Background Nursing students frequently experience high levels of stress, which can impact their psychological, physiological, and social well‐being. Stress among nursing students is closely associated with cognitive, motivational, and behavioral determinants. The information-motivation-behavioral skills (IMB) model provides a coherent framework for conceptualizing these determinants and promoting adaptive stress regulation. Based on this model, the present study will implement an IMB-based stress self-management health education program to mitigate stress among nursing students. Methods This cluster-randomized controlled trial aims to evaluate the effectiveness of an IMB-based stress self-management health education program on reducing stress among nursing students. The 8-week program includes eight modules, with the first seven covering distinct topics and the final module for discussion. One hundred and six nursing students from 22 clusters, based on sample size estimation, will be randomly allocated to either the intervention or waitlist control group. The primary outcome is stress, with secondary outcomes including stress knowledge, stress mindset, perceived social support, self-compassion, and resilience. Baseline characteristics and outcome variables will be summarized using descriptive statistics. The program’s effectiveness will be evaluated using an intention-to-treat approach, with longitudinal changes and between-group differences analyzed using a generalized linear mixed model that accounts for clusters as random effects. Discussion The IMB-based stress self‐management health education program is expected to enhance stress management among nursing students and highlight the innovative application of the IMB theory. Trial registration ChiCTR2400088589. Registered on August 21, 2024.
Dong et al. (Tue,) studied this question.