Abstract
BACKGROUND: Distress tolerance skills have the potential to decrease problematic internet use and improve psychological wellbeing by cognitive reframing and goal-oriented problem-solving. AIM: To assess the impact of distress tolerance training on problematic internet use and psychological wellbeing among university nursing students. METHODS: A randomized control trial used at the faculty of nursing using simple random sampling method. Tools: Distress Tolerance Scale, problematic internet use questionnaire, and Ryff psychological wellbeing scale. Data were collected from 60 nursing students over a period of 4 months. RESULTS: Distress tolerance level was increased among study group from 20.75±14.29 to 72.75±24.09 and sustained for 3 months to 62.44 ±20.77 with statistically significant (f=7.090, p=0.006) and large effect size 0.75. When compared to no change among the control group as mean scare start by 22.35±14.29 to 23.44±16.09 and after 3 months to 21.75± 17.44 with insignificant difference (f=0.454, p=0.574). The mean score of problematic internet use shows highly statistically significant decrement in the study group between three period of time (pretest= 62.93, immediately post= 52.13, and post 3 months=52.70) with large effect size 0.78 (f=95.029, p<0.001), in compared to control group that showed insignificant no changes (pretest= 64.0±14.54, immediately post= 63.13±12.87, and post 3 months=63.53±11.36) with (f=1.012, p=0.332). In addition, the total mean score of psychological well-being was increased immediately after therapy and later for three months of therapy (pretest= 128.47, immediately post=148.77, and post 3 months= 153.60) with highly statistically significant (f=41.197, p<0.001) with effect size 0.85, compared to no change among control group (pretest=125.97±32.58, immediately post= 126.23±30.86, and post 3 months=126.43±29.78) with (f=0.208, p=0.698). CONCLUSION: Efficacy of distress tolerance skills intervention had been proven in altering poor psychological wellbeing among students with problematic internet use. It helps students to learn new skills and use more adaptive strategies to overcome distress tolerance difficulties.