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A randomized controlled study was conducted to investigate the effects of a cognitive-behavioral approach-based psychoeducation program on nursing students' trait anger and anger expression styles.
Anger, which is an emotion experienced by all people, is a natural and normal reaction that can occur depending on the interaction of the person with his/her environment. However, frequent anger can damage physical and mental health and can lead to violence and aggression. Anger is interpreted according to the way it is expressed and a person can express anger in different ways (anger-in, anger-out, anger-control). While anger-in and anger-out are negative behavioral reactions, anger control is an appropriate response. One of the groups that often experiences anger is nursing students. Students studying in the department of nursing are considered as the health workforce of tomorrow and both study in stressful environments and work in stressful environments. Anger is an emotion experienced as a reaction to stress among nursing students. The inability of students who do not have anger management skills to control their anger may negatively affect their approach to patients, relatives and teammates. Since negative expression of anger can have a negative impact on interpersonal relationships with others, it may hinder the development of working alliances between nursing students and patients. Students studying in the department of nursing graduate without adequate training on how to express their anger correctly. Anger coping programs for nursing students should primarily include the assessment of anger expression styles and provide techniques for expressing anger appropriately and coping with anger. This study aimed to investigate the effect of a psychoeducation program based on the cognitive-behavioral approach on nursing students' trait anger and anger expression style. The hypothesis that there was no difference between the intervention and control groups in terms of trait anger, anger-in, anger-out and anger control after the intervention were tested.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Intervention group | Experimental | In the study, a 6-session psychoeducation programme on coping with anger was given to the intervention group. |
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| Control group | No Intervention | No intervention was applied to the control group in the study. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Cognitive-Behavioral Approach Based Psychoeducation Program | Behavioral | A 6 session cognitive-behavioral approach based psychoeducation program developed in line with the literature review is applied in the research. Group training sessions have been held once a week with each session 90 minutes on average. The techniques such as automatic thought recording, finding cognitive errors, thought-stopping, forming alternative thoughts, daydreaming, countdown, problem solving, role playing, modeling, deep breathing, relaxation exercises, summarizing, explaining, informing, homework were used in the sessions. |
| Measure | Description | Time Frame |
|---|---|---|
| Trait anger and anger expression styles before intervention | Students' trait anger and anger expression styles were assessed before the intervention. Trait Anger and Anger Expression Scale was used in the evaluation. Trait Anger and Anger Expression Scale: The 4-point Likert-type scale designed (1983) has a total of 34 questions. Turkish adaptation of this scale was made (1994). Ten questions in the scale question trait anger and twenty-four questions question anger expression styles. A score between 10-40 is obtained from the trait anger scale and between 8-32 from the other sub-scales (anger-in, anger-out and anger control). High scores from trait anger indicate that the level of anger is high, high scores from the anger control scale indicate that anger can be controlled, high scores on the anger-out subscale indicate that anger can be expressed externally, and high scores from the anger-in subscale indicate that anger is suppressed. | Before the 6-week intervention was administered to students |
| Measure | Description | Time Frame |
|---|---|---|
| Trait anger and anger expression styles after intervention | Students' trait anger and anger expression styles were assessed after the intervention. Trait Anger and Anger Expression Scale was used in the evaluation. | After the 6-week intervention was administered to students |
| Measure | Description | Time Frame |
|---|---|---|
| Trait anger and anger expression styles three months after the intervention | Trait anger and anger expression styles were assessed three months after the intervention. Trait Anger and Anger Expression Scale was used in the evaluation. | Three months after the 6-week intervention was administered to students |
Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Berna Aktaş, PhD | Kafkas University Faculty of Health Sciences, Psychiatric Nursing Department | Study Chair |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Kafkas University Faculty of Health Sciences, Department of Nursing, Psychiatric Nursing Department | Kars | 36100 | Turkey (Türkiye) |
The data sets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.
6 months after publication
Relevance to the topic of the study and approval of all co-authors within 1 month of receiving the request.
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Following recruitment, the nursing students were divided into a intervention and a control group by randomization.
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