The effect of laughter yoga applied before simulation training on state anxiety, perceived stress levels, self-confidence and satisfaction in undergraduate nursing students: A pragmatic randomized controlled trial

Dönmez, Ayşe Arıkan; Çopur, Ebru Öztürk; Kapucu, Sevgisun; Elçin, Melih

doi:10.1016/j.nepr.2023.103636

Cited by 11 publications

(5 citation statements)

References 38 publications

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“…34 female students made up the MG, who fulfilled the proposed recommendations regarding the use of mental fitness tools, and the rest were made up by the CG. As a result of the study, we have confirmed the effectiveness of using mental practices for the prevention of stressrelated conditions in female students (Ai et al, 2021;Dönmez et al, 2023;Kim, McKenzie, 2014). Evidence of the maximum effectiveness of mental fitness tools on the symptoms of PTSD compared to other stress-related conditions became new data.…”

Section: Discussionsupporting

confidence: 57%

Application of mental fitness tools in the prevention of stress-associated conditions of female students of higher education establishments

Andrieieva,

Byshevets,

Kashuba

et al. 2024

Fìz. reabìl. rekreac.-ozdor. tehnol.

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Purpose: to check the effectiveness of the use of mental fitness tools for the prevention of stress-related conditions of female students of higher education establishments. Material & methods: 56 female students, average age 19.5 ± 1.5 years, participated in the study. The main group (MG) included 34 participants who, for 6 months, practiced mental fitness twice a week for 80 minutes. 22 female students who formed the control group (CG) practiced the physical education program of a higher education institution twice a week for 80 minutes during the same period. The following research methods were used: analysis, synthesis, generalization, pedagogical experiment, survey, modelling, statistical analysis using correlation analysis, comparative analysis, effect assessment method, non-linear assessment methods, model quality assessment methods. Results: the positive experience of implementing mental fitness programs into the practice of physical activity of higher education students is summarized. It was established that 71.4% of female students complain of mood swings, 60.7% – of anxiety, and 39.3% – of depressive states. After the study, 71.4% of female students indicated that their mood improved, 67.9% reported an improvement in physical condition, and 57.1% focused on reducing stress levels. It has been proven that there are statistically significant (p<0.05) correlations between the manifestations and indicators of stress-related conditions of students, the largest of which was recorded between the signs of PTSD and the indicators that determine stress-related conditions. Depending on the mental fitness classes, after the study there was a statistically significant (p<0.05) reduction in PTSD symptoms, improvement in mood and well-being compared to CG students. After the study, the prevent post-traumatic stress disorders (PTSD) risk score for CG students was higher by 1.64 standard deviations compared to MG students. A statistically significant (p<005) logistic binary model was developed, improved and scientifically substantiated, which, based on data on well-being, allows predicting whether a student is engaged in mental fitness. It has been proven that despite its lower predictive ability compared to other developed models, it has such advantages as statistically significant coefficients (p < 0.05), the ability to predict whether a student is engaged in mental fitness with 88.2% accuracy using only data on well-being, retention high prognostic ability with a significant simplification of the model. This shows that the developed model is the best choice for practical application. Conclusions: it is advisable to introduce mental fitness tools into the practice of health-recreational motor activity of female students in order to improve mood, work capacity and well-being, and, as a result, PTSD.

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Section: Discussionsupporting

confidence: 57%

Application of mental fitness tools in the prevention of stress-associated conditions of female students of higher education establishments

Andrieieva,

Byshevets,

Kashuba

et al. 2024

Fìz. reabìl. rekreac.-ozdor. tehnol.

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“…In another study, laughter yoga practiced with nursing undergraduate students before simulation training reduced their state anxiety and perceived stress levels. In addition, the mean scores of the participants in the intervention group for the student satisfaction and self-confdence in learning were signifcantly higher than those of the participants in the control group [24]. It has been reported that laughter yoga practice can be an efective method to help frst-year nursing students cope with stress [3].…”

Section: Discussionmentioning

confidence: 90%

Investigation of the Effect of Laughter Yoga on Stress-Coping Behaviors in Nursing Students’ Starting University

Alan,

Ugur,

Bedez

et al. 2024

Perspectives in Psychiatric Care

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Aim. This study was aimed to investigate whether the practice of laughter yoga in nursing students who just started university can help them cope with stress. Design. An experimental randomized controlled study was conducted. Methods. The research was conducted with first-year students (n = 38) who were willing to participate in the study. The intervention group took part in six 45–50 minute laughter yoga sessions twice a week for three weeks. Results. The comparison of the mean and total scores obtained from the Coping Behavior Inventory and Physio-Psycho-Social Response Scale by the participants in the control and intervention groups before and after the implementation of the laughter yoga practices demonstrated that there was a statistically significant difference between the two tests in the intervention group and the difference was especially evident between the pre- and posttest scores obtained from the Coping Behavior Inventory. Conclusions. In this study, laughter yoga practice helped the participating nursing students who just started university to cope with stress. It can be recommended that laughter yoga should be integrated into the curriculum in schools where nursing education is provided as a way of coping with stress, that its use should be expanded, and that randomized controlled experimental studies in which its physiological and psychological effects in different groups are investigated with objective and subjective parameters should be conducted.

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“…Because of baseline imbalances in some studies (Dönmez et al, 2023;Eyübo glu et al, 2021;Kang et al, 2009), meta-analyses were conducted based on change-from-baseline (CFB) values rather than the final values. Mean CFB values and standard deviations were imputed from the baseline and post-intervention values using the equations from the Cochrane Handbook for Systematic Reviews of Interventions (2011).…”

Section: Data Synthesismentioning

confidence: 99%

“…Six studies (seven comparisons) (Chen et al, 2013;Dönmez et al, 2023;Eyübo glu et al, 2021;Gallego-Gómez et al, 2020;Kanji et al, 2006;Leggett, 2010) involved vital signs outcomes, including blood pressure (BP), heart rate (HR), and respiratory rate.…”

Section: Vital Signsmentioning

confidence: 99%

“…Seven studies (Alhawatmeh et al, 2022;Dönmez et al, 2023;Gallego-Gómez et al, 2020;Kim, 2014;Lee & Lee, 2020;Lim & Kim, 2014;Ozturk & Tezel, 2021) evaluated other biomedical markers, including cortisol level, glucose level, oxygen saturation, C-reactive proteins (CRP), mean arterial pressure (MAP), and heart rate variability (HRV). However, few studies were available to analyze the pooled effect analysis of these outcomes except for cortisol level.…”

Section: Other Biomedical Markersmentioning

confidence: 99%

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Effectiveness of stress management interventions for nursing students: A systematic review and meta‐analysis

Ji,

Guo,

Soh

et al. 2024

Nursing & Health Sciences

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Elevated stress levels are related to diminished mental health, potentially leading to decreased well‐being and performance of nursing students. While researchers have focused on developing stress management interventions, there is a need to synthesize the evidence. A systematic review with meta‐analysis was conducted to assess the evidence for the effectiveness of stress management interventions in nursing students. A systematic literature search identified controlled stress management interventions employing a validated psychological or physiological stress measure. Forty‐one studies were included, with 36 forming a pool of 2715 participants in the meta‐analysis. The overall effect on psychological stress was positive. Intervention type, delivery modality, intervention duration in weeks, and number of sessions were moderators of intervention effectiveness, with more significant effects for mind–body programs, on‐site delivery methods, durations of 9–12 weeks, and 15–30 sessions. For physiological stress, the biomarkers of blood pressure, heart rate, and cortisol levels decreased significantly. Future research is necessary for promising outcomes related to currently underrepresented indicators and to investigate the long‐term effects of interventions.

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The effect of laughter yoga applied before simulation training on state anxiety, perceived stress levels, self-confidence and satisfaction in undergraduate nursing students: A pragmatic randomized controlled trial

Cited by 11 publications

References 38 publications

Application of mental fitness tools in the prevention of stress-associated conditions of female students of higher education establishments

Application of mental fitness tools in the prevention of stress-associated conditions of female students of higher education establishments

Investigation of the Effect of Laughter Yoga on Stress-Coping Behaviors in Nursing Students’ Starting University

Effectiveness of stress management interventions for nursing students: A systematic review and meta‐analysis

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