STRESS MANAGEMENT CLASS AND A STRESS MANAGEMENT SUPPORT GROUP AS INPUTS IN REDUCING NURSING STRESS AND IN CHANGING HEALTH VALUES: AN EXPLORATORY STUDY. (VOLUMES I AND II).
Contributors: Temple University.
Published: 1984
Number of pages: 443
Subjects: Education, Educational Psychology.
Description: Forty-eight medical-surgical staff nurses, employed in two metropolitan hospitals, participated in a study designed to reduce stress and change locus of health responsibility. Subjects were randomly selected and assigned to one of three treatment conditions: a stress management class, a stress management support group, or a control group.

Treatment programs were facilitated by either the researcher or a co-experimenter. Using a lecture and discussion format, subjects in the class were taught strategies to change stress producing habits. Support group subjects selected topics and were facilitated in the theme discussions.

The Nursing Stress Inventory and Staff Burnout Scale for Health Professional respectively measured stress and burnout levels. All instruments were given prior to beginning session, after the sessions, and two months after the sessions. Multiple evaluation instruments were used to evaluate the usefulness of the class/group. The Multidimensional Health Locus of Control (MHLC) was used to assess the locus of responsibility for health. The Value Survey was used to determine the value the participant placed on health. Finally, the Irrational Belief Questionnaire (IBQ) was used to determine the effect of irrational beliefs on stress levels and as a measure of psychological adjustment.

Data was analyzed using paired and independent t tests and correlation.

The findings of the study were inconsistent and non-conclusive. The two hospitals were analyzed separately because of a difference in their initial stress scores. None of the treatment groups showed a significant decrease in stress or burnout scores, or a significant shift in internality (MHLC). A high health value on the Value Survey failed to predict a shift in internal direction, and there was no correlation between high stress scores and high scores on the IBQ.

The multiple subjective evaluation instruments all showed the class/group as useful in reducing stress. The class was rated as significantly (p < .05) more impactful in Hospital I, and a trend was seen for Hospital II on the Course Description Form. The subjective data supported the hypothesis that a stress class and a stress support group would decrease stress and help the individual take responsibility for his/her health. However, the objective data failed to support these hypotheses.
Notes: Source: Dissertation Abstracts International, Volume: 45-01, Section: A, page: 0128.

Thesis (PH.D.)--TEMPLE UNIVERSITY, 1984.

School code: 0225.