Salem Gihan Mohamed Mohamed, Hashimi Wilf, El-Ashry Ayman Mohamed
Psychiatric and Mental Health Nursing Department, Faculty of Nursing, Benha University, Banha, Egypt.
Metanoia Institute, Middlesex University, 13 North Common Road, Ealing, London, W5 2QB, UK.
BMC Nurs. 2025 Apr 30;24(1):478. doi: 10.1186/s12912-025-03086-w.
Nursing students encounter significant academic and psychological challenges that can impede their transition from theoretical knowledge to practical application, affecting their well-being and professional development.
This study aimed to evaluate the effectiveness of Reflective Mindfulness and Emotional Regulation Training (RMERT) in improving nursing students' self-awareness, understanding, and emotional regulation.
This study employed a convergent parallel mixed-method randomized controlled trial design. Forty fourth-year undergraduate nursing students were randomly assigned using simple randomization (computer-generated random numbers) into either an intervention group (n = 20) or a control group (n = 20). The intervention group participated in a six-week RMERT program designed to enhance self-awareness, understanding, and emotional regulation. The control group continued with standard course activities. Quantitative data were collected pre- and post-intervention using the Emotion Regulation Questionnaire (ERQ) and the Mindful Attention Awareness Scale (MAAS), and analyzed using SPSS. Qualitative data, gathered exclusively from the intervention group through recorded reflective group sessions, were analyzed using thematic analysis.
The intervention group exhibited significantly improved self-awareness, understanding, and emotional regulation compared to the control group. Additionally, students displayed an increased capacity for mindfulness, a decreased tendency to suppress emotions, and greater comfort in reflecting on positive and negative emotions.
Integrating RMERT into nursing curricula may enhance nursing students' well-being and professional growth, mainly when counseling resources are limited. The program can improve self-awareness, understanding, and regulation skills necessary for effective nursing practice.
Integrating RMERT into nursing curricula enhances self-awareness, emotional regulation, and reflective practice. This approach equips students with essential skills for managing clinical stress and building therapeutic relationships. As future nurses, they develop resilience, clinical reasoning, and empathetic patient care, ultimately elevating care quality and professional growth in diverse healthcare settings.
The study was registered retrospectively on https://register.
gov/ on 23 of December 2024 under the reference number: NCT06760962.
护理专业学生面临重大的学业和心理挑战，这些挑战可能会阻碍他们从理论知识向实际应用的过渡，影响他们的幸福感和职业发展。
本研究旨在评估反思性正念与情绪调节训练（RMERT）在提高护理专业学生的自我意识、理解能力和情绪调节方面的有效性。
本研究采用了收敛平行混合方法随机对照试验设计。40名本科四年级护理专业学生通过简单随机化（计算机生成随机数）被随机分为干预组（n = 20）或对照组（n = 20）。干预组参加了为期六周的RMERT项目，旨在提高自我意识、理解能力和情绪调节能力。对照组继续进行标准课程活动。干预前后使用情绪调节问卷（ERQ）和正念注意觉知量表（MAAS）收集定量数据，并使用SPSS进行分析。定性数据仅通过记录的反思性小组会议从干预组收集，使用主题分析进行分析。
与对照组相比，干预组的自我意识、理解能力和情绪调节能力有显著提高。此外，学生们表现出更强的正念能力、减少了压抑情绪的倾向，并且在反思积极和消极情绪时更加自在。
将RMERT纳入护理课程可能会提高护理专业学生的幸福感和职业成长，尤其是在咨询资源有限的情况下。该项目可以提高有效护理实践所需的自我意识、理解能力和调节技能。
将RMERT纳入护理课程可提高自我意识、情绪调节能力和反思性实践。这种方法使学生具备应对临床压力和建立治疗性护患关系的基本技能。作为未来的护士，他们培养适应力、临床推理能力和同理心患者护理能力，最终提高不同医疗环境中的护理质量和职业成长。
该研究于2024年12月23日在https://register.CLINICALTRIALS.gov/上进行了回顾性注册，注册号为：NCT06760962。
