Expressive Writing on Stress and Work-Related Outcomes Among Student Nurse Interns

Changzhi Medical College

Status: Completed

Conditions: Stress, Psychological

Treatments: Other: Expressive writing; Other: Neutral writing

Study type: Interventional

Funder types: Other

Identifiers

NCT06238141

RT2023047

Details and patient eligibility

About

The goal of this interventional study is to assess the effects of an intervention on stress and work-related outcomes among Chinese student nurse interns. The main questions it aims to answer are:

• Does expressive writing reduce clinical practice stress and improve coping strategies in student nurse interns?
• Does expressive writing increase work engagement and perceived professional benefit among student nurse interns?

Participants in the intervention group and control group will perform expressive writing and neutral writing, respectively, based on different given instructions. In both groups, writing will last for 15 minutes each time, twice a week, for ten weeks.

Researchers will compare the outcomes of the two groups to see if there are differences between clinical practice stress, coping strategies, work engagement, and perceived professional benefit.

Enrollment: 52 patients

Sex: All

Ages: 18+ years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Undergraduate student nurse interns in their first clinical internship (had no prior clinical practice experience)
• Have access to and proficiency in utilizing social media
• Be able to read and write via the internet
• Be willing to fill in questionnaires and write according to the assigned writing prompts
• Never participated in expressive writing or stress management intervention programs

Exclusion criteria

• Intern at a self-contacted hospital
• Severe current psychological conditions
• Undergoing any form of psychotherapy
• With a habit of keeping diaries

Withdrawal criteria:

• Termination of internship for whatever reason
• Not submit writing materials twice

Trial design

Primary purpose: Prevention

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Double Blind

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52 participants in 2 patient groups

intervention group

Experimental group

Treatment:

Other: Expressive writing

control group

Sham Comparator group

Treatment:

Other: Neutral writing