Journal of Psychiatric Nursing

Background: Assertiveness is a critical skill for nursing students, particularly in their final year, as they transition to professional practice. It impacts their ability to communicate effectively, collaborate with healthcare teams, and provide quality patient care. However, assertiveness levels and their influencing factors are often overlooked in nursing education. Objective: This study aimed to assess the assertiveness levels among final-year nursing students at SCPM College of Nursing, Gonda, identify influencing factors, and evaluate its impact on professional communication and patient care practices. Methods: A descriptive cross-sectional design was employed with 40 final-year nursing students selected using convenience sampling. Data were collected using the Rathus Assertiveness Schedule (RAS) and a socio-demographic questionnaire. Descriptive and inferential statistics were used to analyze the data. Results: The study revealed that 25% of students had high assertiveness, 50% moderate, and 25% low. Significant factors influencing assertiveness included age (p=0.032), academic performance (p=0.015), clinical exposure (p=0.042), and parental education (p<0.05). High assertiveness was associated with better professional communication (85%) and patient care (80%), while low assertiveness showed poorer outcomes (30% and 35%, respectively). Conclusion: The findings highlight the importance of assertiveness in enhancing nursing competencies. Targeted interventions, including assertiveness training and mentorship programs, are recommended to bridge gaps and prepare students for effective professional roles. Further studies are suggested to explore cultural and institutional factors affecting assertiveness in nursing students.

Background: The life stages of women are based on the reproductive cycle, which begins with the menstrual period and continues throughout the menstrual period. Natural amenorrhea is considered to have occurred when there is no menstrual period for 12 consecutive months, no other physical cause or disease is present, and no medical treatment is applied. Method: This qualitative study was conducted using a content analysis method in Kakathop village, Thrissur. The data were collected using a Semi structured questionnaire to assess the socio-demographic data and Semi structured face to face in-depth interviews with 14 premenopausal women. The inclusion criteria were women who are in the age group of 40 to 50 years and willing to take part in the research. The exclusion criteria were the women having history of hysterectomy or oophorectomy, mental disorders and other diseases that can affect the menopausal symptoms and who have attained menopause. Purposive sampling technique was used and sampling continued until datasaturation. Results: The findings revealed that the mean age of the participants was 47.5. The majority (57.1%) of the women had 2 children and duration of premenopausal changes were from 4-6 months. Six of them had completed secondary education and 8 were employed. 35.7% had monthly income of 15000-25000. The study revealed four themes and 18 sub themes such as physical changes (Hot flashes, Sweating, Physical pain, Tiredness, Sleep problems, Headache and giddiness), menstrual changes (Painful menstruation, Breast tenderness, Excessive amount and duration of bleeding and Irregular menstruation), psychological changes (anger, fear, irritated, frustration, frequent crying and anxiety) and sexual changes (vaginal dryness and reduced desire for sexual activities).

Background: Today, adolescents face increasing mental health challenges due to family conflicts, academic pressure, and societal expectations, leading to higher rates of suicide and mental disorders. Schools play a vital role in promoting mental health through mental hygiene programs. This study evaluates the knowledge and attitude of school teachers regarding mental hygiene and the effectiveness of a computer-assisted teaching program in improving both. The study aims to assess teachers’ awareness and attitudes towards mental hygiene, with a focus on improving their ability to support students’ mental well-being. Methodology: Using a pre-experimental design with a one-group pre-test post-test approach, the study involved 60 school teachers from Bhilai, Chhattisgarh. Data were collected using a multiple-choice questionnaire for knowledge and a Likert scale for attitude. Results: Statistical analysis showed significant improvements. Knowledge mean scores rose from 13.26 to 20.48, and attitude mean scores increased from 41.96 to 53.51 after the program. A strong positive correlation (r = 0.89) was found between knowledge and attitude. Conclusion: These improvements can better equip teachers to support students’ mental health, ultimately benefiting the overall well-being of adolescents in schools.

Psychological distress refers to a state of emotional suffering that can manifest as symptoms of anxiety, depression, and stress. It is a growing concern among nursing students. Nursing students often encounter multiple stressors, including academic pressures, clinical workloads, financial concerns, and a lack of social support, which may predispose them to experience higher rates of psychological distress. This psychological strain has a direct impact on their emotional well-being, academic performance, and the ability to provide quality patient care as future healthcare providers. Studies suggest that nursing students exhibit varying levels of anxiety, depression, and stress, and these levels tend to peak during critical periods such as clinical placements or examinations.1 This review aims to synthesize existing research related to psychological distress among nursing students. It will explore studies investigating levels of psychological distress, contributing factors, coping strategies, and interventions. By doing so, the review seeks to identify gaps in the literature and offer insights into effective strategies for addressing psychological distress in this vulnerable population.2

Aspin R., Stress of Nurses Whose Spouse is not Employed: Challenges and Coping Strategies. J Psychiatr Nurs. 2024;13(3):75–78.