Stress, Anxiety and Depression among a Cohort of Health Sciences Undergraduate Students: The Prevalence and Risk Factors

Abstract

Stress, anxiety, and depression (SAD) have a negative impact on the learning and academic performance of university students. Hence, this study aimed to determine the prevalence, as well as the risk factors associated with SAD among a cohort of students pursuing undergraduate degree courses in health sciences. This is part of the strategy in building a healthy nation. A questionnaire containing socio-demographic factors and the short version of Depression, Anxiety, and Stress Scale-21 (DASS-21) was used to assess the likelihood of psychological distress. Logistic regression analysis was conducted to determine the risk factors of SAD. In total, 449 students completed the questionnaire (93.9% response rate). Of these, 65% had stress, 85.1% had anxiety and 51.4% had depression. Most cases of stress (74.6%) and depression (66.2%) were of normal-to-mild level, while 74.6% of them showed moderate-to-extremely severe anxiety. There was a statistically significant association between stress score and the year of study. In the regression analysis, poor sleep quality and fatigue were risk factors of anxiety and depression, whereas low-grade fever and frequent headaches were risk factors for stress and anxiety. Stress, anxiety, and depression scores were significantly higher among students studying medical imaging. A substantial proportion of health science students are suffering from SAD. This study recommends screening and close monitoring of the above-mentioned predictors and the formulation of comprehensive intervention strategies for students with SAD.

Association Between Online Self-Directed Learning Ability and Negative Emotions Among College Students During the COVID-19 Pandemic: A Cross-Sectional Study in Anhui Province, East China

“…A total of 21 items including three subscales: depression, anxiety, and stress. The DASS-21 was widely used in the screening of psychological conditions of the general population or clinical patients ( Vignola and Tucci, 2014 ; Yohannes et al, 2019 ; Kuswanto et al, 2020 ; Fauzi et al, 2021 ). Each item used a four-point scoring from “0” (did not apply to me at all) to “3” (applied to me very much or most of the time).…”

COVID-19 depression and its risk factors in Asia Pacific – A systematic review and meta-analysis

“… Setiawati et al, 2021 , Soh et al, 2020 , Sujadi et al, 2021 , Sun et al, 2021 , Sunjaya et al, 2021 , Tee et al, 2020 , Tee et al, 2020 , Vigo et al, 2021 , Wang et al, 2021 , Chew et al, 2020 , WHO 2020 , Wong et al, 2020 , Woon et al, 2020 , Chew et al, 2020 , Yadav et al, 2021 , Ye et al, 2020 , Chow et al, 2021 , Dai et al, 2020 , Dong and Zheng, 2020 , Ettman et al, 2020 , Fauzi et al, 2021 , Cénat et al, 2020 , Hsieh et al, 2021 , Huang and Zhao, 2021 , Kannampallil et al, 2020 , Khan et al, 2020 , Khan et al, 2021 , Lai et al, 2020 , Lee et al, 2020 , Li et al, 2021 , Li et al, 2021 , Liao et al, 2021 , Lim et al, 2020 , Liu et al, 2021 , Liu et al, 2021 , Chen et al, 2021 , Liu et al, 2021 , Mohd Noor et al, 2021 , NICE 2009 , Chen et al, 2021 , Pak et al, 2020 , Person et al, 2004 , Chen et al, 2021 , Pierce et al, 2020 , Pramukti et al, 2020 , Rahman, 2021 , Roslan et al, 2021 …”

Association of COMT Polymorphism and Academic Achievement among Female Undergraduate Students

“…In addition to that, normal dopamine release helps the Met/Met carrier to perform better in cognitive tasks under non-stressful conditions [21]. In a related study in which a subset of the subjects comprised of the subjects from our study, it was found that 75.5% of the female subjects experienced normal and mild stress [22]. Furthermore, students bearing the Met allele need a good educational environment to develop full potential for superior cognitive skills which could eventually affect their academic achievement [18].…”