An Intervention Study:to Evaluate The Effect Of CBGT To Relieve Nursing Students’ Social Anxiety Before Clinical Practice

[Background and Objective]Social anxiety is a common anxiety related to social interaction. Nursing students’social anxiety is usual. Especially for junior nursing students, they are going to carry out clinical nursing practice. Even if they are willing to partake in social activities to build up themselves, however, their experience is not enough and their self-expectation is too much, it is easy to feel anxious and troubled for them. It is very necessary to interfere in nursing students suffered social anxiety before the clinical practice. It is reported that cognitive-behavioral group therapy is effective to decrease undergraduates’social anxiety but countless research has been done for nursing students. So this study is to evaluate the effect of the cognitive-behavioral group therapy to relieve nursing students’social anxiety before the clinical practice.(Methods]The subjects are students from the common undergraduate class and oversea undergraduate class of2009in nursing school from BUCM. Inclusion criteria:①the students who are willing to improve interpersonal situation and boost social skill;②the students who make sure that they are able to partake during the whole course;③the students whose scores for IAS scale are more than48scores. Exclusion criteria:①the students whose scores for Eysenck Personality Questionnaire (EPQ, translated by Gong Yaoxian in1983) scale are higher or lower than the national norm;②the students who are diagnosed as social phobia disorder according to "The Diagnostic and Statistical Manual of Mental Disorders"(4th edition). Finally, the subjects are involved in25students (14students for experimental group and11students for control group divided according to their wishes). Based on the theory of cognitive-behavioral therapy, this research formed a group counseling program with the theory of group counseling. The members in experiment group will accept8times group guidance activities for each week and each time is going to last for2hours in the light of this program. The program includes five parts:psycho-education, cognitive restructuring, in-session exposure, in vivo exposure and training social skills. Control group members followed the plan of BUCM. Scales, which were involved in IAS, FNE and SAD, are needed to fill in three times (before/after/after3months of the intervention). All data was put into the software SPSS for statistical analysis to compare differences by the methods of two independent sample t test, paired samples test and two samples rank sum test.(Results)1. Comparing the difference between experimental group and control group in IAS FNE, SAD score, SAD avoid factor and SAD distress factor scores in the pre-test, it showed that P>0.05and the difference was not statistically significant. The baseline data was not different.2. Comparing the scores of IAS, FNE, SAD score, SAD avoidance factor and the SAD distress factor in the experimental group between the pre-test and post-test, it showed that P<0.05and the difference was statistically significant. The scores of experimental group in IAS, FNE, SAD, SAD avoid factor and SAD distress factor in the post-test were lower than the pre-test.3. Comparing the scores of SAD avoidance factor and the SAD distress factor in the control group between the pre-test and post-test, it showed that P>0.05and the difference was not statistically significant. The scores of SAD avoidance factor and the SAD distress factor in the control group between the pre-test and post-test did not change. Comparing the scores of IAS, FNE and SAD score in the control group between the pre-test and post-test, it showed that P<0.05and the difference was statistically significant. The scores of control group in IAS, FNE and SAD in post-test were lower than the pre-test.4. For IAS, FNE and SAD indicators, comparing the difference dl,which is between the pre-test and post-test in experimental group, and difference d2, which is between the pre-test and post-test in control group, by two independent samples rank sum test, the results showed that P<0.05and difference was statistically significant. The d1is more than the d2. So changes in the experimental group of IAS FNE, SAD were bigger than the control group.5. Comparing the scores of IAS, FNE, SAD, SAD avoidance factor and the SAD distress factor in the experimental group between post-test and follow-up test, it showed that P>0.05and the difference was not statistically significant. The scores of IAS, FNE, SAD, SAD avoidance factor and the SAD distress factor in the experimental group between post-test and follow-up test did not change. Comparing the scores of IAS, FNE, SAD, SAD avoidance factor and the SAD distress factor in the control group between post-test and follow-up test, it showed that P>0.05and the difference was not statistically significant. The scores of IAS, FNE, SAD, SAD avoidance factor and the SAD distress factor in the control group between post-test and follow-up test did not change.[Conclusions]1. Cognitive-behavioral group therapy is an effective way to alleviate social anxiety of nursing students. The experiment group members’emotion experience, social avoidance behavior and negative cognitive evaluation about social anxiety were all improved.2. The effect to alleviate social anxiety of nursing students by adopting cognitive-behavioral group therapy can last for3months. There was no difference between after the intervention and after3months of the intervention in the experiment group members’emotion experience, social avoidance behavior and negative cognitive evaluation about social anxiety.