Supporting mental health, wellbeing and study skills in Higher Education: an online intervention system

Barrable, Alexia; Παπαδάτου-Παστού, Μαριέττα; Tzotzoli, Patapia

doi:10.1186/s13033-018-0233-z

Cited by 51 publications

(47 citation statements)

References 53 publications

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“…Supporting both student well-being and their learning and studying skills can be regarded as a good way to support university students [95,96]. Focusing on clarifying one's values, to enhance one's value-based actions, being mindfully present and learning a new perspective towards one's thoughts are the most important processes which are practiced during the intervention.…”

Section: Resultsmentioning

confidence: 99%

“…Online interventions have been identified as cost-effective and efficient ways to provide support for university students; they are easy to access, and they have shown to be effective in promoting students' mental health and well-being [65,66]. A comparison in a meta-analysis between faceto-face and internet intervention revealed no differences in effectiveness, and thus, strong support has been brought up for the adoption of online psychological interventions [65].…”

Section: Online Interventionsmentioning

confidence: 99%

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Developing an intervention course to promote students’ well-being and studying in university context

Asikainen¹,

Katajavuori²

2020

Preprint

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BackgroundThe purpose of this paper was to build an intervention course for university students which promotes both students’ well-being as well as their learning and study skills. Research has shown that psychological flexibility has a great effect on well-being as well as studying in higher educationCase presentationThe basis of our intervention course is to promote psychological flexibility and students’ study skills with the help of peer support and reflection.ConclusionsWe argue that an online, 8-week intervention course, which promotes both student well-being and their study skills, is a good way to support students in higher education and both aspects should be taken into account when supporting university students.

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Section: Resultsmentioning

confidence: 99%

Section: Online Interventionsmentioning

confidence: 99%

Developing an intervention course to promote students’ well-being and studying in university context

Asikainen¹,

Katajavuori²

2020

Preprint

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“…The work of nurses is considered extremely stressful, and the psychological well-being of future nurses must be an essential component of nursing education (30). Faculties and student institutions should help students overcome all the difficulties that arise during their studies, including psychological ones, and provide them with fast and effective psychological support (31). Even though universities are primarily interested in academic success and completion of study, it is still important to be concerned with the psychological wellbeing of students, as it is directly connected with the positive academic success while, on the other hand, psychological problems significantly disrupt studies and predict poor academic results (9,18).…”

Section: Resultsmentioning

confidence: 99%

Psychological Difficulties of Nursing Students

Takšić

Petrak

Perković

2019

Croat. nurs. j. (Online)

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The research of students adapting to university life, difficulties in coping with the academic demands, and personal problems students face during their study is important for a better understanding of their needs in order to prevent possible mental health problems in the student population and increase the overall quality of study. When researching the difficulties that students face, one of the important factors to be taken into account is the type of study, for instance whether they study full or part time. Since nursing students represent the largest student population at the University of Applied Health Sciences in Zagreb, Croatia, we investigated the differences in the perceived difficulties during studying between full-time undergraduate nursing students and part-time specialist graduate nursing students, most of whom already work as professional nurses. In a sample of 231 participants, there were 143 undergraduate students with the average age of 26.38 years (90.2% females) and 88 specialist graduate students with the average age of 37.52 years (95.5% females). We examined the frequency of 62 difficulties that students may encounter during their study using a survey by the Student Counselling Centre at the Faculty of Philosophy in Zagreb. On average, nursing students perceived 12 difficulties. The most frequent difficulties all students struggle with are nervousness or tension, financial problems, fear of failure, inefficient time management, insecurity, and changes in eating habits. There is no significant difference in the total frequency of perceived difficulties between undergraduate and graduate students but we found significant differences between these two groups in the number of students who encountered particular difficulties regarding 13 issues. Undergraduate students face problems with roommates and problems in communication with professors more often than graduate students, while graduate students struggle the most with financial problems and adapting to the study regime. When faced with problems, 65.4% of all students would seek free psychological counselling. Graduate students and students who perceive more difficulties are more willing to seek psychological support.

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“…Hence, HEIs should consider arranging online counselling or psychotherapy for university students needing these services. An example of an effective online psychosocial intervention for university students is the MePlusMe programme, which promotes psychological well-being, supports mood and daily functioning and enhances the study skills of university students [49]. Third, as religious coping and family, friend, and signi cant other social support increased the QoL of university students, HEIs and the government may focus on efforts to organise more online social support groups, encourage the use of web-conferencing applications to sustain social communication and relationships and organise more online religious talks through HEI websites during the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 99%

Quality of Life of University Students During The COVID-19 Pandemic: Age, History of Medical Illness, Religious Coping, COVID-19 Related Stressors, Psychological Factors and Social Support Were Predictive of Quality of Life

Abdullah

Murad

Teoh

et al. 2020

Preprint

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Background: In Malaysia, the coronavirus disease 2019 (COVID-19) began to spread in March 2020, and the infection has not been fully controlled since then. Despite the significant impact of COVID-19 on mental health among university students, data on the related quality of life (QoL) are lacking in this group of the population. This study aimed to evaluate QoL and determine its association with various factors and social support in a cohort of Malaysian university students during the COVID-19 pandemic. Methods: This online, cross-sectional survey recruited 316 university students from the medical faculties of two Malaysian public universities. They were administered a self-reported questionnaire to gather data on demographic, personal, clinical and psychological characteristics; the 21-item depression, anxiety and stress scale (DASS-21) to assess the severity of their depressive, anxiety and stress symptoms; the multidimensional scale of perceived social support (MSPSS) to assess the degree of social support; and the World Health Organization quality of life-BREF (WHOQoL-BREF) to assess QoL. Results: The psychological and social QoL scores were lower than the non-pandemic norms of the general population, while the physical health and environmental QoL scores were comparable. Religious coping; greater number of hours of online classes attended; and greater social support from family, friends and significant others were found to be significantly associated with higher QoL among the participants. Older age, frustration because of loss of daily routine and study disruption, living in areas with a high prevalence of COVID-19 cases, a history of pre-existing medical illness, and a higher severity of depressive and anxiety symptoms were significantly associated with lower QoL. Conclusion: COVID-19 impaired the QoL of university students even after the movement control order (MCO) was lifted. Our findings indicated the pivotal role of online mental and physical healthcare services to improve the QoL of university students during the uncertain time of the COVID-19 pandemic.

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Supporting mental health, wellbeing and study skills in Higher Education: an online intervention system

Cited by 51 publications

References 53 publications

Developing an intervention course to promote students’ well-being and studying in university context

Developing an intervention course to promote students’ well-being and studying in university context

Psychological Difficulties of Nursing Students

Quality of Life of University Students During The COVID-19 Pandemic: Age, History of Medical Illness, Religious Coping, COVID-19 Related Stressors, Psychological Factors and Social Support Were Predictive of Quality of Life

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