Labyrinth Research Bibliography

Bibliography of Articles and Studies Related to Labyrinth Research 2022 Update (.pdf 412K) - version that will be searchable on the new Labyrinth Society website

Bibliography of Studies Related to Labyrinth Research (.pdf 517K) - version in the searchable categories below

This downloadable Bibliography has all entries sorted by author. The entries in the bibliography have been categorized below by topic and also by type (doctoral dissertation, journal article etc.).

The labyrinth as a stress reduction tool for nurse interns during the journey of their first year in practice

Weigel, C, Fanning, L, Parker, G, & Round, T.

Abstract: It has been well documented that stress not only is detrimental to health, but also interferes with active learning and job satisfaction. Studies have also shown that new graduate nurses have the potential of experiencing high levels of stress during the introduction of their new role. This stress will cause approximately 35% to 65% to change places of employment within their first 12 months of graduating nursing school. The purpose of this study was to investigate whether new graduate nurses, by walking the labyrinth and having times of reflection, would have a decrease in the amount of perceived stress, compared to nurses without this training. It was believed that this group not only would adapt better in their new role, but would also experience greater job satisfaction.

Thirteen of the incoming Nurse Graduates (Interns) for Mercy Hospital (Oklahoma City, OK) were randomized into two groups. Both received the same Intern training classes and preceptor experience within their assigned units. However, the experimental group also received training and guidance on using the labyrinth as well as times of self-reflection. Stress was measured by the “Index of Clinical Stress” scale (ICS). The “Index of Job Satisfaction” scale (IJS) was chose to measure job satisfaction. The ICS was given to both groups at the start of the Intern program and every 90 days thereafter for one year. The IJS was given to both groups 90 days into the Intern program and every 90 days thereafter for one year.

Both groups were given the ICS to establish their baseline stress score and were re-tested again in 90 days (Test 2). The control group showed a marked increase in their stress scores (30.7 (baseline) - 41.2 (Test 2) = 10.5 increase)). However, the Experimental group showed a decrease in their ICS scores (33.8 (Baseline) –27.0 (Test 2) = 6.8 decrease)). When comparing both groups ICS scores at the 90-day mark, there was a 14.2 difference between the groups. The scores for the first IJS showed a score of 77.9 for the control group and a score of 82.7 for the experimental group (a 4.2 difference in favor of the experimental group). Data comparisons from the 90-day mark forward showed a yearly mean stress score of 36.6 for the Control group vs. a yearly mean stress score of 24.1 for the Experimental group (difference of 12.5). The IJS showed a yearly mean difference of 1.4, slightly in favor of the experimental group.

With more new nurse graduates being placed into the hospital setting right out of school, it is imperative that issues related to stress be addressed with this group. What this study provided was a randomized trial that showed the amount of stress some new nurse graduates are feeling, and how another group of new nurse graduates, by walking the labyrinth, was able to keep their stress in check. Developing creative ideas concerning stress management should become a larger part of nursing research. Perhaps if hospitals were able to figure out a way to help these new graduate nurses deal with their stress, more would continue to practice in the hospital setting.

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