Objective To explore the effect of mindfulness intervention on the psychological resilience and professional identity of nursing undergraduates during the epidemic and its mechanisms, and to provide strong evidence for improving the mental health status and professional identity of nursing undergraduates.
Methods One hundred and eight nursing students were randomly selected from a pre-survey conducted at a university in Beijing from April 25-30, 2021, of whom 52 were placed in the intervention group for a combined online and offline mindfulness intervention, whereas 56 were placed in the control group and received no intervention. The Resilience Style Questionnaire (RSQ) and Professional Identity for Nurse Students Questionnaire (PINSQ) were used to assess the levels of psychological resilience and professional identity of members in both groups before intervention, 1 week after intervention, and 3 months after intervention (follow-up). SAS 9.4 software was used to evaluate the intervention effect using generalized estimating equations, and the Process test was used to analyze the mediating effect of psychological resilience.
Results After intervention, the psychological resilience of the intervention group was higher than that of the control group (P < 0.05); at follow-up, there was no statistically significant difference in psychological resilience between the intervention group and the control group (P > 0.05). The psychological resilience of students in the intervention group increased after intervention and at follow-up compared to before intervention (P < 0.05), but decreased at follow-up compared to after intervention (P < 0.05); there was no change in the level of psychological resilience of control students at each time point (P > 0.05). After intervention, the professional identity score of the intervention group was higher than that of the control group (P < 0.05), and at follow-up time, the professional identity of the intervention group was higher than that of the control group (P < 0.01). The increase in professional identity at each time point in the intervention group was statistically significant (P < 0.05), while there was no statistically significant difference in professional identity in the control group at each time points (P > 0.05). Mindfulness intervention affected professional identity by affecting psychological resilience levels, with a mediation effect ratio of 23.67%.
Conclusions A mindfulness intervention could effectively improve the psychological resilience and professional identity levels of nursing undergraduates during the epidemic, providing a basis for subsequent psychological interventions and research.
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