TITLE:
Complementary Therapies Interventions to Handle Stress in Nursing Students: A Scoping Review
AUTHORS:
Nancy Stephany Viorato-Romero, Diana Cecilia Tapia-Pancardo, Alba Luz Robles-Mendoza, Graciela González-Juárez
KEYWORDS:
Complementary Therapies, Stress, Nursing Students, Scoping Review
JOURNAL NAME:
Open Journal of Nursing,
Vol.15 No.7,
July
23,
2025
ABSTRACT: Background: Nursing students are highly vulnerable to academic and clinical stress, which can negatively impact their mental health, academic performance, and professional development. In recent years, complementary therapies have gained attention as non-pharmacological alternatives to reduce stress and promote emotional well-being. Objective: To analyze the available evidence on the effectiveness of complementary therapy interventions for stress reduction in undergraduate nursing students. Methods: A scoping review was conducted following the PRISMA-ScR guidelines. Scientific articles were retrieved from databases such as PubMed, Scopus, Web of Science, Cochrane Library, SciELO, LILACS, and gray literature sources. The selection included randomized controlled trials, quasi-experimental, observational, and feasibility studies evaluating stress-reduction therapies in nursing students. A narrative synthesis was performed due to methodological heterogeneity. Results: Nine studies published between 2017 and 2024 were included. Interventions evaluated included mindfulness, yoga, acupressure, energetic modalities, cognitive behavioral group therapy, and flower essence therapy. All studies reported a significant reduction in perceived stress and/or improvement in stress-coping strategies. However, limitations such as small sample sizes, lack of long-term follow-up, and methodological variability were identified. Conclusions: Complementary therapies demonstrate potential as effective tools for stress management in nursing students. Future research should explore standardized protocols, combined therapy models, and long-term outcomes to enhance the integration of these interventions into nursing education programs.