The effectiveness of e-mental health interventions on stress, anxiety, and depression among healthcare professionals: a systematic review and meta-analysis

Zhang, Zemiao; Hu, Yinhuan; Liu, Sha; Feng, Xiandong; Yang, Jinhong; Cheng, Ling Jie; Ramazanu, Sheena; Wu, Xi Vivien

doi:10.1186/s13643-024-02565-6

Cited by 3 publications

(1 citation statement)

References 71 publications

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“…Although there are many studies demonstrating the positive effect of mindfulness studies on general anxiety disorders ( Spijkerman et al, 2016 ), common psychiatric disorders ( Hedman-Lagerlöf et al, 2018 ), adolescents’ stress, depression, and anxiety in school settings ( Fulambarkar et al, 2023 ), stress management in the general population ( Zhang et al, 2024 ), cognitive performance, emotional problems, stress and coping, resilience in school environment ( Zenner et al, 2014 ), there has been no meta-analysis conducted specifically on the effects of MBSR practices on exam anxiety. This study is important because it is the first study to show that mindfulness-based interventions are effective in reducing students’ test anxiety.…”

Section: Discussionmentioning

confidence: 99%

Effects of mindfulness on test anxiety: a meta-analysis

Yılmazer,

Hamamci,

Türk

2024

Front. Psychol.

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ObjectiveThis meta-analysis evaluated the effectiveness of mindfulness-based interventions (MBIs) on test anxiety across diverse age groups and intervention modalities.MethodsRigorous inclusion criteria were applied to select studies focusing on MBIs as the independent variable, with test anxiety as the outcome. A comprehensive search across multiple databases yielded 18 primary studies, contributing 20 comparisons. Data were extracted on study characteristics, sample sizes, and intervention details, and were analyzed using a random-effects model.ResultsThe analyses incorporated 1,275 participants, with MBIs demonstrating a moderate to large negative effect on test anxiety (effect size = −0.716; 95% CI: −1.383 to −0.049). Moderation analysis indicated that mean age, number of sessions, and intervention delivery mode did not significantly influence effect sizes. Publication bias assessment suggested the presence of bias via Egger’s regression (p = 0.025), though Begg and Mazumdar’s test and Duval and Tweedie’s trim and fill method indicated no missing studies.ConclusionMBIs are effective in reducing test anxiety, though results should be interpreted with caution due to potential publication bias and unexplained heterogeneity. The impact of MBIs did not vary significantly with participant age, number of sessions, or delivery mode.

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Section: Discussionmentioning

confidence: 99%

Effects of mindfulness on test anxiety: a meta-analysis

Yılmazer,

Hamamci,

Türk

2024

Front. Psychol.

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Universal school-based e-health interventions for wellbeing, anxiety and depression: A systematic review and meta-analysis

Miller,

Thabrew

2024

DIGITAL HEALTH

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Background Given that ‘digitally native’ children and young people spend much time at school, universal e-mental health interventions (ueMHIs) may have a role in supporting their wellbeing and reducing common mental health problems like anxiety and depression. However, the efficacy of school-based ueMHIs has never formally been evaluated. Methods During this systematic review and meta-analysis, we searched online databases MEDLINE, ERIC and ACM and the grey literature for trials of school-based ueMHIs targeted at improving wellbeing or reducing anxiety or depression in students aged 5–18. Primary outcomes were changes in symptoms of wellbeing, anxiety and depression at <3 months. Secondary outcomes were changes in these symptoms at 3–12 months and >12 months. Meta-analysis was conducted using a random effects model. Quality of included studies was appraised using the Cochrane risk of bias (RoB) tool. This study was registered with PROSPERO, CRD42023421872. Findings From 11,026 screened records, 15 papers were found and included in a systematic review. Of these, 14 papers including 8844 students were analysed in the meta-analysis. School-based ueMHIs did not significantly reduce anxiety (SMD = −0.55, 95% CI −1.68, 0.59) or depression (SMD = −0.29, 95% CI = −0.89, 0.32) at <3 months. School-based ueMHIs also did not significantly reduce anxiety (SMD = −1.03, 95% CI −3.20, 1.14) or depression (SMD = −0.47, 95% CI −1.40, 0.46) at 3–12 months. School-based ueMHIs did not significantly improve wellbeing at <3 months (SMD = 0.01, 95% CI −0.12, 0.14) and favoured control condition at 3–12 months (SMD = −0.14, 95% CI −0.23, −0.05). RoB was high across most studies and the overall quality of evidence was very low. Interpretation Although existing school-based ueMHIs show promise for addressing pupil mental health concerns, further higher-quality evidence is needed. There is room for the development of new school-based ueMHIs for reducing pupil anxiety and depression and improving wellbeing in a scalable, clinically and cost-effective manner, whilst not causing harm.

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Internet-Based and Mobile-App-Based Mental Health Interventions among Adults: A Best Evidence Synthesis of Rigorous Randomized Controlled Trials (Preprint)

Zhang,

Sui,

Lin

et al. 2024

Preprint

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UNSTRUCTURED Compared to in-person mental health interventions, programs delivered through mobile applications or the internet might be more cost-effective, scalable, demand less training, and are more acceptable and accessible among populations. In the aftermath of the pandemic, the use of online mental health interventions has increased significantly. However, there is limited understanding of the conditions and populations for which these interventions are most effective. To address this gap, we conducted a meta-analysis to synthesize findings from existing randomized controlled trials and expand our knowledge on this topic. Research plans were pre-registered before analyzing the data. We conducted a meticulous search strategy including database queries, handsearching, forward and backward citation tracking and retrieved 8944 studies. After double blinded screening, 64 studies and 247 effect sizes (total sample sizes = 17,388) were eligible to be included in this systematic review and meta-analysis. Results showed that these online interventions were effective (ES = -0.80, p < .001) while holding all moderators fixed at their mean. Specifically, online interventions were effective at reducing anxiety, depression, stress, and psychological distress. However, studies on average showed no impacts on suicidal ideation. Moderator analysis showed that online interventions targeting anxiety outcomes are more effective than interventions targeting psychological distress; internet-based interventions are more effective than mobile-app-based interventions, although both modalities showed effectiveness. These findings provide valuable insights for policymakers and practitioners in developing cost-effective technology-based mental health interventions. While technology can be a double-edged tool, this review highlighted its benefits for improving adult well-being, particularly in the treatment of mental health symptoms.

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The effectiveness of e-mental health interventions on stress, anxiety, and depression among healthcare professionals: a systematic review and meta-analysis

Cited by 3 publications

References 71 publications

Effects of mindfulness on test anxiety: a meta-analysis

Effects of mindfulness on test anxiety: a meta-analysis

Universal school-based e-health interventions for wellbeing, anxiety and depression: A systematic review and meta-analysis

Internet-Based and Mobile-App-Based Mental Health Interventions among Adults: A Best Evidence Synthesis of Rigorous Randomized Controlled Trials (Preprint)

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