Change in depressive symptoms over higher education and professional establishment - a longitudinal investigation in a national cohort of Swedish nursing students

Abstract

BackgroundThere are indications of a high prevalence of psychological distress among students in higher education and also that distress increases over the course of study. However, not all studies on student distress controlled for sociodemographic differences and few followed development of distress over an extended period through professional establishment. We investigated if there is an independent effect of time in education and the first two years in the profession on depressive symptoms and mapped change over the period in a national cohort of students.MethodsData came from LANE, a nation-wide longitudinal panel survey of Swedish nursing students (N = 1700) who responded to annual questionnaires over five years from 2002 to 2007. Depressive symptoms were measured by the Major Depression Inventory and change over time analysed in a linear mixed effects model for repeated measures.ResultsThere was a significant change in level of depressive symptoms over time: an increase from the first to later years in education and a decrease to levels similar to baseline after graduation and a year in the profession. The change in symptoms remained significant after adjustment for sociodemographic factors (p < 0.01). Symptom levels differed due to age, gender, household composition and prior nurse assistant training but change over time was similar in all groups. The correlation among the repeated measures, representing within individual correlation over time, varied between 0.44-0.60.ConclusionsThe findings indicate an independent but transitional effect of time in education and professional establishment on depressive symptoms. We think heightened distress over education abates as the graduate accommodates to the profession. Nevertheless, within education, the differences in depressive symptoms associated to demographic factors can help identify student groups more vulnerable to distress. Also, as individual differences in distress seem to persist over time, perhaps students highly distressed in the beginning of education can be helped by awareness among educators of the elevated levels of distress in late education.

Psychological Distress in Norwegian Nurses and Teachers over Nine Years

“…Longitudinal studies have confirmed that nursing students' psychological distress increases significantly during their education (Christensson, Runeson, Dickman, & Vaez, 2010;Deary, Watson, & Hogston, 2003;Lo, 2002;Nerdrum, Rustoen, & Ronnestad, 2009;Watson et al, 2009). …”

Quality of life and welfare of nursing university students: integrative review / Qualidade de vida e bem-estar dos estudantes universitários de enfermagem: revisão integrativa / Calidad de vida y bienestar de los estudiantes de enfermería...

“…Porém, um estudo sobre qualidade de vida relacionada à saúde e sintomas depressivos de estudantes de graduação em enfermagem indicou prejuízo multidimensional na qualidade de vida e observou-se que o impacto negativo na percepção de bem-estar é maior nos estudantes do último ano do curso (23) . Destacam-se como estressores pouca/nenhuma oportunidade para o lazer, agenda lotada, experiência clínica/estágios, currículo da instituição, sobrecarga de atividades, distância diária percorrida entre a residência e a universidade, período integral do curso, falta de tempo para atividades extracurriculares, desorganização das disciplinas, relacionamento conflituoso com os docentes, alto grau de exigência durante o período dos estágios curriculares, curtos prazos para entrega de trabalhos, falta de ética profissional, competitividade entre os alunos, gastos financeiros, atraso no tempo de formação, superlotação das classes e situações que requerem relação interpessoal (13,17,21,22,(24)(25)(26)(28)(29)(30)32,33) . Estes fatores estressores podem ocasionar desordens psicológicas e físicas (fadiga, ansiedade e cansaço), afetando a vida acadêmica e em consequência o futuro profissional, pois há comprometimento do cotidiano do aluno.…”

“…Estes fatores estressores podem ocasionar desordens psicológicas e físicas (fadiga, ansiedade e cansaço), afetando a vida acadêmica e em consequência o futuro profissional, pois há comprometimento do cotidiano do aluno. Sendo as alterações de saúde: depressão, ansiedade, estresse, aumento do sentimento raiva, angústia, desespero, mau humor, má qualidade do sono, uso de álcool, cansaço e fadiga (11)(12)(13)(14)16,(18)(19)(20)26,28,(29)(30)(31)(32)(33) , descritas como transitórias e de fácil superação pelos estudantes investigados.…”

Vol 6, No 3 (2016)

“…Longitudinal studies have confirmed that nursing students' psychological distress increases significantly during their education (Christensson, Runeson, Dickman, & Vaez, 2010; www.professionsandprofessionalism.com Page 3 Watson, & Hogston, 2003;Lo, 2002;Nerdrum, Rustoen, & Ronnestad, 2009;Watson et al, 2009). …”