Research Article Biofeedback Intervention for Stress and Anxiety ...

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4 ISRN Nursing2015105013.47 13.77Biofeedback groupPreintervention scorePostintervention score13.2715.97Control groupFigure 1: Pre- and postintervention mean scores for PerceivedStress Scale.2015105018.613.7Biofeedback groupPreintervention scorePostintervention score16.419.0Control groupFigure 2: Pre- and postintervention mean scores for State AnxietyScale.Biofeedback Group had a significant decrease in their anxietylevel over this 5-week period while those in the control grouphad a moderate increase in anxiety level.5.1. Implications. It is very important for nurse educatorsto help nursing students manage their stress and anxiety inorder to prevent additional problems. Ross et al. [36] foundthat nursing students who experience high stress tend tobe depressed. High stress and anxiety in nursing studentsalso negatively affect learning and academic performanceby impeding memory, concentration, and problem solvingskills [37]. Depression in nursing students often affects theirability to perform their clinical duties, their relationshipwith the patients, and their attitude toward the nursingprofession. Likewise, if nursing students experience problemswith concentration and problem solving, not only will theyhave a hard time getting through school, but also will theynot be performing their nursing duties at optimum levels,which will affect the quality of patient care.The positive results of the biofeedback training programfrom this study give nurse educators another tool to help augmentthe clinical training component of nursing education.With limited investment in time and financial resources,a biofeedback training program could be set up to helpimprove the psychological well-being of nursing studentsas they begin their clinical training. Furthermore, nursingstudents will gain awareness of how the body works and howthe body and mind are linked, ultimately providing themwith a more comprehensive, participatory understanding oftheir patients.In addition to using biofeedback training to help reduceanxiety, Suliman and Halabi [6] also found that criticalthinking and self-esteem were negatively related to stateanxiety. Nurse educators can train students in criticalthinking skills as well as set up programs to help improvestudents’ self-esteem to reduce the anxiety levels amongnursing students. With an increased sense of self-efficacy viabiofeedback training or critical thinking skills along with themastery of each subject or clinical area through educationand training, nursing students can keep stress and anxiety atbay and perform according to their potential.5.2. Limitations and Future Research. This study was conductedonly at one nursing college in one country. Futurestudies should consider replicating the study at multiplenursing colleges and multiple countries. Additionally, afollow-up study on the impact of the biofeedback trainingon stress, anxiety, and academic performance of nursingstudents after one to two years will help nurse educators tobetter understand the long-term efficacy of the biofeedbackintervention program.6. ConclusionWith clinical training being one of the most vital componentsof the nursing education, it is imperative that nurse educatorscontinue the effort to help nursing students manage theirstress and anxiety during this important process. Biofeedbacktraining is one tool that has been demonstrated to beeffective in helping with this developmental journey. Thebetter the nursing students can manage their stress andanxiety, the more successful they can be in their clinicaltraining. Ultimately, the more psychologically healthy thenursing students are, the more likely they will flourish andgraduate to become productive and contributing membersof the nursing profession.References[1] D. L. Beck and R. Srivastava, “Perceived level and sources ofstress in baccalaureate nursing students,” Journal of NursingEducation,vol.30,no.3,pp.127–133,1991.[2] L. J. Cook, “Inviting teaching behaviors of clinical faculty andnursing students’ anxiety,” Journal of Nursing Education, vol.44, no. 4, pp. 156–161, 2005.[3] D. L. Junious, A. Malecha, K. Tart, and A. Young, “Stress andperceived faculty support among foreign-born baccalaureatenursing students,” Journal of Nursing Education, vol. 49, no. 5,pp. 261–270, 2010.[4] Y. S. Kang, S. Y. Choi, and E. Ryu, “The effectiveness of astress coping program based on mindfulness meditation on
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