Psychoeducational Group Intervention Research Articles

Can stress-related growth be enhanced by psychoeducational group intervention? A randomized controlled trial

Can stress-related growth be enhanced by psychoeducational group intervention? A randomized controlled trial

Evaluation of a psychoeducation group for children presenting with functional tic-like behaviours.

We describe the implementation and evaluation of an online psychoeducation group for young people experiencing functional tic-like behaviours (FTLBs) - a type of functional neurological disorder (FND). Across six groups, 50 participants completed pre- and post-group goal-based outcomes (GBOs) and 36 participants completed service-user feedback, which gathered qualitative and quantitative data about participants experiences of the group. Young people and their parents reported significant improvement in their GBOs following the group and increased knowledge and confidence in managing FTLBs. The findings highlight that virtual psychoeducation group intervention is an acceptable and effective first step in treatment of young people with FTLBs. We discuss implications for future intervention development.

Cost-effectiveness and cost-utility study of a psychoeducational group intervention for people with depression and physical comorbidity in primary care

ObjectiveTo evaluate the cost-effectiveness and cost-utility of a psychoeducational group intervention led by primary care (PC) nurses in relation to customary care to prevent the depression and improve quality of life in patients with physical comorbidity. DesignEconomic evaluation based on data from randomized, multicenter clinical trial with blind response variables and a one-year follow-up, carried in the context of the PSICODEP study. Location: 27 PC teams from Catalonia. Participants: >50 year-old patients with depression and some physical comorbidity: diabetes mellitus type 2, ischemic heart disease, chronic obstructive pulmonary disease, and/or asthma. Intervention: 12 psychoeducational group sessions, 1 per week, led by 2 PC nurses with prior training. MeasurementsEffectiveness: depression-free days (DFD) calculated from the BDI-II and quality-adjusted life years (QALYs) from the Euroqol-5D. Direct costs: PC visits, mental health, emergencies and hospitalizations, drugs. Indirect costs: days of temporary disability (TD). The incremental cost-effectiveness ratios (ICER), cost-effectiveness (ΔCost/ΔDLD) and cost-utility (ΔCost/ΔQALY) were estimated. ResultsThe study includes 380 patients (intervention group [IG] = 204; control group [CG] = 176). 81.6% women; mean age 68.4 (SD = 8.8). The IG had a higher mean cost of visits, less of hospitalizations and less TD than the CG. The difference in costs between the IG and the CG was −357.95€ (95% CI: −2026.96 to 1311.06) at one year of follow-up. There was a mean of 11.95 (95% CI: −15.98 to 39.88) more DFD in the IG than in the CG. QALYs were similar (difference −0.01, 95% CI −0.04 to 0.05). The ICERs were 29.95€/DLD and 35,795€/QALY. ConclusionsPsychoeducational intervention is associated with an improvement in DFD, as well as a reduction in costs at 12 months, although not significantly. QALYs were very similar between groups.

Adaptation of a psycho-educational group programme to improve coping in dementia caregiving: a feasibility study with mixed-methods.

As the number of people living with dementia rapidly increases worldwide, the support provided by their informal caregivers remains key to the sustainability of most healthcare systems, this voluntary contribution representing 40% of the costs of dementia worldwide. Informal caregiving in dementia, however, is linked to long periods of chronic stress with frequent and serious negative consequences on the health and quality of life of the caregiver. A psycho-educational group intervention focusing on coping with the daily stress of dementia caregiving ("Learning to feel better… to help better"), developed in French-speaking Canada and showing broad effects on quality of life, was selected with the aim of 1) adapting it to a new cultural context (French-speaking Switzerland) based on identified facilitators and barriers, using a participative approach; and 2) conducting a feasibility study to evaluate whether the adapted programme showed similar or improved feasibility and effects compared to the original Canadian programme. A mixed-methods concurrent nested design was used to evaluate the feasibility and the effects on five quantitative core outcomes. Additional qualitative data helped document in depth the acceptability and impact of the intervention. We shortened the programme from 30 to 21h in total, which resulted in increased accessibility, in terms of facilitated recruitment of participants and inclusion of a broader range of informal caregivers. There were significant reductions in subjective burden (effect size: d = -0.32) and psychological distress (d = -0.48), as well as decreases in the stress reactions of informal caregivers related to the behaviour problems of the persons with dementia (d = -0.57). The qualitative results emphasized the usefulness of providing informal caregivers with structured procedures for efficiently tackling everyday challenges, and of enabling learning through a variety of channels and activities. Substantial improvements are associated with this 21-h group intervention, organised in 7 sessions of 3h each, focused on learning more efficient strategies to cope with the daily stress of dementia caregiving. This intervention empowered informal caregivers to master their daily challenges with more confidence, satisfaction and calm. ISRCTN13512408 (registration date 17.05.2021, retrospectively registered).

Breaking stigma: enhancing sexual health literacy for heterosexual men with mental health conditions through a psycho-educational group intervention

ABSTRACT This pilot study evaluated a novel psycho-educational group intervention addressing sexuality and intimacy issues among male heterosexual individuals with mental health conditions. Despite the universal need for fulfilling relationships, stigma and lack of support often distort views and promote high-risk behaviors in this population. A cognitive-behavioral framework was used in a six-session program to enhance knowledge and promote healthy sexuality among six participants recruited from an integrated vocational rehabilitation service center in Hong Kong. Quantitative pre- and post-testing alongside qualitative observations revealed that participants significantly improved their understanding of relationships, communication skills, and ability to identify safe practices. Limitations included the small, exclusively heterosexual male sample and evaluation methods. As sexuality is an important yet under-researched topic impacting this population’s quality of life, these findings suggest structured group interventions may equip individuals with adaptive tools for intimacy. However, larger trials with expanded curricula are needed to validate this approach.

Development and initial evaluation of a treatment integrity measure for low-intensity group psychoeducational interventions.

Despite the importance of assessing the quality with which low-intensity (LI) group psychoeducational interventions are delivered, no measure of treatment integrity (TI) has been developed. To develop a psychometrically robust TI measure for LI psychoeducational group interventions. This study had two phases. Firstly, the group psychoeducation treatment integrity measure-expert rater (GPTIM-ER) and a detailed scoring manual were developed. This was piloted by n=5 expert raters rating the same LI group session; n=6 expert raters then assessed content validity. Secondly, 10 group psychoeducational sessions drawn from routine practice were then rated by n=8 expert raters using the GPTIM-ER; n=9 patients also rated the quality of the group sessions using a sister version (i.e. GPTIM-P) and clinical and service outcome data were drawn from the LI groups assessed. The GPTIM-ER had excellent internal reliability, good test-retest reliability, but poor inter-rater reliability. The GPTIM-ER had excellent content validity, construct validity, formed a single factor scale and had reasonable predictive validity. The GPTIM-ER has promising, but not complete, psychometric properties. The low inter-rater reliability scores between expert raters are the main ongoing concern and so further development and testing is required in future well-constructed studies.

A Review of the Effectiveness of Group Psychoeducation and Expressive Arts Therapy on Academic Burnout in Adolescents

Academic burnout is becoming a prominent issue among adolescents, impacting their mental health and overall academic performance. This paper aims to review the effectiveness of group psychoeducation and expressive arts therapy interventions in addressing academic burnout in this population. Through an exploration of various studies and empirical evidence, this review provides an overview of the positive outcomes achieved by these interventions. While more research is needed to establish the long-term effects and generalizability of the findings, preliminary results suggest that both group psychoeducation and expressive arts therapy can be valuable tools in reducing academic burnout among adolescents.

Supportive Interventions for Caregivers of Individuals With Multiple Sclerosis: A Systematic Review.

Caregivers of individuals with multiple sclerosis (MS) are key members of the treatment team. Their needs and challenges should be met as interventions can be effective in improving not only their own health, well-being, and quality of life but also that of those they care for. The aim of this systematic review was to investigate supportive interventions for caregivers of individuals with MS. We conducted a database search of PubMed, Google Scholar, Science Direct, Scopus, and the Cochrane Library from 2000 to 2021. English-language studies that examined interventions administered directly to caregivers of individuals with MS and evaluated various outcomes were included. The Downs and Black checklist was used to assess the methodological quality of included studies. Twenty of 367 relevant papers fit the eligibility criteria outlined in the methods of this study and were subsequently selected for this review. Of the included studies, there was a notable variance in key characteristics such as methods, outcome measures, sample size, and procedures. Supportive interventions, psychoeducational group interventions, and behavioral-adaptive therapies were the 3 main categories of interventions reviewed; however, each study had a significant correlation between the intervention and outcomes. Despite the small sample size in this study, this review showed that various intervention models that target caregivers of individuals with MS have been successful.

Effect of Group Psycho-Educational Interventions on Child birth fear and Child birth Self-efficacy among Primiparous women.

Child birth related fear and low self-efficacy for child birth found common among primiparous women. Antenatal group psycho-educational interventions have been used as important strategies to address child birth fear and self-efficacy. Thus, this study aimed to find out the status of child birth fear among antenatal women and effect of group psycho-educational interventions among primiparous women. One group pretest-posttest design was adopted. Total 307 primigravida women attending antenatal outpatient department of two hospitals within Kathmandu valley were selected through purposive sampling technique. Data was collected from March to July 2020. Child birth fear was assessed by using validated tool i.e.Wijma Delivery Expectancy/Experience Questionnaire (W-DEQ) and Child birth self-efficacy was assessed by using childbirth self- efficacy tool. Primigravida women with moderate level of child-birth fear, were intervened for group psycho-education based on PRIME Model by nurses who were research team members. Paired t-test was used to compare differences in mean scores on child birth fear and child birth self-efficacy before and after intervention. Moderate level of child birth fear was found among 24.8% of participants. Low child-birth self-efficacy was found among 42.0% participants. The overall mean score before providing group psycho-educational interventions to experimental group on child-birth fear was 54.0±2.09 and on child birth self-efficacy was 78.0±28.64 with p<0.001 and after providing group psycho-educational interventions child-birth fear was reduced to 47.8±2.44 and child birth self-efficacy was 105.2±19.6 with p<0.001. Group psycho-educational interventions based on PRIME approach led by nurses have significant effects in reducing child-birth fear and increasing child-birth self-efficacy. Therefore, provision of group psycho-educational interventions along with routine antenatal service need to be considered in clinical settings in Nepalese context.

From oppression to opportunity: a pilot study of an intervention program for vulnerable first generation college students.

The purpose of this pilot study was to examine the impact of a 10-week psycho-educational group intervention entitled "Oppression to Opportunity Program" (OOP), which was designed to enhance the academic adjustment of vulnerable, first-generation college students. Participants in the pilot group also experienced multiplicative vulnerabilities as result of the intersecting identities of race, ethnicity, income, religious affiliation, disabilities, sexual orientation, and gender identity. The OOP intervention consisted of eight modules, plus an orientation and a closing session, designed to lessen key barriers (e.g., lack of knowledge of resources, lack of access to high quality mentorships, feelings of isolation) to academic success. The modules incorporated written worksheets and experiential exercises to foster group discussion, participant self-reflection, and community belongingness. Each group met once weekly for 1 h each session over 10 weeks, and was facilitated by an advanced graduate student in counseling. Participants completed the College Self-Efficacy Inventory and Student Adaptation to College Questionnaire as a pretest and post-test, and qualitative after session questionnaires. MANOVA results did not demonstrate a significant difference between OOP (n = 30) and comparison group (n = 33) undergraduates on efficacy and student adaptation. However, ANCOVA results show the impact of group (OOP vs. comparison) on post-tests of self-efficacy and adaptation, while controlling for pre-tests as covariates. Male participants rated the module pertaining to goal setting and establishing role models as most favorable, while the emotional management module was most preferred by female participants. African American participants rated the module pertaining to identity affirmation as most beneficial and the emotional management module was most preferable for Hispanic Americans. Lastly, Caucasian Americans rated the module on finding and sustaining supportive relationships as most favorable. Preliminary results were promising, however, the OOP program needs to be replicated in larger samples. Recommendations were offered including lessons learned regarding challenges associated with the implementation of a pre-post non-equivalent group design. Lastly, the significance of being flexible while building a sense of community, and the importance of providing food, supportive counseling, and peer mentoring were emphasized.

Mental Health Issues as a Consequence of the Pandemic: Group Psycho-Educational Intervention to Support Patients Recovered from COVID-19 Infection

Common psycho-physical symptoms have emerged in patients who were previously recovered for COVID-19 infection, including traumatic experience and enduring emotional disturbances. A group psycho-educational intervention of seven weekly sessions and a follow-up after three months was proposed to all Italian-speaking patients formally discharged from a public hospital in northern Italy and physically recovered from infection. Eighteen patients were recruited and divided into four age-homogenous groups, each led by two facilitators (psychologists and psychotherapists). The group sessions followed a structured format with thematic modules, including main topics, tasks, and homework assignments. Data were collected through recordings and verbatim transcripts. The objectives of the study were twofold: (1) to analyze the emerging themes and gain insight into the significant aspects of the participants’ lived experience of COVID-19, and (2) to examine changes in how participants approached these themes throughout the intervention process. Semantic-pragmatic text analyses, specifically thematic analysis of elementary context and correspondence analysis, were conducted using T-LAB software. Linguistic analysis revealed a congruence between the intervention’s objectives and the participants’ experiences. The study highlighted an evolution in the narratives, as participants transitioned from a passive and concrete perspective on the disease to a more comprehensive cognitive and emotional elaboration of their personal illness stories. These findings hold potential relevance for healthcare services and professionals working in this field.

Intervento di gruppo psico-educazionale strutturato per moduli volto ad incrementare l'insight in persone che presentano disturbi da uso di sostanze sottoposti a provvedimenti dell'autorit&amp;agrave; giudiziaria: un'esperienza nel SerT di Monza

Patients with addiction treated in specialized services, also those who have Judicial Authority restrictions, are frequently little compliant to scheduled appointment. Standardised psychoeducational group intervention organized in modules is a new approach for Substance Use Disorder patients designed to promote their involvement in a treatment plan working on insight development. Group method: the method provides 90 minutes theme meetings 8 times a week run by a conductor and a co-conductor for a closed group of 8 people. For each meeting some theme work units are established, to increase self-awareness (insight) both recognising and managing emotions and recognising and setting practical and personal goals using problem solving. Meetings are divided in three parts: assigned exercises assessment, topic to be treated and next excercise assigment. Materials and methods: Two groups of 8 participants each were conducted, with 90 minutes meetings every week. All patients were subjected to legal measures and attended Addiction treatment service discontinuosly, only to take replacement and/or simptomatic therapy. Some outcomes that indicated an increased insight were assessed: toxicological supervision compliance, constant and operative group attendance and compiling training sheets at home, and patient request to start an individual treatment after the 8 group meetings. Results: Treatment outcome assessment shows a positive effect on the indicators considered. All the 12 compleeters compiled training sheets at home and were compliant with toxicological supervision having negative drug test results, and 6 requests for starting an individual psychotherapy treatment and 2 requests for an educational treatment were received. Follow-up outcomes confirm that if the ability of reflecting on emotions, thoughts and experiences increases, than a higher awareness of needing care and a better treatment adherence can be achieved.

A randomised controlled trial of a psychoeducational group intervention for family and friends of young people with borderline personality disorder features.

Preliminary evidence indicates that interventions designed to support family and friends ('carers') of young people with early-stage borderline personality disorder effectively improve carer outcomes. None of these interventions have been tested in a randomised controlled trial. This clustered, partially nested, randomised controlled trial was conducted at Orygen, Melbourne, Australia. Carers of young people (aged 15-25 years) with borderline personality disorder features were randomly assigned as a unit in a 1:1 ratio, balanced for young person's sex and age, to receive a 15-day intervention comprising: (1) the three-session, in-person, Making Sense of BPD (MS-BPD) multi-family group programme, plus two self-directed online psychoeducational modules (MS-BPD + Online, n = 38), or (2) the two self-directed online psychoeducational modules alone (Online, n = 41). The primary outcome was 'negative experiences of care', measured with the Experience of Caregiving Inventory, at the 7-week endpoint. A total of 79 carers were randomised (pool of 281, 197 excluded, 94 declined) and 73 carers (51 females [69.9%], Mage = 43.8 years [standard deviation, SD = 12.9], MS-BPD + Online n = 35 [47.9%], Online n = 38 [52.1%]) provided follow-up data and were included in the intent-to-treat analysis. The intent-to-treat (and per protocol) analyses did not find any significant differences between the groups on the primary (d = -0.32; 95% confidence interval = [-17.05, 3.97]) or secondary outcomes. Regardless of treatment group, caregivers improved significantly in their personality disorder knowledge. Delivering MS-BPD in conjunction with an online psychoeducational intervention was not found to provide additional benefit over and above access to an online intervention alone. In accordance with national guidelines, carer interventions should be routinely offered by youth mental health services as part of early intervention programmes for borderline personality disorder. Further research is warranted into which interventions work for whom, carers' preferences for support and barriers to care.

A primary care psychoeducational group intervention for patients with depression and physical comorbidity: A qualitative study with a gender perspective.

To explore the experiences and emotions of individuals with depression and physical comorbidity within the context of psychoeducational group interventions led by primary care nurses in Catalunya (Spain). A psychoeducational group intervention was conducted in the first semester of 2019 with 13 primary care teams (rural/urban) and 95 participants with depression and physical comorbidity. The qualitative research and phenomenological perspective were based on 13 field diaries and 7 semi-structured interviews carried out with the observer nurses. The interviews were recorded and transcribed. Codes were identified by segmenting the text into citations/verbatim accounts and emerging categories/subcategories by regrouping the codes. The results were triangulated among the researchers to identify and compare similarities and differences. Four major themes were found: (a) gender differences; (b) coping strategies and changes observed during the intervention; (c) functions of the group as a therapeutic element; and (d) the nurses' perceptions of the group experience. Gender differences were identified in relation to experiences and emotions. As some patients acquired skills/behaviours during the intervention that helped them initiate changes and the nurses were satisfied with the intervention, it is important to include this information when planning effective interventions for patients with this profile.

AGESMind clinical trial: SocialMIND® results at 16 weeks

IntroductionEarly intervention on a first psychotic episode is fundamental for a more favorable prognosis, and it usually combines pharmacological treatment, which mainly affects positive psychotic symptoms, with interventions that can improve the rest of the symptoms and associated problems such as deterioration in social functioning (Harvey &amp; Penn, 2010; Fusar-Poli, McGorry &amp; Kane, 2017). While Mindfulness is gaining more and more prominence in the field of psychotherapy (Chan et al., 2019; Cillesen et al., 2019), social cognition and social functioning are being researched as key targets on which to intervene after a first psychotic episode (Green, Horan &amp; Lee, 2015).SocialMIND® is a mindfulness-based social cognition training tailor-made to improve social functioning in people who have suffered a first psychotic episode within the last five years. It is currently being compared with a group Psychoeducational Multicomponent Intervention (PMI) in a Randomized Controlled Trial (RCT) (Mediavilla et al., 2019). Both group psychotherapies include 17 sessions delivered over a 9 month period: 8 weekly sessions, 4 biweekly sessions and 5 monthly sessions.The results of SocialMIND® at 8 weeks showed improvements in social cognition and social functioning, specifically on affective social cognition and self-care (Mediavilla et al., 2021).ObjectivesTo evaluate the efficacy of SocialMIND® in improving social functioning, measured by the Personal and Social Functioning (PSP) scale 16 weeks after starting the intervention, in people who have suffered a first psychotic episode in the last 5 years.MethodsRandomized, controlled pilot trial (use of a psychoeducational multicomponent intervention or PMI as active comparator) of two parallel groups (SocialMIND® and PMI) with a 1:1 ratio using a blind evaluator.ResultsNo statistically significant differences were found in the social functioning variable between the two treatment arms. Intragroup differences are observed in other secondary variables studied (social cognition) 16 weeks after starting the interventions.ConclusionsSocialMIND® has not been shown to be more effective than a PMI in improving social functioning at 16 weeks after starting the intervention in people who have suffered a first psychotic episode in the five years prior to being included in the study.Disclosure of InterestNone Declared

Masks Off: A Community-Based Psychoeducational Group Intervention with Black Women

ABSTRACT Black women experience psychological distress yet are less likely to receive mental health services. Although the barriers to service use are documented, fewer efforts have centered on interventions to mitigate these barriers. This article presents Masks Off, a community-based psychoeducational group intervention that may increase mental health service utilization and wellness among Black women. Pilot data extracted from a sample of Black women (n = 37; M = 43.71 years) suggested the intervention was well received and supported women’s development of adaptive thoughts related to strong Black womanhood and wellness. Implications related to group work with Black women are discussed.

Group Nature-Based Mindfulness Interventions: Nature-Based Mindfulness Training for College Students with Anxiety.

The mental health crisis across college campuses is accelerating, with anxiety listed as the top mental health issue for undergraduate college students. Although evidence suggests the COVID-19 pandemic escalated the mental health crisis on college campuses, pre-COVID-19 anxiety among college students was on the rise. Research supports Mindfulness Based Interventions (MBIs) to reduce anxiety among college students. Additionally, exposure to natural environments, which are accessible to students on college campuses, is effective in reducing anxiety. While brief nature-based mindfulness interventions appear effective in reducing anxiety among college students, these interventions are often offered in isolation without social interaction among group members and lack intentional integration of mindfulness and nature-related theories. The purpose of this work is to describe a framework for integrating the use of Mindfulness and Attention Restoration Theory (ART) in an innovative psychoeducational group intervention, Nature-Based Mindfulness Training © (NBMT), for college students with anxiety. In conclusion, we argue for the need to intentionally integrate mindfulness and nature into nature-based mindfulness interventions as an effective and sustainable means to reduce anxiety. Limitations and areas for future research are described.

Evaluate the Effectiveness of a Group Psychoeducational Intervention in Reducing the Level of Cancer-Related Fatigue in Women Receiving Chemotherapy for Breast Cancer: A Randomized Controlled Trial.

One of the most debilitating symptoms in breast cancer survivors is cancer-related fatigue (CRF). CRF weakens patients' physical, cognitive, and occupational functions. It is associated with poorer quality of life and may reduce recurrence-free and overall survival. This study aimed to evaluate the efficacy of a group psychoeducational intervention in improving CRF in breast cancer patients. Fifty breast cancer patients who suffered from CRF were randomly assigned to receive a group psychoeducational intervention or control group. This study was designed as an eight weeks clinical trial. The psychoeducational intervention mainly consisted of concentrative movement therapy and energy conservation strategies. Primary outcome measures were the changes in the Fatigue Visual Analogue scale, Cancer Fatigue scale, and Piper Fatigue scale at the study endpoint. Measure assessments were made on four occasions: at baseline, after the intervention, one week, and four weeks post intervention. Statistical analysis was performed using SPSS26. The intervention improved CRF significantly (P < 0.001). All subscales of the Cancer Fatigue scale and the sensory, affective, and cognitive subscales of the Piper Fatigue scale showed statistically significant effects (P < 0.001) at all time points. However, the behavioral subscale of the Piper Fatigue scale was different only at the end of the study (P < 0.001). The group psychoeducational intervention improved CRF significantly. All the sensory, behavioral, physical, affective, and cognitive subscales improved. Accessible and confirmatory treatment can help patients to cope with fatigue in communities.

Effectiveness of a psychoeducational group intervention developed by primary care nurses on symptom control of pediatric patients with ADHD. ADHD parent study

ABSTRACT Attention Deficit Hyperactivity Disorder (ADHD) is a common childhood disorder with an estimated prevalence of 5%. The purpose of this study is to evaluate the effectiveness of a psychoeducational intervention performed by primary care nurses on parents of children with ADHD. We recruited participants composed of parents and children between 6 and 12 years with ADHD. We conducted a two-branch randomized control trial. The intervention programme consisted of nine group sessions (5-12 parents) with a duration of 10 months. The primary outcomes were the attention tasks measured with the Test of Variables of Attention (TOVA) and the ADHD symptomatology. Forty-eight children were included in the study. The average age of the parents was 42.6 years (standard deviation, SD: 6.3), and of the children 10.1 years (SD: 1.9), 81.3% were boys. TOVA and the symptoms after the intervention showed no statistically changes in both groups. The intervention group showed more knowledge of ADHD (17.3 vs 11.5, p = 0.008) and knowledge of drugs (6.1 vs. 4.5, p = 0.005) than the control group after the intervention. A psychoeducational intervention performed by primary care nurses on parents of children with ADHD did not show any modification in the attention tasks, and only changed the knowledge of ADHD of the parents that received the intervention.

Employment Status of Nurses After a Psychoeducational Group Intervention: A Matched Case-Control Study.

This matched case-control study compared the long-term employment status of direct care nurses based on participation in a psychoeducational group intervention and calculated the estimated cost savings. Chronic stress, in addition to lack of support and low autonomy, can lead to burnout among nurses. Burnout is a common reason for job dissatisfaction and turnover. Interventions combining education with therapeutic processing and peer support may lead to healing and growth in nurses already experiencing the effects of chronic stress and burnout. The COVID-19 pandemic also contributed to stress among nurses. Fifty-four direct care nurses who participated in the intervention were paired with 54 direct care nurses who did not participate, matched on the following variables: age, gender, race, work setting, and campus. This study found a higher percentage of direct care nurses who participated in the intervention remained employed compared with the matched control subjects who did not participate. At a relatively low cost compared with the cost of turnover by each nurse, the psychoeducational group intervention may provide an opportunity to improve retention among nurses.