74. The influence of opera vocal performance combined with community nursing on students' psychological regulation

Abstract Background With the continuous increase of social competition pressure, psychological problems such as anxiety, depression and mood swings are widespread among students, which seriously affect their learning efficiency and quality of life. At present, school psychological intervention mainly focuses on psychological counseling and health education, with a single form and low acceptance among some students. Opera vocal performance, as an integrated art form that combines music, drama and emotional expression, has a strong emotional resonance and aesthetic experience, and may have a positive effect on emotional regulation. Community care can provide continuous and personalized psychological support and health guidance. To explore a new intervention model that can integrate artistic expression and community support, the study evaluated the impact of opera vocal performance combined with community care on students' psychological regulation ability. Methods 200 college students from September 2023 to June 2024 were chosen as the research objects, and were segmented into the experimental group (EG, n = 100) and the control group (CG, n = 100) by random number table. The CG received routine mental health education, including a psychological lecture once a month and irregular group counseling. On the basis of routine education, the EG increased the combined intervention of opera vocal music performance training and community nursing: under the joint guidance of professional vocal music teachers and community nurses, they carried out opera segment learning and performance training twice a week, 60 minutes each time, and cooperated with community nurses to carry out psychological support group activities once a week for 16 weeks. Self Rating Anxiety Scale (SAS) and Self Rating Depression Scale (SDS) were utilize to assess students' psychological status in pre-intervention, 8 weeks after the intervention, and 16 weeks after the intervention. Results At baseline, there was p>.05 in SAS and SDS scores between the two groups. After 16 weeks of intervention, the SAS score of the EG decreased to (42.3 ± 6.5) points, and the SDS score decreased to (45.1 ± 7.2) points; The SAS score of the CG was (48.9 ± 7.8), and the SDS score was (50.6 ± 8.4). The two scores of the EG decreased significantly more than those of the CG (p<.01). For psychological symptom relief rate, the anxiety symptom relief rate of the EG was 76.0%, and the depression symptom relief rate was 72.0%; 51.0% and 48.0% respectively in the CG, which was higher in the EG than in the CG (p<.001). Discussion Opera and vocal music performance combined with community nursing can improve students' anxiety and depression, and enhance their psychological regulation ability, especially for students with moderate and high emotional distress. The joint intervention model has strong feasibility and acceptance, and it is recommended to promote the implementation in schools and communities. Further work can explore the continuous impact of different performance forms and intervention cycles on long-term mental health.