <0. Also, there was a statistically significant difference in terms of country of work regarding the following subscales: ‘Search for social support’ (Greece=1.85, Outside Greece=1.67, p=0.019), ‘Wishful Thinking’ (Greece=1.74, Outside Greece=1.51, p=0.005) and ‘Problem Solving Assertion’ (Greece=1.39, Outside Greece=1.13, p=0.001). Conclusion: Stress response strategies for nurses are fundamental in addressing the difficult situations and conditions they face due to the COVID-19 pandemic.

Background: Mental rehearsal is a form of training used by nurse educators to enhance the performance of clinical skills. The use of imagination may facilitate cognitive and affective modification and subsequently may even reduce extraneous cognitive load. Objective: The aim of the study was to investigate the efficacy of mental rehearsal in cardiopulmonary resuscitation training of nursing students. Methods: This is a comparative study with a random sample of 52 Nurse-Assistant students who were randomly divided into two groups. A 10-minute educational video on CPR and defibrillation was shown to both groups with the experimental group having additional time to be coached on mental rehearsal. Student performance was subsequently timed and errors/overall performance recorded. Descriptive statistics and Mann-Whitney test was used for group comparisons analysis. Results: Students in the control group needed 8.5 minutes on average as compared to 6.2 minutes for the experimental group to complete cardiopulmonary resuscitation training. This equals to a difference of 2.5 minutes faster time for the experimental group (p<0.001). For overall mistakes the mental rehearsal group had 1.3 fewer mistakes on average (p=0.003). In terms of mistakes when executing cardiopulmonary resuscitation training there were 0.9 fewer mistakes in the experimental group (p=0.021). Conclusion: The use of mental rehearsal might be the first step in improving the teaching of nursing skills. Differences in skill acquisition in favor of mental rehearsal are important, especially when this technique is used in the teaching of life-saving skills such as cardiopulmonary resuscitation and the use of defibrillate.

No abstract