Year of Publication

2021

Degree Name

Doctor of Nursing Practice

Committee Chair

Dr. Karen Stefaniak

Clinical Mentor

Dr. Lynne Zajac (NKU)

Committee Member

Dr. Debra Hampton

Abstract

Abstract

Background: Teaching and nursing are consistently cited as the two occupations that work under the highest levels of occupational stress. Positive Reflective Journaling may be a tool that helps to manage stress and influence a healthy work environment in academic nursing settings.

Purpose: The purpose of this study was to investigate whether Positive Reflective Journaling could be used as an adjunct to reduce stress and support a healthy working environment in

nursing academia.

Methodology: Eighty-six faculty and staff from a University based School of Nursing were invited to participate in the study. A positive reflective journaling exercise was evaluated at two points in time by examining the psychometric properties of the Perceived Stress Scale-10 (PSS-

10), and qualitative summary statements.

Results: Eight participants completed the pre-journaling survey. The post-journaling analysis was based on 7 participants, as one participant did not respond. Paired samples t-test used to evaluate changes in stress before and after the journaling intervention did not show a significant change in stress scores. Qualitative summary statements suggest favorable influences in

identifying and managing the symptoms of stress.

Discussion: The literature shows journaling to be an effective use of time and helps in stress reduction; however, the results in this study showed only a small reduction in stress scores after journaling, but it was not statistically significant. Additional qualitative summary statements

suggested that it was a positive and valuable use of time. Conclusion: This study did not show a statistically significant change in pre- post-test stress scores. However descriptive summary summaries supported the value of positive reflective

journaling. Additional research is recommended.

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