Background: Nurses and nursing students experienced an emotional burden while working during the COVID-19 outbreak. During the COVID-19 outbreak three questions for nurses working under these extreme circumstances were formulated: 1. What today’s events do you remember? 2. How do you feel (physically and mentally)? 3. Do you have enough support? The purpose of this study was to obtain insight into whether nurses and nursing students perceive that the use of the three-questions-method contributes to effective coping with the emotional burden during the COVID-19 outbreak. Methods: Focus group interviews were held with hospital nurses (n = 11) and nursing students with internships in mental health care (n = 2), hospital (n = 9), and homecare/nursing home care (n = 3) in September 2020 followed by twenty semi-structured interviews one year later. Results: Almost all nurses and nursing students named factors that contributed to the emotional burden: fear, powerlessness, frustration, lack of knowledge about COVID-19, and pressure to pass the internship. Participants indicated that using the three-questions-method can help to effectively cope with the emotional burden during and after the COVID-19 outbreak. Conclusions: Using the three-questions-method offers added value in coping with emotional burden and can be used in education as well as in practice.
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afstudeerscriptie van studente Psychologie Yasmin Gharavi gepubliceerd in BMC Psychiatry: Background: Family members who care for patients with severe mental illness experience emotional distress and report a higher incidence of mental illness than those in the general population. They report feeling inadequately prepared to provide the necessary practical and emotional support for these patients. The MAT training, an Interaction- Skills Training program (IST) for caregivers, was developed to meet those needs. This study used a single-arm pretestposttest design to examine the impact of the training on caregivers’ sense of competence (self-efficacy) and burden.
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Universal school-based social-emotional learning (SEL) programs target several social-emotional skills assuming a relationship between the skills and psychosocial health outcomes. However, greater insight into the relationship is required to clarify the skills that are most crucial to address. It will support the development and refinement of SEL programs. This study investigated (1) the relationship among the social-emotional skills, (2) the association between the skills and psychosocial health variables, and (3) the mediating effect of the skills on psychosocial variables. Results: There was a high degree of overlap between the five skills (self-awareness, social awareness, self-management, relationship skills, and responsible decision-making). The skills were univariately associated with emotional-behavioral difficulties and prosocial behavior. In the multivariate model, self-management most strongly correlated with emotional-behavioral difficulties and mediated the relationship between self-awareness and emotional-behavioral difficulties. Social awareness showed the highest correlation with prosocial behavior and mediated the relationship between prosocial behavior and three other skills: self-awareness, relationship skills, and responsible decision-making.
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