Autogestão de emoções nos estudantes de Enfermagem: uma intervenção piloto

Abstract

Introduction: A pilot intervention in the area of emotion self-management could empower higher education students in managing the emotions arising from new challenges and promote well-being. Objective: To evaluate the outcomes of a pilot intervention in the area of emotion self-management among first-year students in the Nursing Degree Course (CLE). Materials and Methods: This is a pilot, quasi-experimental, comparative study (Portugal and Brazil), reporting on phase I of the project. Data were collected from four classes between February and May 2023 at a Higher School of Nursing in the Northern Region of Portugal and the State of Rio de Janeiro, Brazil. Participants included 15 first-year nursing students aged 18-23 years who voluntarily signed informed consent. Information was collected through individual interviews, group researcher sessions, and role-playing techniques over a total of 12 bi-weekly sessions (each lasting 40 minutes). The implemented sessions included group work, except for one Portuguese student aged 23 who attended an individual session. Information analysis involved thematic content analysis of the narratives from individual and group interviews, using N-VIVO software. Results and Discussion: The sessions allowed students to address topics initially perceived as "taboo" for discussion with parents, teachers, or other reference adults. These topics included self-knowledge, self-management, self-esteem/self-image, self-control, anxiety, healthy lifestyles, sexuality, and risk behaviours. Music and relaxation techniques enabled them to use anxiety self-control strategies. Conclusion: Listening and communication are effective interventions in emotion management. They promote self-confidence, reduce anxiety, enhance self-knowledge, and help acquire skills in emotion management.