Effect of a Solution-Focused Intervention on Future Anxiety and Life Satisfaction in First-Year Nursing Students

Overview

The research was carried out by PhD student Zeynep Kılıç under the supervision of Associate Professor Gülcan Kendirkıran. This randomized controlled experimental study was conducted to determine the effect of a solution-focused intervention on future anxiety and life satisfaction among first-year nursing students. The study was conducted with first-year nursing students enrolled in the Department of Nursing, Faculty of Health Sciences, Yalova University, between January 15, 2025, and June 20, 2025. Among the 87 first-year nursing students, the 36 students with the highest scores on the Future Anxiety Scale for University Students who met the eligibility criteria and agreed to participate were included in the study and randomized into three groups: a solution-focused intervention group (n=12), a psychoeducation group (n=12), and a control group (n=12). The solution-focused intervention group received six 60-minute sessions, while the psychoeducation group received two 30-minute psychoeducation sessions on future anxiety and life satisfaction, including presentations and question-and-answer discussions. The control group received no intervention during the study period. Data were collected using the Personal Information Form, the Future Anxiety Scale for University Students, and the Satisfaction with Life Scale at baseline, post-intervention, 1-month follow-up, and 3-month follow-up.

Study Design and Aim This randomized controlled experimental study was conducted to determine the effect of a solution-focused intervention on future anxiety and life satisfaction among first-year nursing students. The study was conducted with first-year nursing students enrolled in the Department of Nursing, Faculty of Health Sciences, Yalova University. Data were collected between January 15, 2025, and June 20, 2025. Research Hypotheses H0a: The solution-focused intervention has no effect on students' future anxiety. H0b: The solution-focused intervention has no effect on students' life satisfaction. H0c: The effect of the solution-focused intervention on students' future anxiety is not maintained at the 1-month and 3-month follow-up assessments. H0d: The effect of the solution-focused intervention on students' life satisfaction is not maintained at the 1-month and 3-month follow-up assessments. H1a: The solution-focused intervention is effective in reducing students' future anxiety. H1b: The solution-focused intervention is effective in increasing students' life satisfaction. H1c: The effect of the solution-focused intervention on students' future anxiety is maintained at the 1-month and 3-month follow-up assessments. H1d: The effect of the solution-focused intervention on students' life satisfaction is maintained at the 1-month and 3-month follow-up assessments. Participants, Sample Size, and Randomization The study population consisted of 87 first-year nursing students enrolled in the Department of Nursing, Faculty of Health Sciences, Yalova University. The sample size was determined using G\*Power 3.1.9. The power analysis indicated that a minimum total sample size of 24 participants, with at least 8 participants in each group, was sufficient. To account for possible dropouts during the study, the planned sample size was increased to 36 participants, with 12 participants allocated to each group. The Future Anxiety Scale for University Students was administered to the students, and the scores were ranked from highest to lowest. The 36 students with the highest scores who met the inclusion criteria and agreed to participate in the study were included. These students were assigned to the solution-focused intervention group (n=12), psychoeducation group (n=12), and control group (n=12) using stratified randomization in SPSS to provide a balanced distribution of future anxiety scores among the groups. Solution-Focused Intervention Group The solution-focused intervention was conducted between February 17 and March 28, 2025. It consisted of six weekly sessions, each lasting 60 minutes. The sessions were conducted in classrooms at the Faculty of Health Sciences. Session times were arranged according to the students' course schedules, and the sessions were conducted in a quiet setting where privacy could be maintained. The intervention included goal setting, the miracle question, scaling questions, exception questions, future-oriented questions, identification of strengths and resources, reframing, compliments, solution-focused activities, and a letter-to-the-future exercise. Homework assignments and changes observed between sessions were discussed during the following sessions. In the sixth session, the intervention process was reviewed, participants' coping strategies and changes during the sessions were discussed, and participants were encouraged to continue using the skills they had gained. The post-test was administered at the end of the intervention. Follow-up assessments were conducted 1 month and 3 months after the intervention. Psychoeducation Group The psychoeducation group received two sessions, each lasting 30 minutes. The first session was conducted in February 2025 and included information about future anxiety and life satisfaction, explanations using examples, and answers to participants' questions. No intervention was provided during weeks 2-5. The second session was conducted in March 2025. Information was provided on strategies to reduce future anxiety, improve life satisfaction, and cope with anxiety. Participants' questions were answered during the session. The post-test was administered after the second session. Follow-up assessments were conducted 1 month and 3 months later. Control Group No intervention was provided to the control group during the study period. The control group completed the assessments at the same measurement points as the other groups: baseline, post-test, 1-month follow-up, and 3-month follow-up. Data Collection and Outcome Assessments Data were collected using the Personal Information Form, the Future Anxiety Scale for University Students, and the Satisfaction with Life Scale. Future anxiety and life satisfaction were assessed at baseline, post-test, 1-month follow-up, and 3-month follow-up. Ethical Considerations Ethical approval was obtained from the Ethics Committee of the Faculty of Health Sciences, Yalova University, on January 8, 2025 (No. 2024/338). Institutional permission was obtained from the Dean's Office of the Faculty of Health Sciences, Yalova University, on January 15, 2025 (Document No. E-76051854-100-2500003973). Participation in the study was voluntary. The purpose and procedures of the study were explained to the participants, and verbal and written informed consent was obtained before participation. The study was conducted in accordance with the Declaration of Helsinki.