99. Psychological crisis identification and multi-level intervention mechanism of college students based on mental health nursing

Abstract Background With the continuous development of higher education, the mental health issues of college students have received increasing attention. Psychological crises not only cause serious damage to the physical and mental health of college students, but may also affect their academic development and future life trajectories. Although certain achievements have been made in research related to psychological crises, from the perspective of mental health care, there are still deficiencies in systematic research on the identification of psychological crises among college students and multi-level intervention mechanisms. In the meantime, psychological service resources remain to be distributed unevenly across some universities, and the recognition mechanisms for early intervention are still underdeveloped, which leads to a number of psychological crises not being addressed in a timely manner. The research aims to accurately identify the characteristics and manifestations of psychological crises among college students, and construct a multi-level intervention mechanism to enhance their mental health and ensure their healthy growth. Methods The study selected 200 college students with potential psychological crisis risks as the research subjects. The Psychological Crisis Evaluation Inventory (PCEI) was used to screen the crisis levels of students, and information on their personal situations, stressors and social support systems was collected through questionnaires and in-depth interviews. Based on the assessment results, the study implemented a structured intervention program consisting of three levels: “Individual counseling and crisis intervention,” “group counseling and skills training,” and “Campus culture creation and digital health support,” with an intervention period of one semester. Results Among the 200 students who participated in the study, 150 (75%) completed the entire intervention process. The results showed that compared with before the intervention, the score of the students who completed the intervention on PCEI decreased significantly from (68.34 ± 8.12) to (47.18 ± 7.56) (p