Background. Psychological problems such as stress and anxiety are prevalent among working nurses in the intensive care units (ICUs). This study was aimed at investigating the effects of three skill-based educational programs on stress and anxiety among critical care nurses. Methods. Using a randomized controlled trial, 160 nurses were assigned to four groups including one control and three intervention groups. A standard skill-based educational program was delivered to three intervention groups using booklet, booklet+oral presentation, and booklet+oral presentation+clinical teaching over a period of one month to reduce different types of stress and anxiety. The control group received routine education only. Perceived stress, state anxiety, trait anxiety, and work-related stress were assessed at baseline and three times after the intervention (15 days, 3 months, and 21 months). Repeated-measure analysis of variance was used for data analysis. Results. There was no significant change in the control group in terms of study variables during follow-up assessments, whereas measures of stress and anxiety were reduced after intervention in the trial groups except trait anxiety. Nurses in the mixed-method group (booklet+oral presentation+clinical teaching) showed less stress and anxiety during follow-ups. Although the stress and anxiety scores decreased in the first and second follow-ups, there was no significant reduction in the third follow-up. Conclusions. To improve the mental health and performance of the intensive care unit nurses, knowledge-based and skill-based training programs seem useful. Continuous training may help to maintain the effectiveness of these programs over time.

中文翻译：

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基于多阶段教育技能的计划对重症监护环境中护士压力和焦虑的影响：一项随机对照试验

背景。压力和焦虑等心理问题在重症监护病房 (ICU) 的工作护士中普遍存在。本研究旨在调查三种基于技能的教育计划对重症监护护士压力和焦虑的影响。方法. 使用随机对照试验，160 名护士被分配到四组，包括一个控制组和三个干预组。为期一个月的使用小册子、小册子+口头报告和小册子+口头报告+临床教学向三个干预组提供了基于技能的标准教育计划，以减少不同类型的压力和焦虑。对照组只接受常规教育。在基线和干预后 3 次（15 天、3 个月和 21 个月）评估感知压力、状态焦虑、特质焦虑和工作相关压力。重复测量方差分析用于数据分析。结果. 在随访评估期间，对照组在研究变量方面没有显着变化，而在试验组干预后，除特质焦虑外，压力和焦虑的测量值均有所降低。混合方法组（小册子+口头报告+临床教学）的护士在随访期间表现出较少的压力和焦虑。虽然压力和焦虑评分在第一次和第二次随访中有所下降，但在第三次随访中没有显着降低。结论。为了改善重症监护病房护士的心理健康和表现，基于知识和技能的培训计划似乎很有用。随着时间的推移，持续培训可能有助于保持这些计划的有效性。