59. Emotional regulation ability of students with mild depression in higher education stage from the perspective of nursing intervention

Abstract Background Students in higher education often experience mild depression due to academic, social, and future-oriented pressures. Enhancing emotion regulation ability is a key protective factor for mental health and can help alleviate depressive symptoms. Nursing intervention, with its systematic and person-centered approach, offers a viable method for supporting student well-being. However, existing interventions rarely incorporate an integrated nursing perspective. This study therefore examines whether a structured nursing-led emotion regulation program can improve emotional outcomes in students with mild depression, offering practical insights for campus mental health practice. Methods The study recruited 90 students from a university who were assessed as having mild depression (scores 53–62) using the Self-Rating Depression Scale (SDS). They were randomly divided into Group A (n = 30) and Group B (n = 30). Group A received an 8-week systematic nursing intervention, implemented as follows: twice weekly structured group sessions, each lasting 90 minutes, totaling 16 sessions. The content included emotion recognition education (20 minutes per session), group supportive counseling (40 minutes per session), mindful breathing training (20 minutes per session), and lifestyle rhythm adjustment guidance (10 minutes per session). Group B received conventional campus mental health support during the same period, consisting of one monthly mental health lecture (60 minutes each) and distribution of self-help mental health materials. The Emotion Regulation Questionnaire (ERQ) and SDS were administered before and after the intervention, and repeated measures ANOVA was used to compare changes in emotion regulation strategies and depressive symptoms between the two groups. Results After the intervention, Group A showed significantly greater improvement in emotion regulation ability and depressive symptoms compared to Group B. The test results are presented in Table 1. Repeated measures ANOVA revealed significant group (between Group A and Group B) × time (between pre- and post-assessment) interactions for ERQ Cognitive Reappraisal (F(1,58) = 24.36, p<.001), ERQ Expressive Suppression (F(1,58) = 12.88, p<.01), and SDS Total Score (F(1,58) = 32.15, p<.001). Post-hoc tests indicated that Group A showed significant improvement compared to Group B on all indicators (p<.01), with effect sizes ranging from moderate to strong (η2 = 0.31–0.55). Discussion The nursing-based intervention significantly improved emotion regulation and reduced depressive symptoms in students with mild depression. This integrated approach aligns with the needs of young adults in academic settings. Future work should explore tailored, technology-enhanced versions of the program for broader implementation. Funding No. 2023SJSZ0699.