Effectiveness of Emotional Regulation Techniques on Psychological Well-Being Among Final-Year Nursing Students at a Selected College in Coimbatore

Abstract

Introduction: Psychological well-being is an essential component of mental health, particularly among nursing students who are exposed to continuous academic and clinical stressors. Emotional dysregulation may negatively affect resilience, coping, interpersonal relationships, and academic functioning. Emotional Regulation Techniques (ERT), including mindfulness, deep breathing, cognitive reframing, and relaxation exercises, have been identified as effective strategies for enhancing emotional stability and psychological well-being. The present study aimed to evaluate the effectiveness of Emotional Regulation Techniques on psychological well-being among final-year nursing students at a selected college in Coimbatore. Methods: A quantitative pre-experimental one-group pre-test post-test research design was adopted and conducted with 45 final-year B.Sc. Nursing students selected using purposive sampling technique. Baseline assessment of psychological well-being was carried out using the 42-item Ryff Psychological Well-Being Scale. The intervention consisted of 15 structured ERT sessions conducted over five weeks, including mindfulness practices, deep breathing exercises, cognitive reframing, and relaxation techniques. Post-test assessment was conducted using the same tool. Data were analysed using descriptive and inferential statistics, including paired t-test, chi-square test, one-way ANOVA, and independent samples t-test. Results: The findings revealed a significant improvement in psychological well-being following the intervention. The pre-test mean score of psychological well-being was 167.6 ± 31.8, whereas the post-test mean score increased to 209.6 ± 31.1. The paired t-test value (t = 11.236, p < 0.001) indicated a statistically highly significant improvement after the intervention. Positive Relations with Others, Self-Acceptance, and Personal Growth demonstrated the greatest improvement. Significant associations were found between post-test psychological well-being and self-reported sleep duration as well as family issues (p < 0.05), while other demographic variables showed no significant association. Conclusion: ERT were highly effective in improving psychological well-being among final-year nursing students. The intervention enhanced emotional resilience, self-awareness, interpersonal functioning, and adaptive coping abilities. The findings support the integration of evidence-based emotional regulation strategies into nursing education to promote mental health and psychological preparedness among future healthcare professionals.