Evaluation of the effectiveness of a training program for coping with PMS symptoms based on IMB model in university students

Premenstrual syndrome (PMS) is a common health problem that adversely affects young women's quality of life. This paper evaluated the effectiveness of a "Training Program for Coping with PMS Symptoms based on Information-Motivation-Behavioral Skills (IMB) model" in university nursing students. This controlled intervention study was conducted between September 2017 and February 2018. No sampling was performed. The goal was to include all students who met the inclusion criteria. The sample consisted of 95 first-year nursing students from two universities divided into two groups: intervention (n = 40) and control (n = 45) (power of 84.5%, p = .05, effect size = 0.45). The intervention group received the training, followed by individual motivational counseling first and second months after the training. The control group did not participate in the training program. The intervention group had more PMS symptoms coping behaviors (recognizing premenstrual change, performing regular exercises, relaxation techniques, pursuing a healthy diet, communicating with family and friends) than their counterparts in the control group after the training program (p < .05). The intervention group had higher Premenstrual Coping Measure scores (recognizing premenstrual changes, performing self-care, avoiding harm, communicating) after training program (p < .05). Although habits are hard to break, especially at young ages, the training helped university students adopt PMS coping behaviors.

The Differences in Basic Social Competency and Relevant Factors Based on Years of Study Amongst University Nursing Students

Background

Basic social competency is defined as the fundamental ability necessary for working with diverse people in the workplace and community. This study aimed to clarify the differences in the basic social competency of university nursing students by year of study, and related factors.

Methods

The subjects were 305 first- to fourth-year university nursing students. A survey was conducted using a self-completed questionnaire. Analyses were performed by comparing basic social competency amongst different years of study, calculating correlation coefficients of occupational readiness and development of personalization and socialization with basic social competency, and multiple regression analysis of factors influencing basic social competency.

Results

The subjects analyzed were the 162 students who returned the questionnaire (the recovery rate was 53.1%, and the response rate was 100%). Basic social competency tended to decrease in second-year students and subsequently improved in fourth-year students. Specifically, the scores of Action and Teamwork were significantly high in fourth-year students. In addition, the correlation coefficient between occupational readiness and basic social competency was r = 0.566 (P = 0.01), r = 0.615 for the individual orientedness (P = 0.01), and r = 0.542 for the social orientedness (P = 0.01); and significant correlations were observed in these relevant factors. Multiple regression analyses revealed that basic social competency were influenced by occupational readiness, individual orientedness, and social orientedness (R ² = 0.47, F = 15.14, P = 0.00).

Conclusion

Basic social competency for university nursing students was significantly higher in fourth-year students, and the correlation with basic social competency was strong in the categories of occupational readiness and the development of personalization and socialization. It was suggested that clinical practice experiences promoted students' personal growth and socialization while preparing to take a nursing job and affected the development of basic social competency.