The effect of laughter therapy on self-efficacy and psychological well-being in nursing students

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dc.contributor.authorGuvener, Yasemin Ozyer
dc.date.accessioned2025-03-23T19:42:08Z
dc.date.available2025-03-23T19:42:08Z
dc.date.issued2024
dc.departmentSinop Üniversitesi
dc.description.abstractBackground: Academic self-efficacy and psychological well-being play a crucial role in the mental health of nursing students and influence whether they decide to remain in the nursing profession. Aims: This study aimed to determine the effect of laughter therapy on self-efficacy and psychological well-being in nursing students. Methods: In this randomized controlled study, 208 nursing students were randomly assigned to an experimental (n n = 102) and a control (n n = 106) group. The experimental group received laughter therapy face-to-face once a week for eight weeks. No intervention was applied to the control group. In both groups, data were collected at the beginning of the study and the end of the eighth week using a Sociodemographic Questionnaire Form, the Academic Self-Efficacy Scale, and the Psychological Well-Being Scale. Results: In the post-study group comparisons, there was a statistically significant difference in the scores for the total Academic Self-Efficacy Scale, the external emotion management and collegiality subscales, and the total Psychological Well-Being Scale (p > 0.05). With regard to all the scale scores, no statistically significant difference was found in the groups in the pre- and post-comparisons (p p > 0.05). Conclusions: It was determined that laughter therapy increased the mean psychological well-being score in the experimental group. It was also found that after the laughter therapy, distraction and loss of interest in lectures decreased, stress and anxiety levels decreased, eating and sleeping habits were regulated, and social media use decreased. Laughter therapy can be used to increase self-efficacy and psychological well-being.
dc.description.sponsorshipWe would like to thank Meryem Erdog an for maintaining order in the classroom and encouraging the participation of all students in laughter therapy.
dc.identifier.doi10.1016/j.apnu.2024.07.021
dc.identifier.endpage127
dc.identifier.issn0883-9417
dc.identifier.issn1532-8228
dc.identifier.pmid39260971
dc.identifier.scopus2-s2.0-85199716064
dc.identifier.scopusqualityQ2
dc.identifier.startpage121
dc.identifier.urihttps://doi.org/10.1016/j.apnu.2024.07.021
dc.identifier.urihttps://hdl.handle.net/11486/6704
dc.identifier.volume52
dc.identifier.wosWOS:001285035100001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.institutionauthorGuvener, Yasemin Ozyer
dc.language.isoen
dc.publisherW B Saunders Co-Elsevier Inc
dc.relation.ispartofArchives of Psychiatric Nursing
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250323
dc.subjectLaughter therapy
dc.subjectNursing student
dc.subjectSelf-efficacy
dc.subjectPsychological well-being
dc.titleThe effect of laughter therapy on self-efficacy and psychological well-being in nursing students
dc.typeArticle

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