Emotional IntelligenceNCT07202182
Creative Drama-Based Stress Management Program on Stress, Coping, and Emotional Intelligence
A study testing Creative Drama-Based Stress Management Program and Training in people with Emotional Intelligence and Creative Drama, run by Gazi University at 1 site in Turkey (Türkiye).
Trial summary
The study was designed with a parallel-group randomized controlled experimental design to determine the effects of a creative drama-based stress management program on the stress, coping, and emotional intelligence levels of nursing students. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Emotional Intelligence, Creative Drama, Coping
- What is being tested?
- Creative Drama-Based Stress Management Program and Training
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 49 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 29 Sep 2025to 17 Nov 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Being a nursing student,
- Volunteering to participate in the study,
Who cannot join
- Having creative drama courses,
- Receiving professional psychological support,
- Having a disease that would prevent participation in the study.
- Participants were also excluded if they did not attend at least two consecutive sessions, or if they were incomplete or did not complete the data collection tools.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effect of a Creative Drama-Based Stress Management Program on Stress, Coping, and Emotional Intelligence Levels in Nursing Students
The study was designed with a parallel-group randomized controlled experimental design to determine the effects of a creative drama-based stress management program on the stress, coping, and emotional intelligence levels of nursing students. Nursing students in the experimental group will receive a creative drama-based stress management program for a total of six sessions over three weeks. Students in the active control group will receive three weeks of theoretical training. Students will receive a posttest at the end of the intervention program and a follow-up one month after the intervention.
H0-1: There is no difference between the creative drama and control groups regarding perceived stress level.
Read more
H0-2: There is no difference between the creative drama and control groups regarding biopsychosocial response level.
H0-3: There is no difference between the creative drama and control groups regarding stress-coping behaviors.
H0-4: There is no difference between the creative drama and control groups regarding emotional intelligence level.
Read the detailed description
Nursing students will be assigned to the experimental and control groups using a stratified, simple randomization method within the strata. Gender was taken into account to ensure homogeneity between groups. Students will be divided into two strata based on gender (male and female).
To prevent selection bias, data will be collected by an independent expert, and students will be assigned to the experimental and control groups using a randomization method. Participant numbers will be assigned to students when the preliminary assessment data is transferred to the computer. Student group assignment will be conducted by a biostatistician independent of the study.
To prevent reporting bias, the study data will be analyzed by a biostatistician. Because the interventions will be administered by the researcher, there will be no blinding of the investigator. Participant blinding will be achieved by administering the educational experimental to the control group.
- Conditions
- Emotional Intelligence, Creative Drama, Coping, Nursing, Undergraduate
- Being tested
- Creative Drama-Based Stress Management Program, Training
- Keywords
- Perceived Stress, Coping with Stress, Emotional Intelligence, Creative drama, undergraduate, nursing
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Creative Drama-Based Stress Management ProgramBehavioural
A creative drama-based stress management program is an intervention that aims to reduce nursing students' stress levels and increase their coping and emotional intelligence skills.
TrainingBehavioural
In the study, the control group will receive health education training for three weeks. This method aims to prevent any loss of motivation that might result from the control group not receiving any training. It also helps determine whether the effects observed in the experimental group are due solely to the creative drama-based stress management program or to the overall training process.
| Study group | Role | What they receive |
|---|---|---|
| Creative Drama Group | Experimental | A creative drama-based stress management program consisting of a total of 6 sessions, 3 weeks, will be applied to the experimental group. Receives: Behavioral: Creative Drama-Based Stress Management Program |
| Active Comparator Grup | Active comparator | The active control group will be given 3 weeks of theoretical training. Receives: Behavioral: Training |
What is being measured
The primary outcome is the main question the study is designed to answer.
Perceived Stress Scale for Nursing Students
Developed in Chinese by Sheu et al. (2002), the Turkish adaptation was made by Karaca et al. (2015). The scale consists of 29 items, and a five-point Likert-type scale was used to evaluate the items: "4 - Very stressful for me, 3, 2, 1, 0 - Not stressful for me." The scale has six subscales. The total score ranges from 0 to 116. A higher score indicates a higher degree of stress.
Measured: Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (follow-up)
Bio-Psycho-Social Response Scale for Nursing Students
Developed in Chinese by Sheu et al. (2002), the Turkish adaptation was made by Karaca et al. (2015). The scale consists of 21 items, and a five-point Likert-type rating scale was used for the assessment of items: 4 - I always experience, 3, 2, 1, and 0 - I never experience. The scale has three subscales. A higher score indicates more symptoms and a poorer bio-psycho-social status.
Measured: Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (follow-up)
Stress Coping Behaviors Scale for Nursing Students
Developed in Chinese by Sheu et al. (2002) and adapted into Turkish by Karaca et al. (2015). The scale consists of 19 items and was evaluated using a five-point Likert-type scale (4 - Agree, 3, 2, 1, 0 - Strongly Disagree). The scale has four subscales. A higher score on each subscale indicates that the student used that coping strategy more frequently.
Measured: Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (follow-up)
Emotional Intelligence Trait Scale - Short Form
Developed by Petrides and Furnham (2000) to assess an individual's self-perception of their emotional abilities. Adapted to Turkish by Deniz et al. (2013), the scale consists of a total of 20 items and four subscales: well-being, self-control, emotionality, and sociability. A high score indicates a high level of emotional intelligence; a low score indicates a low level of emotional intelligence.
Measured: Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (follow-up)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted1 Oct 2025
- Study start29 Sep 2025
- Primary completion17 Oct 2025
- Study completion17 Nov 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Emotional IntelligenceStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- a single blind randomized trial with experimental and control groups
- Masking
- Double blind
- Who is masked
- Participant, Outcomes assessor
- Enrolment
- 49 participants (actual)
Sponsor and investigators
- Lead sponsor
- Gazi University
- Sponsor type
- University, hospital or other
- Collaborators
- The Scientific and Technological Research Council of Turkey
- Responsible party
- Principal investigator, Sultan Ayaz Alkaya, Gazi University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07202182
- Sponsor's protocol ID
- 2025-1375
- Status last verified
- Mar 2026
- First submitted
- 23 Sep 2025
- Last updated
- 3 Apr 2026
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 3 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of a Creative Drama-Based Stress Management Program on Stress, Coping, and Emotional Intelligence Levels in Nursing Students
- ClinicalTrials.gov ID
- NCT07202182
- Acronym / sponsor ID
- 2025-1375
- Conditions
- Emotional Intelligence, Creative Drama, Coping, Nursing, Undergraduate
- Keywords
- Perceived Stress, Coping with Stress, Emotional Intelligence, Creative drama, undergraduate, nursing
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 49 participants (actual)
- Lead sponsor
- Gazi UniversityUniversity, hospital or other
- Collaborators
- The Scientific and Technological Research Council of Turkey
- Study start
- 29 Sep 2025 (actual)
- Primary completion
- 17 Oct 2025 (actual)
- Study completion
- 17 Nov 2025 (actual)
- First posted
- 1 Oct 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The study was designed with a parallel-group randomized controlled experimental design to determine the effects of a creative drama-based stress management program on the stress, coping, and emotional intelligence levels of nursing students. Nursing students in the experimental group will receive a creative drama-based stress management program for a total of six sessions over three weeks. Students in the active control group will receive three weeks of theoretical training. Students will receive a posttest at the end of the intervention program and a follow-up one month after the intervention.
H0-1: There is no difference between the creative drama and control groups regarding perceived stress level.
H0-2: There is no difference between the creative drama and control groups regarding biopsychosocial response level.
H0-3: There is no difference between the creative drama and control groups regarding stress-coping behaviors.
H0-4: There is no difference between the creative drama and control groups regarding emotional intelligence level.
Detailed description
Nursing students will be assigned to the experimental and control groups using a stratified, simple randomization method within the strata. Gender was taken into account to ensure homogeneity between groups. Students will be divided into two strata based on gender (male and female).
To prevent selection bias, data will be collected by an independent expert, and students will be assigned to the experimental and control groups using a randomization method. Participant numbers will be assigned to students when the preliminary assessment data is transferred to the computer. Student group assignment will be conducted by a biostatistician independent of the study.
To prevent reporting bias, the study data will be analyzed by a biostatistician. Because the interventions will be administered by the researcher, there will be no blinding of the investigator. Participant blinding will be achieved by administering the educational experimental to the control group.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, outcomes assessor)
- Number of arms
- 2
- Model description
- a single blind randomized trial with experimental and control groups
| Arm | Type | Receives |
|---|---|---|
| Creative Drama Group | Experimental | Behavioral: Creative Drama-Based Stress Management ProgramA creative drama-based stress management program consisting of a total of 6 sessions, 3 weeks, will be applied to the experimental group. |
| Active Comparator Grup | Active comparator | Behavioral: TrainingThe active control group will be given 3 weeks of theoretical training. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (2 listed)
- Being a nursing student,
- Volunteering to participate in the study,
Key exclusion criteria (4 listed)
- Having creative drama courses,
- Receiving professional psychological support,
- Having a disease that would prevent participation in the study.
- Participants were also excluded if they did not attend at least two consecutive sessions, or if they were incomplete or did not complete the data collection tools.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Creative Drama-Based Stress Management ProgramA creative drama-based stress management program is an intervention that aims to reduce nursing students' stress levels and increase their coping and emotional intelligence skills. | Behavioural | Creative Drama Group |
| TrainingIn the study, the control group will receive health education training for three weeks. This method aims to prevent any loss of motivation that might result from the control group not receiving any training. It also helps determine whether the effects observed in the experimental group are due solely to the creative drama-based stress management program or to the overall training process. | Behavioural | Active Comparator Grup |
Primary outcome
Perceived Stress Scale for Nursing Students
Time frame: Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (follow-up)
Developed in Chinese by Sheu et al. (2002), the Turkish adaptation was made by Karaca et al. (2015). The scale consists of 29 items, and a five-point Likert-type scale was used to evaluate the items: "4 - Very stressful for me, 3, 2, 1, 0 - Not stressful for me." The scale has six subscales. The total score ranges from 0 to 116. A higher score indicates a higher degree of stress.
Bio-Psycho-Social Response Scale for Nursing Students
Time frame: Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (follow-up)
Developed in Chinese by Sheu et al. (2002), the Turkish adaptation was made by Karaca et al. (2015). The scale consists of 21 items, and a five-point Likert-type rating scale was used for the assessment of items: 4 - I always experience, 3, 2, 1, and 0 - I never experience. The scale has three subscales. A higher score indicates more symptoms and a poorer bio-psycho-social status.
Stress Coping Behaviors Scale for Nursing Students
Time frame: Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (follow-up)
Developed in Chinese by Sheu et al. (2002) and adapted into Turkish by Karaca et al. (2015). The scale consists of 19 items and was evaluated using a five-point Likert-type scale (4 - Agree, 3, 2, 1, 0 - Strongly Disagree). The scale has four subscales. A higher score on each subscale indicates that the student used that coping strategy more frequently.
Emotional Intelligence Trait Scale - Short Form
Time frame: Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (follow-up)
Developed by Petrides and Furnham (2000) to assess an individual's self-perception of their emotional abilities. Adapted to Turkish by Deniz et al. (2013), the scale consists of a total of 20 items and four subscales: well-being, self-control, emotionality, and sociability. A high score indicates a high level of emotional intelligence; a low score indicates a low level of emotional intelligence.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 3 Apr 2026.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Creative Drama-Based Stress Management Program and Training in people with Emotional Intelligence and Creative Drama, run by Gazi University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 4 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 3 Apr 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Perceived Stress Scale for Nursing Students (time frame: Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (follow-up)). The study lists 4 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 3 Apr 2026.