Family Support, Values Education, and Mental Health in Vocational Nursing Students: A Collaborative Model
DOI:
https://doi.org/10.70088/np1yt480Keywords:
nursing students, family support, mental health, values education, collaborative educationAbstract
Objective: This study investigates the current mental health status of vocational nursing students and examines the influence of family support on their psychological well-being. It further explores viable pathways for integrating values education with mental health support within a collaborative education framework. Methods: A cross-sectional survey design was employed. Using cluster sampling, 291 nursing students from a vocational undergraduate college in Hainan Province, China, were recruited as participants. Data were collected through a general information questionnaire, the Single-Item Scale of Family Support, the Patient Health Questionnaire-9 (PHQ-9), the Generalized Anxiety Disorder Scale (GAD-7), the Perceived Stress Scale (PSS), and the Nursing Professional Identity Scale. Statistical analyses included descriptive statistics, independent-samples t-tests, one-way analysis of variance (ANOVA), Pearson correlation analysis, and linear regression analysis. Results: The mean PHQ-9 depression score was 6.12 ± 6.30, the GAD-7 anxiety score was 4.24 ± 5.08, the perceived stress score was 9.66 ± 4.99, and the professional identity score was 16.87 ± 5.72. Statistically significant differences (P < 0.01) were observed in depression, anxiety, perceived stress, and professional identity scores across different levels of family support. Linear regression analysis revealed that family support negatively predicted perceived stress, anxiety, and depression levels, while positively predicting professional identity. Conclusion: Family support serves as a critical protective factor for the mental health of vocational nursing students. Given the inherent stratification in family support, institutional education must assume a compensatory role. A collaborative education system integrating home-school cooperation, value-oriented guidance, and psychological counseling should be established to bridge psychological resource gaps and promote the coordinated development of mental health and professional competence.References
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