Effect of Cognitive Emotional Regulation Strategies, and Academic Stress on Mental Health of Nursing Students

Document Type : Original Article

Authors

1 B.Sc. Nursing, Faculty of Nursing, Zagazig University, Egypt.

2 Lecturer of Psychiatric and Mental Health Nursing, Faculty of Nursing, Zagazig University, Egypt.

3 Assistant Professor of Psychiatric and Mental Health, Faculty of Nursing, Zagazig University, Egypt.

Abstract

Background: Students mental health is an issue of concern worldwide. Nursing students face unique pressures and stressors during their academic journey that can significantly impact their mental health and overall wellbeing. Aim of the study: This study aimed to assess the effect of cognitive emotional regulation strategies and academic stress on nursing students’ mental health. Subjects and methods: Research design: Cross-sectional descriptive research design. Setting: The study was conducted at Technical Institute of Nursing at Zagazig University, Sharkia governorate, Egypt. Subjects: A stratified random Sample of 300 nursing students participated in the study. Tools of data collection: Four tools were used. Tool I: Youth profile questionnaire. Tool II: Cognitive Emotion Regulation Questionnaire - short version. Tool III: Academic Stress Scale. Tool IV: Mental Health Scale. Results: demonstrates that, more than two-thirds of students had a moderate level of cognitive emotional regulation strategies, more than half of them had high level of academic stress, and more than half of students have a moderate level of mental health status. Conclusion: There was a statistically significant positive correlation between cognitive emotional regulation and mental health. Conversely, academic stress had a highly statistically significant negative effect on mental health status. Recommendations: Nursing educators must continue to cultivate cognitive emotion regulation skills in nursing students and appropriately guide them to use positive emotion regulation strategies in their studies.


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