Abstract
In a recent meta-analysis, Vo et al.1 reported that most nursing students experienced moderate stress (42.1%) and mild to moderate anxiety (19.4%-25.1%). Both physiologic and psychological calming can be enhanced through controlled breathing techniques. Breathing techniques have emerged as potential tools for stress management and well-being. Controlled breathing influences respiratory rate by increasing vagal tone during slowed expiration.2 This reduction in respiratory rate can enhance mood and reduce negative emotions such as state anxiety.2
Recognizing the importance of addressing mental health in academic settings, this study was designed to teach a controlled breathing method (Box Breathing) to second-year baccalaureate nursing students to determine if twice-weekly reinforcement of this technique during in-person classes would reduce both academic and generalized anxiety. The study employed a mixed-methods approach, combining perioding quantitative assessments of anxiety (Academic Anxiety Scale and the Generalized Anxiety Disorder screener [GAD-7])3,4 levels through standardized self-surveys with qualitative data gathered from student testimonials. In aggregate, students showed an improvement in several key anxiety scores on both scales by the end of the semester. Limitations of this study included student attrition and the timing of completion of anxiety scales prior to exams, which may have exacerbated anxiety. Practice implications include the introduction of a mindfulness breathing techniques to nursing students at the beginning of their curriculum, reinforcing the technique with sensory strips that prompt students to focus their breathing, and providing time to practice these techniques throughout their education.
This Pecha Kucha presentation introduces this brief intervention combining a simple mindfulness breathing technique along with a sensory adhesive strip to reduce anxiety in baccalaureate nursing students and pave the way for them to have a healthier professional future.
Notes
References:
1. Vo TN, Chiu H-Y, Chuang Y-H, Huang H-C. Prevalence of stress and anxiety among nursing students: a systematic review and meta-analysis. Nurse Educ. 2023;48(3):E90-E95. doi:10.1097/NNE.0000000000001343
2. Balban MY, Neri E, Kogon MM, et al. Brief structured respiration practices enhance mood and reduce physiological arousal. Cell Reports Medicine. 2023;4(1). doi:https://doi.org/10.1016/j.xcrm.2022.100895
3. Academic Anxiety Scale. Academic Anxiety Resource Center. https://sites.bsu.edu/aarc/research/academic-anxiety-scale/
4. Spitzer RL, Kroenke K, Williams JBW, Löwe B. A Brief Measure for Assessing Generalized Anxiety Disorder: The GAD-7. Arch Intern Med. 2006;166(10):1092–1097. doi:10.1001/archinte.166.10.1092
Sigma Membership
Upsilon Phi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Recommended Citation
Heuer, Beth and Gill, Tish, "Enhancing Well-Being: Sensory Adhesive Strips and Box Breathing to Reduce Anxiety in BSN Students" (2025). Creating Healthy Work Environments (CHWE). 64.
https://www.sigmarepository.org/chwe/2025/presentations_2025/64
Conference Name
Stress and Coping, Coaching, Teaching/Learning Strategies
Conference Host
Sigma Theta Tau International
Conference Location
Phoenix, Arizona, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Enhancing Well-Being: Sensory Adhesive Strips and Box Breathing to Reduce Anxiety in BSN Students
Phoenix, Arizona, USA
In a recent meta-analysis, Vo et al.1 reported that most nursing students experienced moderate stress (42.1%) and mild to moderate anxiety (19.4%-25.1%). Both physiologic and psychological calming can be enhanced through controlled breathing techniques. Breathing techniques have emerged as potential tools for stress management and well-being. Controlled breathing influences respiratory rate by increasing vagal tone during slowed expiration.2 This reduction in respiratory rate can enhance mood and reduce negative emotions such as state anxiety.2
Recognizing the importance of addressing mental health in academic settings, this study was designed to teach a controlled breathing method (Box Breathing) to second-year baccalaureate nursing students to determine if twice-weekly reinforcement of this technique during in-person classes would reduce both academic and generalized anxiety. The study employed a mixed-methods approach, combining perioding quantitative assessments of anxiety (Academic Anxiety Scale and the Generalized Anxiety Disorder screener [GAD-7])3,4 levels through standardized self-surveys with qualitative data gathered from student testimonials. In aggregate, students showed an improvement in several key anxiety scores on both scales by the end of the semester. Limitations of this study included student attrition and the timing of completion of anxiety scales prior to exams, which may have exacerbated anxiety. Practice implications include the introduction of a mindfulness breathing techniques to nursing students at the beginning of their curriculum, reinforcing the technique with sensory strips that prompt students to focus their breathing, and providing time to practice these techniques throughout their education.
This Pecha Kucha presentation introduces this brief intervention combining a simple mindfulness breathing technique along with a sensory adhesive strip to reduce anxiety in baccalaureate nursing students and pave the way for them to have a healthier professional future.
Description
Controlled breathing is a mindfulness tool used to manage anxiety. An anxiety-reduction intervention for BSN students was introduced during their first medical-surgical course. Students were taught a controlled breathing technique at the beginning of the semester, then prompted to practice reinforcing the technique using an adhesive sensory sticker. Students completed anxiety scales at baseline and prior to course exams and showed improvement in key anxiety scores by the end of the semester.