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Completed

NCT Number: NCT06716684

Cognitive-Behavioral Approach and Anger

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.

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Key information

Conditions

Nursing Students Anger Psychoeducation

Age range

18 year–25 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Kafkas University Faculty of Health Sciences, Department of Nursing, Psychiatric Nursing Department

Kars, 36100, Turkey (Türkiye)

About this study

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.

Who can participate

Healthy volunteers accepted: No

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • To agree to participate in the study,
  • Not to have participated in the training program on anger expression and management given by mental health professionals before,
  • Not to have a psychiatric diagnosis-treatment history,
  • Not to have hearing-vision problems,
  • To be between the ages of 18-25,
  • To have participated in at least four of the sessions,
  • To get a high score from the Trait Anger Sub-scale compared to other students

Exclusion criteria

  • Having previously attended a training program on anger expression and management given by mental health professionals
  • Having a problem that prevents filling out the forms to be used in the research
  • Having hearing or vision problems
  • Being under 18 or over 25
  • Having a history of psychiatric diagnosis and treatment
  • Having not attended more than four sessions

Treatment and study plan

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.

Primary outcomes

  1. Trait anger and anger expression styles before intervention

    Time frame: Before the 6-week intervention was administered to students

    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.

Secondary outcomes

  1. Trait anger and anger expression styles after intervention

    Time frame: After the 6-week intervention was administered to students

    Students' trait anger and anger expression styles were assessed after the intervention. Trait Anger and Anger Expression Scale was used in the evaluation.

Other outcomes

  1. Trait anger and anger expression styles three months after the intervention

    Time frame: Three months after the 6-week intervention was administered to students

    Trait anger and anger expression styles were assessed three months after the intervention. Trait Anger and Anger Expression Scale was used in the evaluation.

Sponsors and collaborators

Lead sponsor

Kafkas University

Other

Registry information

Official study title

The Effect of Cognitive-Behavioral Approach Based Psychoeducation Program on Trait Anger and Anger Expression Styles of Nursing Students

Important dates

Study start
2021
Primary completion
2022
Study completion
2022
First posted
Dec 4, 2024
Registry last updated
Dec 4, 2024

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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