Abstract
Purpose
This study has been performed to investigate the effects of the interpersonal relational role analysis (IRRA) on the nursing students’ anxiety levels and their interpersonal problem‐solving orientation.
Design and Methods
This study was conducted with randomized controlled, pre‐test–post‐test control group design and follow‐up test patterns (n = 8).
Finding
Following the practice of IRRA sessions, the findings showed that IRRA has a positive effect on the anxiety levels and interpersonal problem‐solving orientations of nursing students.
Practice Implications
Implementation of this practice, which can also be employed by psychiatric nurses in the clinic, in other samples with repeated measurements, such as in 6‐monthly or 12‐monthly periods, could contribute to the literature.