Table 2 Characteristics of the included studies
Author (year) | Country | Sample size (IG/CG) | Time points | Measures | CG | IG | Interventions information | ||||
|---|---|---|---|---|---|---|---|---|---|---|---|
Duration | Contents | ||||||||||
Yu. et al. (2020) [37] | China | 40/40 | T0: Baseline, T1: Post-intervention | CD-RISC | TAU | PPBIP | • Once a week. • Each session lasted 2 h. • Running for 6 weeks. | • Understanding One’s Own Emotions (Theoretical lectures + “I See You, You See Me” exercise) • Expression and Understanding of Emotions (Brainstorming + Role-playing + Icebreaker games) • Self-Motivation (Listening to Harvard’s Happiness Course + The Power of Mirrors + Preserving Happiness) • Understanding Others’ Emotions (“You Speak, I Listen” + Guided tour of hospital departments) • Maintaining Positive Interpersonal Relationships (Managing Stress Secretly + Expressing Gratitude Without Embarrassment) | |||
Huang. et al. (2020) [35] | China | 50/50/50 | T0: Baseline, T1: Post-intervention | CD-RISC | TAU | • PPBIP • PPBIP&PT | • Once a week. • Each session lasted 2 h. • Running for 6 weeks. • The combined training group requires a minimum of one day between intervention sessions. | IG 1: PPBIP • “Share Your Story”. • Nursing Scenario Drama Performance. • Weekend Mountain Climbing Team Competition. • “My Other Side” Talent Showcase. IG 2: PT • Intervention Format: Standardized training in basic nursing techniques. • Content Standardized training on the following nursing operations, based on the “Fundamentals of Nursing” (6th edition) by People’s Medical Publishing House: i. Sterile technique operation. ii. Nasal/oral suctioning technique. … • Training Process i. 30 min of theoretical explanation and demonstration by the instructor. ii. 60 min of hands-on practice. iii. 30 min of evaluation. | |||
Yang. et al. (2021) [43] | China | 42/38 | T0: Baseline, T1: Post-intervention | CD-RISC | TAU | BBIP | • Once a week, 1 h for 8 weeks. • Three 2-hour export lectures. • Intensive courses, 1 ~ 1.5 h. | • Setting up a training leadership team. • Selecting activity cases. • Introduction by the group leader. • Case presentation. • Clarifying questions. • Listening to opinions. • Feedback summary. | |||
Lin. et al. (2019) [40] | China | 44/46 | T0: Baseline, T1: Post-intervention | CD-RISC | WCG | MBSR | • 45 min per session. • 6 sessions per week. • Running for 8 weeks. • Flexible adjustment. | • Positive breathing. • Positive meditation. • Body scan. | |||
Li. et al. (2019) [42] | China | 40/40 | T0: Baseline, T1: Post-intervention T2: 1 month follow-up | CD-RISC | WCG | SFBT | • Once a week. • Each session lasted 1 ~ 1.5 h. • Running for 4 weeks. | • Icebreaker game. • Reviewing the steps of problem solving and learning emotion management theory. • Reviewing the steps of problem solving and emotion management skills. • Reviewing the whole intervention process, rational problem-solving methods, emotion management skills, and effective coping skills. | |||
Chesak. et al. (2015) [53] | U.S.A. | 19/21 | T0: Baseline, T1: 3 months follow-up | CD-RISC | TAU | SMART | • Once a week. • Each session lasted 1.5 h. • Running for 4 weeks. • Weekly 1-hour follow-up session. | • Skills to develop intentional attention and reframe life experiences using the five core principles of gratitude, compassion, acceptance, forgiveness, and higher meaning. | |||
Li. et al. (2016) [47] | China | 24/24 | T0: Baseline, T1: Post-intervention T2: 3months follow-up | ERS | TAU | GPT | • Once a week. • Each session lasted 1.5 h. • Running for 8 weeks. | • Introduce yourself by designing nickname and logo to achieve the purpose of icebreaker. • Use body language and drawing content to express emotions and enhance the interaction between team members. • The group leader guides participants while painting. • Self-exposure through drawing to enhance members’ acceptance of others. • Group painting. • Self-acceptance and self-growth through painting. | |||
Grabbe. et al. (2020) [38] | U.S.A. | 25/26 | T0: Baseline, T1: 1 week follow-up T2: 3 months follow-up T3: 12 months follow-up | CD-RISC | TAU | CRM | • 3 h. | Instructors • The course was taught by two authors, both Certified CRM Teachers trained by the Trauma Resource Institute (TRI) in California. Course Content • Instruction and practice of 6 CRM skills: Tracking, Resourcing, Grounding, Gesturing, Shift and Stay, and Help Now! • Activities included identifying “comfort foods,” “teach-back” of the brain model, skill stations, and various interactive exercises, such as mindful eating. • Emphasis on the practice of interoception, or “felt-sense,” which serves as the foundation for all CRM skills. • Participants had access to the free CRM “ichill” app after the class (option). | |||
Bernburg. et al. (2019) [52] | German | 44/42 | T0: Baseline, T1: 3 weeks follow-up T2: 6 months follow-up T3: 12 months follow-up | CD-RISC | TAU | SMACST | • Once a week. • Each session lasted 1.5 ~ 2 h. • Running for 12 weeks. | • Work-related stress management training. • Problem solving techniques. • Solution-focused counseling. | |||
Mao et al. (2021) [46] | China | 43/45 | T0: Baseline, T1: Post-intervention | CD-RISC | TAU | EI | Phase I—System training phase • Twice a week. • Lasting for one month (Total duration: 7.5 h). Phase II—Consolidated learning phase • Once a week. • Each session lasted 1 ~ 1.5 h. • Running for 11 months. | Phase I • Educators explained emotional intelligence to the intervention covered themes such as perception of emotions, awareness of emotions, regulation of emotions and practice. Phase II • Case discussions. | |||
Sawyer et al. (2021) [54] | U.S.A. | 33/42 | T0: Baseline, T1: 1 month follow-up T2: 3 months follow-up T3: 6 months follow-up | BRS | TAU | RISE | • Once a week. • Each session lasted 2 h. • Running for 5 weeks. | Unclear | |||
Hsieh et al. (2020) [39] | Taiwan | 49/39 | T0: Baseline, T1: 6 weeks follow-up | RS | TAU | • BT • SDBT | • Once a week. • Each session lasted 1 h. • Running for 6 weeks. | SDBT • Self-guided muscle relaxation. • Diaphragmatic breathing. • Paced breathing, pursed-lips breathing. • Real-time respiratory sinus arrhythmia (RSA) biofeedback. BT • Real-time RSA-biofeedback. • Shorter meditation practices. | |||
van der Meer et al. (2020) [51] | Netherlands | 79/105 | T0: Baseline, T1: 1 month follow-up | RES | TAU | SUPPORT Coach | • No minimum intervention time requirement. • Individual usage patterns of the App were tracked via a back-office system. The following objective usage data were gathered, • i. Number of times the App was used. • ii. Number of completed self-tests. • iii. Number of performed App exercises. • iv. Time spent in App. | • The ‘Information’ section. • The ‘Find support’ section. • The ‘Self-test’ section. • The ‘Calendar’ section. • The heart of the app is the ‘Manage Symptoms’ section: CBT- based exercises (e.g., progressive muscle relaxation, change cognitive perspective, and pleasant events with others). | |||
Zarvijani et al. (2021) [44] | Tehran | 33/35 | T0: Baseline, T1: 1 month follow-up | AAQ-II | TAU | ACT | • Each session lasted 2 h. • Running for 8 times. | • ACT-based training according to Steven Hayes model, the content of which was unclear. • Conducted by an ACT therapist. | |||
Janzarik et al. (2022) [50] | German | 31/33 | T0: Baseline, T1: 8 weeks follow-up T2: 3 months follow-up T3: 6 months follow-up T3: 9 months follow-up | BRS | WCG | The new Growth | • Once a week. • Each session lasted 2 h. • Running for 8 weeks. | The training included therapy elements from cognitive behavioral therapy and psychodynamic psychotherapy. • Week 1. The starting point: get to know resilience and understand your problems. • Week 2. On the way to resilience: give up maladaptive behavior and set new goals. • Week 3. The resilient mind control: Train cognitive flexibility and coping skills. • Week 4. Be a good friend to yourself: Train self-care and mindfulness. • Week 5. Be resilient in tough times: Train self-efficacy and self-esteem. • Week 6. Tackle the problem in a resilient way: Use resilience strategies for problem-solving (part 1). • Week 7. From problem analysis to solution design: Use resilience strategies for problem-solving (part 2) • Week 8. The new growth: Reflect on your own development. | |||
Sawyer et al. (2023) [49] | U.S.A. | 34/34 | T0: Baseline, T1: 3 months follow-up T2: 6 months follow-up | BRS | WCG | PGP | • Once a week. • Each session lasted 1.5 h. • Running for 9 weeks. | • An introduction session. • Two resilience sessions: personal coping resources, oscillation between stress and recovery, post-traumatic growth, and connecting to purpose and meaning. • Two insight sessions: cognitive and emotional awareness. • One self-compassion session: compassion fatigue and satisfaction, and self-compassion skills. • Two empowerment sessions: healthy boundaries, authentic living, and values-behavior alignment. • A closing session: synthesis of learning and self-care planning guide. Mindfulness practice serves as a foundation for learning and is infused throughout each session. | |||
Peng. et al. (2020) [55] | China | 20/20 | T0: Baseline, T1: Post-intervention | SCL-90 | TAU | RSCI | Unclear. | Understanding and Assessment • Understand the family and personal situations. • Assess resilience. • Analyze the sources of negative emotions. Stress Management and Resilience Enhancement • Strengthen resilience guidance to alleviate internal pressure. • Improve self-affirmation and recognition. Cognitive Intervention • Help nurses establish a correct perception of the work environment, reducing negative emotions. • Enhance responsibility and sense of mission. • Eliminate complaints, fears, and concerns through one-on-one exchanges. Work Attitude and Emotional Regulation • Develop a healthy work attitude and encourage a positive mindset. • Increase sense of mission and teach methods for stress relief. • Regulate emotions to improve emotional management. | |||
Yan. et al. (2017) [48] | China | 33/32 | T0: Baseline, T1: 6 months follow-up | CD-RISC | TAU | GMT | • Once a week. • Each session lasted 1.5 ~ 2 h. • Running for 10 weeks. • Flexible adjustment. | Introduction (Week 1) • Introduce the purpose, content, and basic requirements of Positive Thinking Therapy. Implementation Phase (Weeks 2–9) • Weeks 2–4: Body Scanning - Close eyes and scan body from head to toe, focusing on each body part’s sensations without judgment. • Weeks 4–5: 12-minute Breathing Space - Sit quietly, focus on breathing, feel airflow, and imagine discomfort melting away with each breath. • Weeks 6–7: Positive Thinking Meditation - Focus attention on body sensations, emotions, and thoughts, accepting them without judgment. • Weeks 8–9: Walking Meditation - Focus attention on the feet and walking sensations. Conclusion Phase (Week 10) • Group discussion and exchange on feelings throughout the process and future plans for continuing Positive Thinking training. | |||
Turan.et al. (2020) [45] | Turkey | 16/16 | T0: Baseline, T1: 6 months follow-up | RSA | TAU | AMP | • Once a week. • Each session lasted 1.5 h. • Running for 8 weeks. | • Session 1: Orientation. • Session 2: The Feeling of Anger and the Relationship between an Event, Thought, and Behavior. • Session 3: Automatic Thoughts and Their Effects on Emotions and Behaviors. • Session 4: Distinguishing Communication Methods and Recognizing Barriers to Change. • Session 5: Communication Methods We Use to Express Ourselves. • Session 6: Recognizing Factors that Make Self-Disclosure Difficult and Understanding the Reasons for Inability to Reveal. • Session 7: Distinguishing Between Positive and Negative Stress and Reviewing Reasons for Inability to Reveal. • Session 8: Writing Thoughts and Feelings About the Psychoeducation Program and Recognizing Achievements from the Sessions. | |||
Wang. et al. (2019) [41] | China | 30/30 | T0: Baseline, T1: Post-intervention | CD-RISC | TAU | MBSR | • 6 times a week. • Daily practice time of no less than 45 min. • Running for 8 weeks. • Flexible adjustment. | • Overview of the research content, purpose, and significance. Implementation Phase • Positive Breathing: Instruct nurses to find a quiet space, close eyes, and deepen breathing to recognize and reduce discomfort. • Positive Meditation: Observe thoughts and emotions, experience their creation and disappearance, and objectively accept present psychological feelings. Guide nurses to respond constructively to negative emotions. • Body Scanning: Guide nurses to lie down, relax, close eyes, and focus on each body part, experiencing sensations with awareness. Encourage deep breathing to release discomfort. | |||
Li. et al. (2021) [36] | China | 83/90 | T0: Baseline, T1: Post-intervention | CD-RISC | TAU | PPBIP | • The frequency of intervention varied across the five domains. Positive Emotions domain • two on-site lectures in week 1. • daily participation in online activities in week 2. • participation in at least two activities per week in weeks 3 to 4. Engagement domain • collection of nurses’ interests in the first week. • four activities in weeks 2 to 4. Interpersonal Relationships domain • weekly activities in weeks 1 to 3. Meaningfulness domain • daily theoretical study of narrative nursing in the week 1 to 6. • one narrative therapy session. Achievement domain • one sharing session in week 1. • one-on-one interviews in weeks 2 to 3. • frequency of intervention in weeks 4 to 6. | Program Based on PERMA Model (Martin Seligman’s Five Elements of Well-Being): • Positive Emotion: Guide nurses to record small happy events. • Engagement: Organize reading clubs and long-distance running games based on nurses’ interests to promote the experience of flow and happiness. • Relationships: Use peer education to encourage nurses to collaborate with peers and enhance social connections. • Meaning: Use narrative therapy to help nurses find meaning and value in their lives. • Fulfillment: Use role model education, showcasing anti-epidemic personnel, to inspire professional identity, achievement, and heroism, encouraging nurses to learn from these role models. | |||