Hye-Lyun Kim; Sook-Hee Yoon

doi:10.4040/jkan.2018.48.4.432

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Kim and Yoon: Effects of Group Rational Emotive Behavior Therapy on the Nurses’ Job Stress, Burnout, Job Satisfaction, Organizational Commitment and Turnover Intention

Original Article

J Korean Acad Nurs 2018;48(4):432-442.

Published online: 15 January 2018

DOI: https://doi.org/10.4040/jkan.2018.48.4.432

Effects of Group Rational Emotive Behavior Therapy on the Nurses’ Job Stress, Burnout, Job Satisfaction, Organizational Commitment and Turnover Intention

Hye-Lyun Kim¹, Sook-Hee Yoon^2,

¹Department of Nursing, Youngnam Foreign Language College, Gyeongsan

²Department of Nursing · Institute for Health Science Research, Inje University, Busan, Korea

Address reprint requests to : Yoon, Sook-Hee Department of Nursing · Institute for Health Science Research, Inje University, 75 Bokji-ro, Busanjin-gu, Busan 47392, Korea Tel: +82-51-890-6821 Fax: +82-51-896-9840 E-mail: nurysh@inje.ac.kr

Received 14 March 2018 Revised 4 July 2018 Accepted 9 July 2018

This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0) If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium.

Abstract

Purpose

This study aimed to develop a Group REBT program with group counseling for nurses and test the effect of group counseling on their job stress, burnout, job satisfaction, organizational commitment, and turnover intention.

Methods

A quasi-experimental study with nonequivalent control group design was employed to identify the effect of the Group REBT program on nurses’ job stress, burnout, job satisfaction, organizational commitment, and turnover intention. Data were collected from 47 participants from two hospitals. The data from the experimental (n=23) and control (n=24) groups were analyzed from January 5 to April 3, 2015. The Group REBT program was conducted eight tmes in all, once a week, with each session lasting 180 minutes. The effect of experimental intervention was measured for each group using a series of structured questionnaires at each of the phases: Pre-intervention, post-intervention (immediately after intervention), and post-intervention (four weeks after intervention). Following this, the significance of the changes in the scores was tested.

Results

The scores of the experimental group, which received the Group REBT program, were compared with those of the control group; the hypotheses were supported in terms of job stress (F=8.85, p<.001), burnout (F=5.62, p=.022), job satisfaction (F=2.70, p=.042), organizational commitment (F=2.97, p=.048), and turnover intention (F=4.60, p=.012).

Conclusion

The Group REBT program was shown to be an effective intervention that could reduce nurses’ job stress and burnout and increase job satisfaction and organizational commitment. Therefore, the Group REBT program can be adopted by nursing organizations to strategically decrease nurses’ turnover intention.

Keywords: Nurse, Behavior therapy, Job satisfaction

References

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Figure 1.

Average trend of the groups.

Table 1.

The Intervention Contents of the Group REBT Program

Session	Theme	Contents	Task
1	What is group REBT counseling?	•Introducing facilitators and participants	•Describing one’s strengths (10) and weaknesses (5)
		•Explaining the purpose and objectives of the program
		•Recording the happiest and most irritating happenings in recent days	•Recording instances of negative emotions during the previous week
		•Briefing about REBT
		•Handing out case works of a group REBT counseling
2	Find out irrational beliefs for debating: 1	•Checking attendance and greeting each other	•Writing one’s ABCDE
		•Presenting one’s strengths and weaknesses (after getting the assignments-checked)	•Repeating 10 times to write alternatives for irrational beliefs
		•Opening out with a focus on major complaints
		•Finding out and debating on the irrational beliefs of self and others
		•Suggesting alternative rational beliefs
		•Practicing writing ABCDE on the cases presented
3~4	Find out irrational beliefs for debating: 2/3	•Discussing the written ABCDE with your partners (after getting the assignments checked)	•Writing one’s ABCDE
			•Repeating 10 times to write alternatives
		•Opening out with a focus on major complaints	for irrational beliefs
		•Finding out and debating on the irrational beliefs of self and others	•Finding out the impact of irrational
		•Talking about one’s job stress/burnout	beliefs on job stress and burnout in the cases discussed
5~6	Develop alternative rational beliefs: 1/2	•Discussing the written ABCDE with your partners (after getting the assignments checked)	•Writing one’s ABCDE
			•Repeating 10 times to write alternatives for irrational beliefs
		•Finding out and debating on the irrational beliefs of self and others
		•Developing rational alternatives	•Finding out the impact of irrational beliefs on job satisfaction/organizational commitment in the cases discussed
		•Explaining and practicing self-talk
		•Explaining and practicing Rational-emotive imagery
		•Talking about job satisfaction / organizational commitment
		•Applying alternative rational beliefs
7	Internalize alternative rational beliefs	•Discussing the written ABCDE with your partners (after getting the assignments checked)	•Writing one’s ABCDE
			•Applying the rational beliefs during the program
		•Developing rational alternatives and understanding their advantages during the program
			•Practicing attack on shame
		•Practicing and applying self-talk	•Finding out the impact of irrational beliefs on turnover intention in the cases discussed
		•Practicing and applying Rational-emotive imagery
		•Explaining and practicing attack on shame
		•Discussing turnover intentions
		•Applying alternative rational beliefs
8	Imbibe the changes into one’s everyday	•Discussing the written ABCDE with your partners (after getting the assignments checked)	•Continue to apply in daily life
	life	•Developing rational alternatives and understanding their advantages during the program
		•Giving presentations and reviewing the whole program
		•Identifying changes in self and discussing the types of debates that can be practiced in everyday life
		•Closing ceremony and distribution of certificates in the presence of the Director of Nursing

Table 2.

Homogeneity Test of Characteristics of Subjects & Homogeneity Test for Measured Variables (N=47)

Characteristics	Categories	Exp. (n=23)	Cont. (n=24)	χ² (t)	p
Characteristics	Categories	n (%)/ M±SD	n (%)/M±SD	χ² (t)	p
Age	21~24	16 (69.6)	16 (66.7)	0.05	.831
	25~30	7 (30.4)	8 (33.3)
Gender	Male	0 (0.0)	2 (8.3)	2.00	.157
	Female	23 (100.0)	22 (91.7)
Religion	Christian	4 (17.4)	3 (12.5)	0.54	.764
	Buddhist	4 (17.4)	3 (12.5)
	None	15 (65.2)	18 (75.0)
Educational	3 yrs	18 (78.3)	19 (79.2)	0.01	.940
background	4 yrs	5 (21.7)	5 (20.8)
Marriage	Non-Married	23 (100.0)	23 (95.8)	0.98	.322
	Married	0 (0.0)	1 (4.2)
Working area	Surgery	6 (26.1)	11 (45.8)	3.97	.265
	Medicine	4 (17.4)	1 (4.2)
	Special Part	9 (39.1)	10 (41.7)
	Etc.	4 (17.4)	2 (8.3)
Career (months)	6~12	6 (26.1)	7 (29.2)	0.62	.732
	13~24	11 (47.8)	13 (54.1)
	25~36	6 (26.1)	4 (16.7)
Monthly income	200~249	23 (100.0)	24 (100.0)
	Over 250	0 (0.0)	0 (0.0)
Experience*	Yes	1 (4.3)	4 (16.7)	0.01	.940
	No	22 (95.7)	20 (83.3)
Job stress		63.43±7.42	61.08±7.21	1.10	.277
Burnout		33.34±5.79	31.91±4.04	0.98	.330
Job satisfaction		60.08±7.78	58.87±7.71	0.54	.595
Organizational commitment		37.47±9.07	38.70±8.85	-_0.47	.640
Turnover intention		18.60±3.39	17.25±3.77	1.29	.202

^* Educational experience for the prevention of turnover. Exp.=experimental group; Cont.=control group; M±SD=Mean±Standard deviation.

Table 4.

Differences in Dependent Variables between Groups over Time (N=47)

Variables	Sources	Pre vs PostⅠ		PostⅠ vs PostⅡ
Variables	Sources	F	p	F	p
Job stress	Time	0.58	.452	0.31	.578
	Time*Group	11.94	.001	0.95	.334
Burnout	Time	0.07	.791	0.10	.758
	Time*Group	11.63	.001	3.56	.065
Job	Time	1.37	.247	3.80	.057
satisfaction	Time*Group	7.07	.008	2.18	.098
Organizational	Time	9.40	.004	1.14	.235
commitment	Time*Group	4.57	.038	3.63	.063
Turnover	Time	4.67	.036	1.35	.250
intention	Time*Group	11.46	.002	1.34	.253

Table 3.

Repeated Measures ANOVA in Dependent Variable (N=47)

Variable	Time	Range	Exp. (n=23)	Cont. (n=24)	Source	F	p
Variable	Time	Range	M±SD	M±SD	Source	F	p
Job stress%	Pre	24~96	63.43±7.42	61.08±7.21	Group	7.35	.009
	PostⅠ		48.17±14.86	60.20±6.27	Time	10.43	<.001
	PostⅡ		50.30±5.69	59.62±5.43	G*T	8.85	<.001
Burnout%	Pre	10~50	33.34±5.79	31.91±4.04	Group	8.27	.006
	PostⅠ		26.08±5.07	31.70±5.81	Time	5.14	.028
	PostⅡ		27.60±4.62	31.41±6.43	G*T	5.62	.022
Job satisfaction%	Pre	20~100	60.08±7.78	58.87±7.71	Group	9.97	.003
	PostⅠ		65.95±5.23	59.66±9.18	Time	3.98	.022
	PostⅡ		66.56±6.94	59.33±8.39	G*T	2.70	.042
Organizational%	Pre	15~75	37.47±9.07	38.70±8.85	Group	3.12	.037
commitment%	PostⅠ		43.47±5.79	39.16±10.20	Time	4.62	.012
	PostⅡ		45.21±7.87	39.70±8.66	G*T	2.97	.048
Turnover%	Pre	5~25	18.60±3.39	17.25±3.77	Group	3.08	.028
intention%	PostⅠ		13.65±3.22	16.79±4.08	Time	7.25	.001
	PostⅡ		15.43±2.95	16.21±4.62	G*T	4.60	.012

Exp.=Experimental group; Cont.=Control group; M±SD=Mean±Standard deviation; G=Group; T=Time.

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