Use of theory and cognitive activities as stress reduction strategies

Lawrence, Rena M.; Lawrence, Sally A.; Lee, Betty Jane; Becker, Nancy M.

doi:10.1016/s8755-7223(85)80021-1

Cited by 2 publications

(5 citation statements)

References 13 publications

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“…The majority of stress management interventions with nursing students have employed quasi‐experimental designs, and have delivered programmes to groups of unselected, non‐distressed student nurses. Solely educational interventions have been presented to prepare students to cope with difficult clinical or academic experiences ( Lawrence et al . 1985 , Summers et al .…”

Section: Evaluating the Impact Of Work‐based Stress Management/reductmentioning

confidence: 99%

“…Bailey et al . 1980 , Fehring 1983, Lawrence et al . 1985 , Foley & Stone 1988, Speck 1990, Russler 1991, Heaman 1995), and failure to control family‐wise error rates arising from multiple testing strategies ( Gray‐Toft & Anderson 1983).…”

Section: Specific Design and Evaluation Problems Of Work‐site Stress mentioning

confidence: 99%

“…The majority of stress management interventions with nursing students have employed quasi-experimental designs, and have delivered programmes to groups of unselected, non-distressed student nurses. Solely educational interventions have been presented to prepare students to cope with dif®cult clinical or academic experiences (Lawrence et al 1985, Summers et al 1990 despite the therapeutic inertness of such approaches (West et al 1984). Others have used single-method strategies to reduce student anxiety early in training (Heaman 1995), or to reduce sickness and absence (Bailey 1984).…”

Section: Impact Of Work-site Stress Reduction/management Interventionmentioning

confidence: 99%

“…Other interventions have failed to demonstrate the impact of the programme at a physiological level (Fehring 1983, Speck 1990, Sheil & Meisenheimer 1992, Heaman 1995, although this may re¯ect a general tendency for measures of the subjective work environment not to correlate with objective' physiological indices (Schonfeld 1992). In addition, decreases in oral temperature, pulse, systolic pressure and blood glucose (Lawrence et al 1985), palmir sweat print (Mancini et al 1983), and pulse rates (Summers et al 1990) have been dif®cult to attribute to the intervention because of designs adopted.…”

Section: Impact Of Work-site Stress Reduction/management Interventionmentioning

confidence: 99%

“…Potential omissions in evaluation strategies have included insuf®cient follow-up measurement (e.g. Bailey et al 1980, Fehring 1983, Lawrence et al 1985, Foley & Stone 1988, Speck 1990, Russler 1991, Heaman 1995, and failure to control family-wise error rates arising from multiple testing strategies (Gray-Toft & Anderson 1983). A further evaluation inadequacy relates to speci®city issues, with the evaluation of an intervention designed to reduce burnout failing to use an adequate operational measurement of this concept (see Randolph et al 1986).…”

Section: Specific Design and Evaluation Problems Of Work-site Stress mentioning

confidence: 99%

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Reducing distress in first level and student nurses: a review of the applied stress management literature

Jones

Johnston

2000

Journal of Advanced Nursing

115

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Following recent evidence of continuing high levels of distress in both trained and student nurses, a critical review of the stress reduction and stress management literature targeting both trained and student nurses is presented. Using a systematic approach, some 36 studies dating from 1980 until the present day were identified adopting either pre-experimental, quasi-experimental or experimental designs. While many work-site programmes in this series were successful in terms of adaptive changes in problem-solving, self-management skills including relaxation and interpersonal skills, affective well-being, and work performance, a number of design and evaluation inadequacies were identified. The relative lack of home-work interface or organizational level programmes to reduce work-related distress, and the scarcity of interventions targeting aspects of the work environment likely to contribute to such outcomes may have contributed to continuing high levels of distress in trained and student nurses. Recommendations regarding the future design, provision and evaluation of such work-site interventions include the further clarification of the structure of perceived stressors, and development of causal models of the stress process to identify the job characteristics 'causing' work-related distress. Such an approach would inform the design and implementation of evidence-based organizational level interventions augmenting strategies to target the health behaviour, lifestyle/risk factors and self-management skills of practitioners and students with attempts to amend problematic elements of the psychosocial work environment.

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Section: Evaluating the Impact Of Work‐based Stress Management/reductmentioning

confidence: 99%

Section: Specific Design and Evaluation Problems Of Work‐site Stress mentioning

confidence: 99%

Section: Impact Of Work-site Stress Reduction/management Interventionmentioning

confidence: 99%

Section: Impact Of Work-site Stress Reduction/management Interventionmentioning

confidence: 99%

Section: Specific Design and Evaluation Problems Of Work-site Stress mentioning

confidence: 99%

See 3 more Smart Citations

Reducing distress in first level and student nurses: a review of the applied stress management literature

Jones

Johnston

2000

Journal of Advanced Nursing

115

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Distress, stress and coping in first‐year student nurses

Jones

Johnston

1997

Journal of Advanced Nursing

160

128

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Levels of affective distress, sources of stress and coping strategies reported by first-year student nurses in Tayside, Scotland, were measured using the General Health Questionnaire (30-item version), the Beck & Srivastava Stress Inventory (BSSI) and a modified 'Ways of Coping Questionnaire'. Screening showed that, around the time of an initial series of hospital placements, 50.5% of students in cohort 1 (n = 109, week 40) and 67.9% of students in cohort 2 (n = 111, week 24) suffered significant affective distress. This exceeds levels reported in published studies of degree nursing students, fourth-year medical students, and the general female population. Distressed students reported the same sources of stress as the non-distressed students, but suffered them more intensely. Many BSSI items were seen as common sources of stress; however, the frequency with which an item was reported to be stressful was not related to whether scores on that item predicted overall distress. In both cohorts, the use of direct coping was associated with lower levels of distress, and with lower total stress scores on the BSSI. The use of fantasy and hostility was associated with high levels of distress and stress, in both groups. This screens of 220 first-year student nurses suggests that there is a problem with student distress around an initial series of general/surgical and psycho-social ward placements. The possible determinants of this distress and complex, and it is unlikely that presenting information alone will be sufficient to reduce this distress.

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Use of theory and cognitive activities as stress reduction strategies

Cited by 2 publications

References 13 publications

Reducing distress in first level and student nurses: a review of the applied stress management literature

Reducing distress in first level and student nurses: a review of the applied stress management literature

Distress, stress and coping in first‐year student nurses

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