The Effect of a Self-Compassion-Based Mindfulness Psychoeducation Program on Perceived Stress and Continuous Hope Among Healthcare Students (SCBMP-HS)
The Effect of a Self-Compassion-Based Mindfulness Psychoeducation Program on Perceived Stress Levels and Levels of Continuous Hope Among Healthcare Students: A Randomized Controlled Trial
The aim of this study is to evaluate the effect of a 6-week self-compassion-based mindfulness psychoeducation program on perceived stress and continuous hope among healthcare students.
This study was designed as a single-blind, randomized controlled trial and was conducted during the spring semester of the 2024-2025 academic year among students enrolled in the Health Care Services Department at Trabzon University Tonya Vocational School. A total of 60 students who met the eligibility criteria and voluntarily agreed to participate were included in the study and randomly assigned to the intervention or control group.
The intervention group received a 6-week self-compassion-based mindfulness psychoeducation program, while the control group did not receive the psychoeducational intervention during the study period. Data were collected using a Demographic Information Form, the Perceived Stress Scale, and the Continuous Hope Scale. Perceived stress and continuous hope were assessed at baseline and at Week 6, immediately after completion of the intervention. Study data were analyzed using SPSS version 22.0.
研究概览
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
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Tonya
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Trabzon、Tonya、土耳其（türkiye）、61000
- Tonya Vocational School
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参与标准
资格标准
适合学习的年龄
- 成人
- 年长者
接受健康志愿者
描述
Inclusion Criteria:
- Currently enrolled in the Department of Health Care Services
- Aged 18 years or older
- Willing to participate in the study and provide informed consent
- Able to read and understand Turkish
- No current psychiatric diagnosis and not receiving active psychiatric treatment
- No participation in a mindfulness-, self-compassion-, or stress management-based psychoeducational program within the previous six months
Exclusion Criteria:
- Current psychiatric diagnosis or active psychiatric treatment
- Previous participation in a self-compassion- or mindfulness-based psychoeducational program within the previous six months
- Inability to read and understand Turkish
- Refusal to provide informed consent
学习计划
研究是如何设计的？
设计细节
- 主要用途：支持治疗
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
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实验性的：Self-Compassion-Based Mindfulness Psychoeducation Group
Participants in the intervention group received a 6-week Self-Compassion-Based Mindfulness Psychoeducation Program delivered through in-person group sessions at Trabzon University Tonya Vocational School. The program consisted of six sessions delivered once weekly. Participants were divided into three subgroups of 10 participants for the delivery of the program. Each session was conducted by the researcher according to the structured psychoeducation program and lasted approximately 45-90 minutes. The program included psychoeducational content and exercises focused on self-compassion, mindfulness, stress awareness, emotion regulation, and self-compassion-based coping skills. |
The Self-Compassion-Based Mindfulness Psychoeducation Program was delivered through in-person group sessions at Trabzon University Tonya Vocational School. The program consisted of six sessions delivered once weekly. Participants in the intervention group were divided into three subgroups of 10 participants. Each session was conducted by the researcher according to the structured psychoeducation program and lasted approximately 45-90 minutes. The program included psychoeducational content and exercises focused on self-compassion, mindfulness, stress awareness, emotion regulation, and self-compassion-based coping skills. |
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无干预：No-Intervention Control Group
Participants in the control group did not receive the Self-Compassion-Based Mindfulness Psychoeducation Program during the 6-week study period.
After completion of the post-intervention assessment, participants in the control group were offered a single-session breathing exercise training.
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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Change in Trait Hope Scale Total and Subscale Scores
大体时间：Baseline and Week 6 (immediately after completion of the intervention)
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Hope is assessed using the Trait Hope Scale, a 12-item measure consisting of two subscales: Agency Thinking and Pathways Thinking.
Four items are filler items and are not included in scoring.
Higher total scores indicate higher levels of hope.
The scale is administered at baseline and at Week 6, immediately after completion of the psychoeducation program, to assess change in hope over time.
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Baseline and Week 6 (immediately after completion of the intervention)
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次要结果测量
结果测量 |
措施说明 |
大体时间 |
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Change in Perceived Stress Scale Total and Subscale Scores
大体时间：Baseline and Week 6 (immediately after completion of the intervention)
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Perceived stress is assessed using the 8-item Perceived Stress Scale.
The scale includes two subscales: Perceived Stress and Perceived Coping.
Items are rated on a 5-point Likert scale from 0 to 4, and the total score ranges from 0 to 32.
Higher total scores indicate higher levels of perceived stress.
The scale is administered at baseline and at Week 6, immediately after completion of the psychoeducation program, to assess change in perceived stress over time.
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Baseline and Week 6 (immediately after completion of the intervention)
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合作者和调查者
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
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