Archives of Psychiatric Nursing最新文献

American Indian/Alaska Natives (AIAN) have some of the highest health disparities and poorest outcomes of all racial or ethnic minority groups in the United States. Across all age groups, suicide is 2.5 times higher in AIANs than the national average (National Indian Council on Aging, 2019). Cultural and institutional barriers prevent AIAN undergraduate and graduate college students from seeking mental health services, and many serious mental health problems remain untreated.

While numerous barriers to mental health services exist for AIAN students, Indigenous faculty and support staff who share deep understanding of history, culture and traditional view of health and wellness can reduce the barriers and promote mental health and wellness for students. Shifting the focus to introduce a new narrative gives way to greater recognition of factors that create health and may help academic institutions provide holistic support for AIAN and other underrepresented students. The new narrative includes holistic strength-based support, social support, and fostering cultural identity and pride enhances mental health and success. Indigenization of the doctoral nursing curriculum supports faculty who are committed to decolonizing course content and institutionalized pedagogy.

Improved health outcomes for Indigenous individuals and other underrepresented students will positively affect communities through increasing diversity of APRNs, nursing faculty, and nursing scholars.

Background

Purpose

Methods

Findings

Discussion

Aim

The aim of this study is to examine the relationship between the coping attitudes and compulsive online buying behaviors of nurses.

Methods

This descriptive and correlational study was conducted with 253 nurses working in a research and training hospital in Istanbul between June and December 2022. Data were collected using a ‘Participant Information Form’, the ‘Coping Attitudes Assessment Scale (R-COPE)’, and the ‘Compulsive Online Shopping Scale (COSS)’. Data were analyzed using descriptive statistics, Pearson's correlation coefficient, and multiple linear regression analysis. A p-value of <0.05 was considered statistically significant.

Results

The mean R-COPE score of the participants was 87.79 ± 10.40, and their mean COSS score was 26.00 ± 25.03. There was a negative and statistically significant correlation between the total R-COPE scores and the total COSS scores of the participants (p < 0.01). The coping attitudes (β = −0.147) were a significant and negative predictor of compulsive online buying behaviors. Marital status (β = 0.152), frequency of access to the internet (β = 0.273), frequency of online shopping (β = 0.365), and monthly amount of money spent for online shopping (β = 0.123) were significant and positive predictors of compulsive online buying behaviors. These variables collectively explained 33 % (R² = 0.328, p = 0.000) of the total variance in the compulsive online buying behaviors of the participants.

Conclusion

Nurses had moderate levels of coping attitudes and low levels of compulsive online buying behaviors. Having low levels of coping attitudes, being single, accessing the internet frequently, doing online shopping frequently and spending a high amount of money for online shopping every month predicted the compulsive online buying behaviors.

Objectives

In recent years, mindfulness-based practices in psychiatric patients have become a new trend. It is applied to many mental disorders and is stated to have various benefits. There is not enough research yet on how mindfulness-based practices effect patients with diagnosed bipolar disorder. This study aimed to evaluate the effects of mindfulness-based psychoeducation program on emotion regulation strategies and perceived stress levels of patients diagnosed with bipolar disorder.

Methods

The study, which was carried out as a pre-test and post-test quasi-experimental research design with a control group, was carried out with a total of 71 patients diagnosed with bipolar disorder, 35 of whom were assigned to the experimental group, and 36 of them were assigned to the control group. Data of the study was collected with the Personal Information Form, Mindful Attention Awareness Scale (MAAS), Emotion Regulation Questionnaire (ERQ), and Perceived Stress Scale (PSS). The mindfulness-based psychoeducation program was implemented in the form of group training, 2 sessions per week, for a total of 6 sessions.

Results

Compared to the control group, it was determined that the MAAS and ERQ-Reappraisal total mean scores of the experimental group increased significantly, and the PSS and ERQ-Suppression total mean scores decreased significantly (p < 0.01).

Conclusions

Mindfulness-Based psycoeducation program improved mindfulness, emotion regulation and level of perceived stress of patients diagnosed with bipolar disorder.

Background

Academic self-efficacy and psychological well-being play a crucial role in the mental health of nursing students and influence whether they decide to remain in the nursing profession.

Aims

This study aimed to determine the effect of laughter therapy on self-efficacy and psychological well-being in nursing students.

Methods

In this randomized controlled study, 208 nursing students were randomly assigned to an experimental (n = 102) and a control (n = 106) group. The experimental group received laughter therapy face-to-face once a week for eight weeks. No intervention was applied to the control group. In both groups, data were collected at the beginning of the study and the end of the eighth week using a Sociodemographic Questionnaire Form, the Academic Self-Efficacy Scale, and the Psychological Well-Being Scale.

Results

In the post-study group comparisons, there was a statistically significant difference in the scores for the total Academic Self-Efficacy Scale, the external emotion management and collegiality subscales, and the total Psychological Well-Being Scale (p > 0.05). With regard to all the scale scores, no statistically significant difference was found in the groups in the pre- and post-comparisons (p > 0.05).

Conclusions

It was determined that laughter therapy increased the mean psychological well-being score in the experimental group. It was also found that after the laughter therapy, distraction and loss of interest in lectures decreased, stress and anxiety levels decreased, eating and sleeping habits were regulated, and social media use decreased. Laughter therapy can be used to increase self-efficacy and psychological well-being.