The effect of journaling therapy and self-comassion training on reducing stress levels academic Nursing students and final level Midwifery at the ministry of Health poltekkes Bengkulu in 2026

AGUSTIN, DELLA VANESSA and Riyadi, Agung and Nugroho, Nehru (2026) The effect of journaling therapy and self-comassion training on reducing stress levels academic Nursing students and final level Midwifery at the ministry of Health poltekkes Bengkulu in 2026. Diploma thesis, HEALTH POLYTECHNIC OF THE MINISTRY OF HEALTH BENGKULU.

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Abstract

Background:Academic stress among final-year health students is a significant issue that affects both academic performance and psychological well-being. Emotion regulation-based interventions, such as journaling therapy and self-compassion training, have gained increasing attention due to their effectiveness in enhancing adaptive coping strategies. Objective: To examine the effect of journaling therapy and self-compassion training on reducing academic stress among final-year nursing and midwifery students at Poltekkes Kemenkes Bengkulu. Methods: This study employed a quasi-experimental design with a pretest–posttest control group approach. Samples were selected using purposive sampling and divided into intervention and control groups. The intervention group received a combination of journaling therapy and self-compassion training over a specified period, while the control group received standard intervention. Academic stress levels were measured using the validated Perceived Academic Stress Scale (PASS). Statistical analysis included normality testing, paired t-test for within-group comparisons, and independent t-test or Mann–Whitney U test for between-group comparisons, with a significance level set at p < 0.05. Results: There was a significant reduction in academic stress scores in the intervention group between pretest and posttest (p < 0.001), with a greater mean reduction compared to the control group. Between-group analysis revealed a statistically significant difference in change scores (p < 0.05), indicating a strong intervention effect. Conclusion: The combination of journaling therapy and self-compassion training is statistically and clinically effective in reducing academic stress among final-year students. Recommendation: This intervention is recommended to be integrated into mental health promotion programs in higher education institutions as an evidence-based strategy.

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