Volume 34, Issue 132 (October 2021)                   IJN 2021, 34(132): 21-32 | Back to browse issues page


XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Alirezaee F, Mardani Hamooleh M, Seyedfatemi N, Ghaljeh M, Haghani S. Effects of Self-compassion Training on the Positive and Negative Emotions of Nursing Students: A Quasi-experimental Study. IJN 2021; 34 (132) :21-32
URL: http://ijn.iums.ac.ir/article-1-3485-en.html
1- Department of Psychiatric Nursing, Nursing Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
2- Department of Psychiatric Nursing, Nursing Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran (Corresponding author) Tel: 02143651804 Email: mardanihamoole.m@iums.ac.ir
3- Community Nursing Research Center, Department of Nursing Management, Zahedan University of Medical Sciences, Zahedan, Iran
4- Biostatistics, Nursing Care Research Center, Iran University of Medical Sciences, Tehran, Iran
Abstract:   (1763 Views)
Background & Aims: Paying attention to positive and negative emotions is very important and is one of the predictors of happiness and satisfaction in life. When judging the happiness and satisfaction of their lives, some people pay attention to the level of their negative and positive emotions, which indicates that their positive emotions prevail over negative ones. Nursing students experience a range of positive and negative emotions during their studies, and in the meantime, negative emotions and feelings can become more troublesome and hinder their learning. Studies show that emotions students experience in different learning environments can act as facilitators for their academic success, academic adjustment, and psychological well-being. Also, the results of studies show a significant positive relationship between students' positive emotion and their academic achievement. Students who receive compassion-based education have more hope, self-esteem, and overall mental health than their peers. The present study aimed to evaluate the effects of self-compassion training on the positive and negative emotions of nursing students.
Materials & Methods: This was a quasi-experimental study with pre-test and post-test design, which was conducted on 50 undergraduate nursing students studying at Iran University of Medical Sciences in the second semester of 2020. Inclusion criteria were being a bachelor student, not using psychiatric drugs, no stressful events such as divorce, death of loved ones, etc. in the past four months and a history of attending similar training classes. Exclusion criteria were not answering the exercises for at least 2 sessions. The students were selected through convenience sampling method and took the pretest. Then, students underwent training for eight 60-minute sessions (during one month and for two sessions each week). Some tasks were considered for the students in the interval of two sessions that were held during a week, and the students sent the answers of these exercises individually to the researcher. The students took the posttest one month after the last session. The instruments used were demographic profile and the reliable and valid Positive Affect and Negative Affect Scale (PANAS). Data analysis was performed using SPSS 16 through descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (paired t-test). In order to comply with ethical considerations, after obtaining permission from the ethics committee of Iran University of Medical Sciences, along with obtaining written consent from the samples, they were told that the information contained in the tools would remain confidential and there would be no obligation to participate in the research.
  • The results of paired t-test showed that the positive emotions of the nursing students in the posttest with a mean score of 37.2 ± 9.5 was significantly higher than the pretest with a mean score of 21.24 ± 2.36, which indicates the superiority of the numerical indicators of positive emotion (P=0.001; t=23.388). Also, the results of paired t-test on negative emotions showed that the posttest score (12.2 ± 44.5) was significantly lower than the pretest score (20.34 ± 1.72), which indicates the superiority of the numerical indicators of negative emotion of nursing students (P<0.001; t=19.89). The results indicated that in the posttest, the scores of positive emotions increased significantly in all the time dimensions, while the scores of negative emotions decreased significantly.
Conclusion: The results of present study show that self-compassion-based education was effective on reducing negative emotions of nursing students, and therefore, affirm the research hypothesis that self-compassion-based education can increase the positive emotion scores and decrease negative emotion scores in the posttest. Based on the results of the research, self-compassion education can be employed as a high capability method for increasing positive emotions and reducing negative emotions of nursing students. The results of this study are useful for counseling centers of medical universities to better manage counseling for students. In the field of nursing students' education, the self-compassion training content presented in this study can be provided to nursing professors to acquaint their students with this content and these students can use this content as much as possible in their care plans for clients as self-compassion is a concept that applies to both healthy and sick groups in society. It is suggested that similar studies be performed on nursing students in other medical universities of the country and also on other fields of medical sciences to compare their results.
 
Full-Text [PDF 891 kb]   (714 Downloads)    
Type of Study: Research | Subject: nursing
Received: 2021/07/7 | Accepted: 2021/10/6 | Published: 2021/10/6

References
1. Netzer L, Gutentag T, Kim MY, Solak N, Tamir M. Evaluations of emotions: Distinguishing between affective, behavioral and cognitive components. Person Indiv Differ. 2018;135:13-24. [DOI:10.1016/j.paid.2018.06.038]
2. Lv J, Li J, Wang C, Zhao P, Bi Y, Zhang X, Yi R, Li X, Bao J. Positive or negative emotion induced by feeding success or failure can affect behaviors, heart rate and immunity of suckling calves. Physiol Behav. 2018;196:185-9. [DOI:10.1016/j.physbeh.2018.09.006] [PMID]
3. Karreman A, Van Assen MA, Bekker MH. Intensity of positive and negative emotions: Explaining the association between personality and depressive symptoms. Person Indiv Differ. 2013;54(2):214-20. [DOI:10.1016/j.paid.2012.08.040]
4. Evers C, Dingemans A, Junghans AF, Boevé A. Feeling bad or feeling good, does emotion affect your consumption of food? A meta-analysis of the experimental evidence. Neurosci Biobehavl Rev. 2018;92:195-208. [DOI:10.1016/j.neubiorev.2018.05.028] [PMID]
5. Gilbert P. The origins and nature of compassion focused therapy. Br J Clin Psychol. 2014 Mar;53(1):6-41. [DOI:10.1111/bjc.12043] [PMID]
6. Weurlander M, Lönn A, Seeberger A, Broberger E, Hult H, Wernerson A. How do medical and nursing students experience emotional challenges during clinical placements?. Int J Med Educ. 2018;9:74. [DOI:10.5116/ijme.5a88.1f80] [PMID] [PMCID]
7. Zhang Y, Luo X, Che X, Duan W. Protective effect of self-compassion to emotional response among students with chronic academic stress. Frontiers in psychology. 2016;7:1802. [DOI:10.3389/fpsyg.2016.01802] [PMID] [PMCID]
8. Barr P. Personality traits, state positive and negative affect, and professional quality of life in neonatal nurses. Journal of Obstetric, Gynecol Neon Nurs. 2018;47(6):771-82. [DOI:10.1016/j.jogn.2018.08.003] [PMID]
9. Hashemi J, Jafari E. The Relationship between Positive and Negative Affect and Metacognitive Beliefs and Procrastination Behavior among Nurses. Journal of Health and Care. 2016;18(3):217-27.
10. Park JJ, Long P, Choe NH, Schallert DL. The contribution of self-compassion and compassion to others to students' emotions and project commitment when experiencing conflict in group projects. Int J Educ Res. 2018;88:20-30. [DOI:10.1016/j.ijer.2018.01.009]
11. Sun X, Chan DW, Chan LK. Self-compassion and psychological well-being among adolescents in Hong Kong: Exploring gender differences. Person Individ Differ. 2016;101:288-92. [DOI:10.1016/j.paid.2016.06.011]
12. Irons C, Lad S. Using compassion focused therapy to work with shame and self-criticism in complex trauma. Australian Clinical Psychologist. 2017;3(1):47-54.
13. Elaine BC, Hollins M. Exploration of a training programme for student therapists that employs Compassionate Mind Training (CMT) to develop compassion for self and others. The Arts in Psychotherapy. 2016;22:5-13.
14. Kurd B. Prediction of nursing students' subjective well-being based on mindfulness and self-compassion. Iranian Journal of Medical Education. 2016;16(34):272-82.
15. Mirzaee E, Shairi MR. Evaluation of effectiveness of mindfulness-based stress reduction model on Positive and Negative Affects and Depression syndrome. Medical Journal of Mashhad University of Medical Sciences. 2018;61(1):864-76.
16. Watson D, Clark LA, Tellegen A. Development and validation of brief measures of positive and negative affect: the PANAS scales. J Person Social Psychol. 1988;54(6):1063-70. [DOI:10.1037/0022-3514.54.6.1063]
17. Khorami ES, Moeini M, Ghamarani A. The effectiveness of self-compassion training: a field Trial. Global Journal of Medicine Researches and Studies. 2016;3(1):15-20.
18. Esmaeili L, Amiri S, Reza Abedi M, Molavi H. The Effect of Acceptance and Commitment Therapy Focused on Self-Compassion on Social Anxiety of Adolescent Girls. Clinical Psychology Studies. 2018;8(30):117-37.
19. Kord B, Karimi S. The prediction of emotional regulation based on the students' Self-Compassion and body image. Journal of Educational Psychology Studies. 2017;14(28):207-30.
20. Dasht Bozorgi Z. The relationship between Persecution and perfectionism with Academic achievement and Burnout in medical students. Education Strategies in Medical Sciences. 2016;9(1):34-41.

Add your comments about this article : Your username or Email:
CAPTCHA

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2015 All Rights Reserved | Iran Journal of Nursing

Designed & Developed by : Yektaweb