Comparison of the effect of two educational methods based on mindfulness and cognitive emotion strategies on psychological well-being and anxiety of eighth-semester midwifery students before the final clinical trial

BACKGROUND: Midwifery services help maintain and improve the health of the community. However, a comprehensive examination reduces students’ psychological well-being by creating anxiety. For this purpose, the present study was conducted to determine and compare the effect of two educational methods based on mindfulness and cognitive emotion strategies on psychological well-being and anxiety of eighth-semester midwifery students before the final clinical trial. MATERIALS AND METHODS: This study was a quasi-experimental three-group study with available sampling method that was performed on 30 eighth-semester midwifery students of the School of Nursing and Midwifery of Isfahan University of Medical Sciences in 2020–2021. Data collection tools were psychological well-being and Test Anxiety Questionnaire. Two intervention groups were trained for eight sessions. The control group did not receive any training program. The data collected by SPSS version 22 software were analyzed by analytical statistical tests of ANOVA and least significant difference post hoc test. RESULTS: The results showed that there was a statistically significant difference between the three groups in terms of components of test anxiety and psychological well-being. Furthermore, emotion regulation training and mindfulness-based training reduced test anxiety and increased students’ psychological well-being before the comprehensive test (P = 0.001). CONCLUSION: It is recommended that educational programs be considered before the comprehensive examination to promote the mental health and success of these students.