Ignite Creation Date:
2024-05-06 @ 4:00 PM
Last Modification Date:
2024-10-26 @ 2:01 PM
Study NCT ID:
NCT04832451
Status:
COMPLETED
Last Update Posted:
2021-04-05
First Post:
2021-04-01
Brief Title:
Effects of Interpersonal Relational Role Analysis
Sponsor:
Ankara University
Organization:
Ankara University
Study Overview
Official Title:
Effects of Interpersonal Relational Role Analysis on Nursing Students Depressive Symptoms and Coping Styles
Status:
COMPLETED
Status Verified Date:
2021-04
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
Introduction Interpersonal Relational Role Analysis IRRA is a psychosocial group intervention that allows individuals to see the problems they experience in interpersonal relationships and interactions in the group environment and to be handled together with group members
Aim The present study aims to investigate the effects of IRRA on nursing students depressive symptoms and coping styles
Method This study was conducted with randomized controlled pre-test-post-test control group design and follow-up test patterns Students with depressive symptoms were randomly assigned to control n10 or intervention groups n10 Intervention group students received 21 weeks of IRRA intervention
Results It was determined that IRRA had a positive effect on nursing students depressive symptoms and coping styles
Discussion This study is the first to evaluate the effects of IRRA on depressive symptoms and coping styles Our study provides evidence on the effectiveness of IRRA in reducing the depressive symptoms of nursing students and in managing stress
Implications for Practice IRRA is a practical and useful intervention that mental health nurses can incorporate and use in their clinical practice while helping individuals to become aware of problems in relationships and roles that may impair their mental health
Aim The present study aims to investigate the effects of IRRA on nursing students depressive symptoms and coping styles
Method This study was conducted with randomized controlled pre-test-post-test control group design and follow-up test patterns Students with depressive symptoms were randomly assigned to control n10 or intervention groups n10 Intervention group students received 21 weeks of IRRA intervention
Results It was determined that IRRA had a positive effect on nursing students depressive symptoms and coping styles
Discussion This study is the first to evaluate the effects of IRRA on depressive symptoms and coping styles Our study provides evidence on the effectiveness of IRRA in reducing the depressive symptoms of nursing students and in managing stress
Implications for Practice IRRA is a practical and useful intervention that mental health nurses can incorporate and use in their clinical practice while helping individuals to become aware of problems in relationships and roles that may impair their mental health
Detailed Description:
Aim and Design Aiming to investigate the effects of Interpersonal Relational Role Analysis IRRA on nursing students depressive symptoms and coping styles this study was conducted with randomized controlled pre-test-post-test control group design and follow-up test patterns
Research population and sample The study was conducted in the 2018-2019 academic year November 2018 - April 2019 The research population comprised second-year nursing students studying at two different state universities in the 2018-2019 academic year n385 Since the researcher had an instructional relationship with the first- third- and fourth-year students the study was performed with the second-year students The number of people to be included in the groups was calculated in the GPower 3192 package program based on a research As a result of the power analysis with an effect size of 07 a power of 80 and an alpha level probability of making a type I error of 005 the sample size was calculated as a total of 16 students 8 in the intervention and 8 in the control group Considering the possibility of drop-outs during the study the research was conducted with a total of 20 students 10 in the intervention and 10 in the control group Effective implementation of IRRA requires interaction among the group members therefore the intervention group was composed of students studying in the same class To prevent interaction between the control group and the intervention group the control group was composed of students studying at a different state university in the same city with the same education program The students who met the inclusion criteria and agreed to participate in the study were assigned to the intervention and control groups with the Research Randomizer program Randomization was performed by a researcher who was not included in the research To make the study a single-blind study students were not informed about the group to which they were assigned
Inclusionexclusion criteria Inclusion criteria were as follows a being a nursing student at the university during the research November 2018-April 2019 b not having any disability that would cause difficulties in filling in the data collection tools or during sessions c scoring scores indicating mild to moderate depression from the Beck Depression Inventory d agreeing to participate in the research and e being over 18 years old Exclusion criteria were as follows a scoring scores indicating severe depression from the Beck Depression Inventory severe depression requires psychopharmacological treatment
Data Collection Tools Sociodemographic Characteristics Form This form developed by the researchers contains questions about students sociodemographic characteristics such as age gender marital status economic status and parental educational status
Beck Depression Inventory BDI The inventory consists of 21 self-report items that allow evaluating the severity of depressive symptoms rather than the diagnosis of depression The total score obtained from the scale is evaluated each item is scored between 0 and 3 and there are no reverse-scored items on the scale 0-9 points indicate probably no depression 10-16 points mild depression levels 17-24 points moderate depression levels and 25 and above points severe depression The above-mentioned classification was used in this study Cronbachs alpha reliability coefficient of the scale was calculated as 074
Coping Styles Inventory CSI The scale has 30 items and five sub-dimensions rated on a four-point Likert-type scale To calculate the score from the seeking social support sub-dimension the first and ninth items are reversely scored The scores of the sub-dimensions are calculated by dividing the total scores obtained from the items by the total number of items High scores from the self-confident approach optimistic approach and seeking social support sub-dimensions indicate that effective methods are used to cope with stress whereas high scores from the helpless approach and submissive approach sub-dimensions indicate that ineffective methods are used to cope with stress Cronbachs alpha reliability coefficient was calculated as 069 for the self-confident approach sub-dimension 063 for the optimistic approach sub-dimension 072 for the seeking social support sub-dimension 067 for the helpless approach sub-dimension and 068 for the submissive approach sub-dimension
Implementation First the BDI inclusion criteria was applied face to face to the students who constituted the population n385 06-08 November 2018 After the BDI scores were evaluated the students who met the inclusion criteria were randomly assigned to the intervention and control groups
In a preliminary interview held with the 10 students in the intervention group they were informed in a confidential manner about the subject of the research the duration and content of the implementation process what was expected from the participants session rules the place where the sessions would be held and that sessions would be audio-recorded Also informed consent forms were obtained from them and pre-tests BDI CSI were applied 14 November 2018 Likewise the students in the control group were informed about the research informed consents were obtained from them and pre-tests were applied to them 15 November 2018
A total of 21 90-minute IRRA sessions two sessions a week were held with the 10 students in the intervention group between 16112018 and 20012019 The sessions were chaired by a group administrator the researcher and two observers faculty members in the field of mental health nursing The group administrator received IRRA training from faculty members who developed the IRRA model Before the sessions warm-up exercises were performed in order to develop a sense of trust and to increase rapport and interaction among the members In the first session an acquaintance activity was held and the session rules about which the participants were informed in the preliminary interview were again presented for everyones approval In the following sessions after the warm-up exercises an agenda-setting round a process devoted to setting the agenda was carried out with the participation of each member At this stage each member was asked whether they experienced an important event they wanted to share with other members and then each member summarized which IRRA step they were in and determined on which step they would work throughout that days session After this stage the members who wanted to work in the group in that days session worked on the IRRA steps In each session 45-50 minutes were allocated to examining the IRRA steps During this time participants were given opportunities to express themselves and the IRRA steps of 2-3 members were discussed in each session depending on the progress of the group members Due to individual differences some members made rapid progress through the IRRA steps while it took others longer to complete the steps At the end of each session a 15-20 minute evaluation round was held with the participation of the observers During the evaluation the group administrator summarized what was discussed in the session Participants were asked how they felt during the session their negative feelings were studied and it was ensured that no members left the session with negative feelings The group administrator and observers gave empathic and positive feedback to each member due to their efforts to improve and change themselves Similarities between the experiences and feelings of the participants were emphasized The members thanked each other for confiding in each other In the last session a separation activity was held where the members shared the positive aspects they discovered about each other as well as their feelings and thoughts about the ending of the group
While 21 sessions of IRRA were applied to the intervention group no intervention was applied to the control group Once the IRRA sessions were completed post-tests BDI CSI were applied to the intervention and control groups January 21-24 2019 Three months later April 2019 a follow-up test BDI CSI was applied to both groups After the follow-up test the participants in the control group were referred to the psychological support unit of the university
Data Analysis Data were analysed using the Statistical Package for Social Sciences 220 In the evaluation of the data the Kolmogorov-Smirnov test was applied to determine whether the data had a normal distribution or not regarding the steepness and skewness As a result of the analysis it was found out that the significance value of the Kolmogorov-Smirnov test was higher than 005 the steepness and skewness values were between the range of -1 and 1 and the data had a normal distribution The independent samples t test and chi-square test were used to examine the homogeneity of participant characteristics and outcome variables between the intervention and control group at baseline
The versatile variance analysis was performed for the comparison of the group time and grouptime interaction among means of BDI and CSI subscale score in the intervention and control groups To compare the mean scores among the groups one-way variance analysis in repeated measurements was used and the Bonferroni-adjusted t test for dependent samples was used to compare the measurements
Ethical approval This study was approved by a research ethics committee 56786525-0500404-6988 Written and verbal consent was obtained from the students who agreed to participate in the study
Research population and sample The study was conducted in the 2018-2019 academic year November 2018 - April 2019 The research population comprised second-year nursing students studying at two different state universities in the 2018-2019 academic year n385 Since the researcher had an instructional relationship with the first- third- and fourth-year students the study was performed with the second-year students The number of people to be included in the groups was calculated in the GPower 3192 package program based on a research As a result of the power analysis with an effect size of 07 a power of 80 and an alpha level probability of making a type I error of 005 the sample size was calculated as a total of 16 students 8 in the intervention and 8 in the control group Considering the possibility of drop-outs during the study the research was conducted with a total of 20 students 10 in the intervention and 10 in the control group Effective implementation of IRRA requires interaction among the group members therefore the intervention group was composed of students studying in the same class To prevent interaction between the control group and the intervention group the control group was composed of students studying at a different state university in the same city with the same education program The students who met the inclusion criteria and agreed to participate in the study were assigned to the intervention and control groups with the Research Randomizer program Randomization was performed by a researcher who was not included in the research To make the study a single-blind study students were not informed about the group to which they were assigned
Inclusionexclusion criteria Inclusion criteria were as follows a being a nursing student at the university during the research November 2018-April 2019 b not having any disability that would cause difficulties in filling in the data collection tools or during sessions c scoring scores indicating mild to moderate depression from the Beck Depression Inventory d agreeing to participate in the research and e being over 18 years old Exclusion criteria were as follows a scoring scores indicating severe depression from the Beck Depression Inventory severe depression requires psychopharmacological treatment
Data Collection Tools Sociodemographic Characteristics Form This form developed by the researchers contains questions about students sociodemographic characteristics such as age gender marital status economic status and parental educational status
Beck Depression Inventory BDI The inventory consists of 21 self-report items that allow evaluating the severity of depressive symptoms rather than the diagnosis of depression The total score obtained from the scale is evaluated each item is scored between 0 and 3 and there are no reverse-scored items on the scale 0-9 points indicate probably no depression 10-16 points mild depression levels 17-24 points moderate depression levels and 25 and above points severe depression The above-mentioned classification was used in this study Cronbachs alpha reliability coefficient of the scale was calculated as 074
Coping Styles Inventory CSI The scale has 30 items and five sub-dimensions rated on a four-point Likert-type scale To calculate the score from the seeking social support sub-dimension the first and ninth items are reversely scored The scores of the sub-dimensions are calculated by dividing the total scores obtained from the items by the total number of items High scores from the self-confident approach optimistic approach and seeking social support sub-dimensions indicate that effective methods are used to cope with stress whereas high scores from the helpless approach and submissive approach sub-dimensions indicate that ineffective methods are used to cope with stress Cronbachs alpha reliability coefficient was calculated as 069 for the self-confident approach sub-dimension 063 for the optimistic approach sub-dimension 072 for the seeking social support sub-dimension 067 for the helpless approach sub-dimension and 068 for the submissive approach sub-dimension
Implementation First the BDI inclusion criteria was applied face to face to the students who constituted the population n385 06-08 November 2018 After the BDI scores were evaluated the students who met the inclusion criteria were randomly assigned to the intervention and control groups
In a preliminary interview held with the 10 students in the intervention group they were informed in a confidential manner about the subject of the research the duration and content of the implementation process what was expected from the participants session rules the place where the sessions would be held and that sessions would be audio-recorded Also informed consent forms were obtained from them and pre-tests BDI CSI were applied 14 November 2018 Likewise the students in the control group were informed about the research informed consents were obtained from them and pre-tests were applied to them 15 November 2018
A total of 21 90-minute IRRA sessions two sessions a week were held with the 10 students in the intervention group between 16112018 and 20012019 The sessions were chaired by a group administrator the researcher and two observers faculty members in the field of mental health nursing The group administrator received IRRA training from faculty members who developed the IRRA model Before the sessions warm-up exercises were performed in order to develop a sense of trust and to increase rapport and interaction among the members In the first session an acquaintance activity was held and the session rules about which the participants were informed in the preliminary interview were again presented for everyones approval In the following sessions after the warm-up exercises an agenda-setting round a process devoted to setting the agenda was carried out with the participation of each member At this stage each member was asked whether they experienced an important event they wanted to share with other members and then each member summarized which IRRA step they were in and determined on which step they would work throughout that days session After this stage the members who wanted to work in the group in that days session worked on the IRRA steps In each session 45-50 minutes were allocated to examining the IRRA steps During this time participants were given opportunities to express themselves and the IRRA steps of 2-3 members were discussed in each session depending on the progress of the group members Due to individual differences some members made rapid progress through the IRRA steps while it took others longer to complete the steps At the end of each session a 15-20 minute evaluation round was held with the participation of the observers During the evaluation the group administrator summarized what was discussed in the session Participants were asked how they felt during the session their negative feelings were studied and it was ensured that no members left the session with negative feelings The group administrator and observers gave empathic and positive feedback to each member due to their efforts to improve and change themselves Similarities between the experiences and feelings of the participants were emphasized The members thanked each other for confiding in each other In the last session a separation activity was held where the members shared the positive aspects they discovered about each other as well as their feelings and thoughts about the ending of the group
While 21 sessions of IRRA were applied to the intervention group no intervention was applied to the control group Once the IRRA sessions were completed post-tests BDI CSI were applied to the intervention and control groups January 21-24 2019 Three months later April 2019 a follow-up test BDI CSI was applied to both groups After the follow-up test the participants in the control group were referred to the psychological support unit of the university
Data Analysis Data were analysed using the Statistical Package for Social Sciences 220 In the evaluation of the data the Kolmogorov-Smirnov test was applied to determine whether the data had a normal distribution or not regarding the steepness and skewness As a result of the analysis it was found out that the significance value of the Kolmogorov-Smirnov test was higher than 005 the steepness and skewness values were between the range of -1 and 1 and the data had a normal distribution The independent samples t test and chi-square test were used to examine the homogeneity of participant characteristics and outcome variables between the intervention and control group at baseline
The versatile variance analysis was performed for the comparison of the group time and grouptime interaction among means of BDI and CSI subscale score in the intervention and control groups To compare the mean scores among the groups one-way variance analysis in repeated measurements was used and the Bonferroni-adjusted t test for dependent samples was used to compare the measurements
Ethical approval This study was approved by a research ethics committee 56786525-0500404-6988 Written and verbal consent was obtained from the students who agreed to participate in the study
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None