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BackgroundQuality of Life (QoL) and its determinants are significant in all stages of life, including pregnancy. The physical and emotional changes during pregnancy affect the QoL of pregnant women, affecting both maternal and infant health. Hence, assessing the QoL of pregnant women is gaining interest in literature. We, therefore, aimed to describe the QoL of pregnant women during physiological pregnancy and to identify its associated predictors in women attending a public healthcare institute of Quetta city, Pakistan.MethodsA cross-sectional study was conducted at the Obstetrics and Gynecology Department of Sandeman Provincial Hospital Quetta city, Pakistan. The respondents were asked to answer the Urdu (lingua franca of Pakistan) version of the Quality of Life Questionnaire for Physiological Pregnancy. Data were coded and analyzed by SPPS v 21. The Kolmogorov–Smirnov test was used to establish normality of the data and non-parametric tests were used accordingly. Quality of Life was assessed as proposed by the developers. The Chi-square test was used to identify significant associations and linear regression was used to identify the predictors of QoL. For all analyses, p < 0.05 was taken significantly.ResultsFour hundred and three pregnant women participated in the study with a response rate of 98%. The mean QoL score was 19.85 ± 4.89 indicating very good QoL in the current cohort. The Chi-Square analysis reported a significant association between age, education, occupation, income, marital status, and trimester. Education was reported as a positive predictor for QoL (p = 0.006, β = 2.157). On the other hand, trimester was reported as a negative predictor of QoL (p = 0.013, β = −1.123).ConclusionImproving the QoL among pregnant women requires better identification of their difficulties and guidance. The current study highlighted educational status and trimester as the predictors of QoL in pregnant women. Health care professionals and policymakers should consider the identified factors while designing therapeutic plans and interventions for pregnant women.

Starting the early 1990s, the prevalence of nonmedical prescription drug use in Nigeria has been increased, especially among college students. Potential adverse effects such as poor academic performance and low self-esteem are known. The research is aimed but it is not understood whether demographics (age, socioeconomic level, educational level, and history of mental illness), level of drug use and self-esteem are related to drug use for female college students. The purpose of this quantitative correlational study of a cross-sectional nature was to determine if there were predictive relationships between level of drug use (as measured by the Drug Abuse Screening Test [DAST], and self-esteem (as measured by the Modified Rosenberg Self-Esteem Scale [MRSES] in female students in Kaduna in Nigeria. The theoretical framework was provided by the psychology of self-esteem theory, social learning theory, and identity theory. Primary data from a purposeful convenience and snowball sample of 300 female undergraduates (age 18-25) enrolled in three colleges was used to analyze data. The results of the multiple linear regression indicated that history of mental illness (p = .012) and DAST score (p = .000) were related to the MRSES score at statistically significant levels. Because the independent variables (level of drug use) were not related to the dependent variable (self-esteem) at a statistically significant level, the null hypothesis was not rejected. The results from this study could provide justification for college administrators to plan appropriate social, health, educational programs, and policies that could assist college students at risk of nonmedical prescription drug use and guide students in making right health choices and decisions. The research recommends that these investigations could inform the development of educational materials and methods/strategies toward stemming, minimizing and possibly preventing the risk of Non-Medical Prescription Drugs (NMPDU) among college students over the lifetime of their college careers and after.