Self–handicapping among nursing students: an interventional study

Abstract Background Self-handicapping is an effective defense strategy in an individual’s behavior that leads to weak performance in different situations like education. This study aimed to investigate how training problem solving skills affected the rate of self-handicapping among nursing students. Methods This interventional study was done in Jahrom, Fars province, Iran during 2016–2017. Totally, 90 nursing students were selected among those admitted from 2013 to 2016 using stratified sampling. Then, the students were randomly divided into a control and an intervention group each including 45 participants. Teaching problem solving skills to the intervention group was completed over six sessions each lasting for two hours. The students’ rate of self-handicapping was evaluated based on the scores obtained in Jones and Rodwalt’s self-management questionnaire before and after the intervention (immediately and one month later). The data were entered into the SPSS statistical software, version 16 and were analyzed using descriptive and inferential statistics, including t-test, chi-square, and repeated measures ANOVA. The significance level was set at 0.05. Results The findings revealed a significant difference in the intervention group’s self-handicapping scores before and after the intervention (p < 0.001). However, no significant change was observed in this regard in the control group (p = 0.575). The results indicated no significant differences between the intervention and control groups concerning the mean score of self-handicapping immediately after the intervention (p = 0.761). However, a significant difference was detected between the two groups in this regard one month after the intervention (p = 0.014). Conclusion Teaching problem solving skills influenced the students’ beliefs and performances positively and led to a decrease in their self-handicapping. Thus, teaching cognitive-behavioral approaches is recommended to be considered among the ten life skills used in curricular design for medical students, including nurses. Trial registration IRCT 2017011231895 N.Data registered: October 30, 2016

Mothers\' Lived Experiences of Losing a Child to Cancer: A Phenomenological Study

Objective: The death of a child is undoubtedly the most arduous encounter for a mother in her lifetime, and it elicits numerous psychological detriments. Specifically, the death of a child resulting from cancer carries its own set of challenges. Analyzing the lived experience of these mothers can serve as a means to identify and comprehend their grief, thus becoming the foundation for efficacious interventions. Consequently, the objective of the present investigation was to scrutinize the lived experiences of grieving mothers whose children had succumbed to cancer. Methods: The current research was conducted utilizing a qualitative and phenomenological approach. The sampling technique employed was purposive, encompassing a maximum variation sampling. The study included a total of 13 bereaved mothers residing in Yazd city, who had lost their children to cancer. The methodology employed for data collection involved semi-structured interviews. Results: Subsequent to conducting the interviews and documenting them, each recorded session was transcribed and examined utilizing Colaizzi's method. This process yielded six primary themes and twenty-four secondary themes through the analysis of the data. The primary themes comprised emotional experience, physical experience, cognitive experience, challenging experience, the meaning of life, and avoidance. Conclusions: These findings demonstrate the nature of the grief experienced by mothers, and these themes have the potential to facilitate effective interventions aimed at mitigating the symptoms of grief