1- Social Determinants of Health Research Center, Department of Midwifery, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran
2- Department of Midwifery, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran
3- Department of Psychology, School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
4- Department of Midwifery, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran ,zahranorouzi23178@gmail.com
2- Department of Midwifery, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran
3- Department of Psychology, School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
4- Department of Midwifery, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran ,
Abstract: (4 Views)
Background and Objective: Midwifery students are more at risk of psychological harm than other students due to their specific professional characteristics. Feelings of inferiority and lack of academic enthusiasm can lead to reduced academic performance and increased psychological problems. This study aimed to investigate the impact of acceptance and commitment-based counseling on feelings of inferiority and academic enthusiasm among midwifery students.
Materials and Methods: This randomized controlled trial involved 2023-2024. Sixty-four undergraduate midwifery students were selected using a convenience sampling method. After obtaining written informed consent, the students were randomly assigned to two groups: one intervention group and one control group, each consisting of 32 participants. The intervention consisted of eight 60-minute sessions (once a week) of acceptance and commitment-based counseling, both in a group and one-on-one. The control group did not receive any intervention. The research tools included a demographic checklist, as described by Yao et al., and the inferiority questionnaire, as well as the one developed by Schaufeli et al. Academic Enthusiasm Questionnaire. The questionnaires were completed by the participants in three stages: before the intervention, immediately after the intervention, and one month after the intervention. Relevant statistical tests, using SPSS version 16, were employed to analyze the data.
Results: The results showed that after the intervention, the mean scores of inferiority and academic enthusiasm between the intervention and control groups were significantly different (p < 0.05). In the intervention group, the mean of overall inferiority before the intervention was 58.12 (24.06); after the intervention, it decreased to 59.52 (21.13) and at follow-up, it further declined to 51.55 (17.30). In terms of overall academic enthusiasm, the mean scores before the intervention were 53.47 (9.74), which changed to 58.21 (7.22) after the intervention and increased slightly to 58.62 (7.40) at follow-up. For the control group, the mean scores for general inferiority complex were as follows: before the intervention, it was 69.38 (26.73); after the intervention, it was 73.75 (28.06); and at follow-up, it was 73.59 (22.11). Regarding general academic enthusiasm, the scores were 49.38 (4.31) before the intervention, 48.94 (4.50) after the intervention, and 47.84 (3.06) at follow-up.
Conclusion: Based on the study's findings, acceptance and commitment-based counseling is recommended to enhance students' sense of self-worth and academic enthusiasm. It seems that teaching this counseling method to students in the form of a workshop will help them deal with academic and clinical problems more efficiently.
Materials and Methods: This randomized controlled trial involved 2023-2024. Sixty-four undergraduate midwifery students were selected using a convenience sampling method. After obtaining written informed consent, the students were randomly assigned to two groups: one intervention group and one control group, each consisting of 32 participants. The intervention consisted of eight 60-minute sessions (once a week) of acceptance and commitment-based counseling, both in a group and one-on-one. The control group did not receive any intervention. The research tools included a demographic checklist, as described by Yao et al., and the inferiority questionnaire, as well as the one developed by Schaufeli et al. Academic Enthusiasm Questionnaire. The questionnaires were completed by the participants in three stages: before the intervention, immediately after the intervention, and one month after the intervention. Relevant statistical tests, using SPSS version 16, were employed to analyze the data.
Results: The results showed that after the intervention, the mean scores of inferiority and academic enthusiasm between the intervention and control groups were significantly different (p < 0.05). In the intervention group, the mean of overall inferiority before the intervention was 58.12 (24.06); after the intervention, it decreased to 59.52 (21.13) and at follow-up, it further declined to 51.55 (17.30). In terms of overall academic enthusiasm, the mean scores before the intervention were 53.47 (9.74), which changed to 58.21 (7.22) after the intervention and increased slightly to 58.62 (7.40) at follow-up. For the control group, the mean scores for general inferiority complex were as follows: before the intervention, it was 69.38 (26.73); after the intervention, it was 73.75 (28.06); and at follow-up, it was 73.59 (22.11). Regarding general academic enthusiasm, the scores were 49.38 (4.31) before the intervention, 48.94 (4.50) after the intervention, and 47.84 (3.06) at follow-up.
Conclusion: Based on the study's findings, acceptance and commitment-based counseling is recommended to enhance students' sense of self-worth and academic enthusiasm. It seems that teaching this counseling method to students in the form of a workshop will help them deal with academic and clinical problems more efficiently.
Keywords: counseling, acceptance and commitment-based counseling, inferiority complex, academic enthusiasm, midwifery students
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2025/02/5 | Accepted: 2025/07/14
Received: 2025/02/5 | Accepted: 2025/07/14
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