Evaluating Well-being Among Dental Students Using the Warwick-Edinburgh Mental Well-being Scale and the Relationship Between Mental Well-being and Socio-demographic Findings

Çetin, Mehtap Bilgin; Sezgin, Yasemin; Akıncı, Seray; Alptekin, Nilgün Özlem

doi:10.4274/meandros.galenos.2021.69783

Cited by 4 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other Chinese scholars also found that the graduate nursing students in professional degree programmes experienced a high level of anxiety and depression; students felt frustrated due to difficulty in keeping balance between research work and clinical practice in a qualitative study (Yu et al, 2019). Cetin et al (2021) found that individuals with elevated levels of well‐being would have higher creativity levels, improved immune systems, better relationships with other people, and more efficiency in their job. Based on the findings of these current studies, we propose that improving SWB of graduate nursing students, especially in a professional degree programme, is an important and significant task for graduate educators and students' supervisors, which contributes to enhancing their creativity, mental health and academic performances.…”

Section: Discussionmentioning

confidence: 99%

The academic stress and subjective well‐being of graduate nursing students: The mediating role of resilience

2023

Journal of Advanced Nursing

View full text Add to dashboard Cite

Aim: To investigate the levels of subjective well-being in graduate nursing students, explore the impact of academic stress and resilience on subjective well-being, and examine the mediation effect of resilience on the relationship between academic stress and subjective well-being among graduate nursing students.Background: Few studies explore the impact of academic stress and resilience on subjective well-being among graduate nursing students. Understanding the status of subjective well-being and associated factors in graduate nursing students will enable the development of tailored interventions to improve their well-being and academic achievements during graduation education. Design: A cross-sectional design. Methods: Graduate nursing students were recruited by social media between April 2021 and October 2021, in China. Subjective well-being was measured using the General Well-Being Schedule, resilience by the Connor-Davidson Resilience Scale, and academic stress through the Questionnaire of Assessing Academic Stress for graduate nursing students. Structural equation modelling was used to test the relationship among academic stress, resilience and subjective well-being. Findings:The mean score of subjective well-being for graduate nursing students was 76.37. The proposed model revealed a satisfied fit with the data. Academic stress and resilience were significantly related to subjective well-being in graduate nursing students. Resilience partially mediated the relationship between academic stress and subjective well-being, and the mediation effect accounted for 20.9% of the total effect of academic stress on the subjective well-being. Conclusion:Academic stress and resilience affected subjective well-being in graduate nursing students, while resilience partially mediated the relationship between academic stress and the subjective well-being.

show abstract

Section: Discussionmentioning

confidence: 99%

The academic stress and subjective well‐being of graduate nursing students: The mediating role of resilience

2023

Journal of Advanced Nursing

View full text Add to dashboard Cite

show abstract

“…11 Other researchers used explicit well-being instruments, including but not limited to the Psychological Wellbeing Scales, 15 the WHO Brief Scale, 16 and the Warwick-Edinburgh Scale. 17 Despite their promising results, the majority of these studies did not indicate a rationale behind selecting the instruments to "measure" well-being. In fact, very few studies have identified their theoretical frameworks or their definitions of students' well-being.…”

Section: Introductionmentioning

confidence: 99%

“…However, in the past few decades, the focus of well‐being studies has moved toward the positive end of the mental health spectrum, and started exploring the phenomena of resilience, coping, 13,14 and hope 11 . Other researchers used explicit well‐being instruments, including but not limited to the Psychological Wellbeing Scales, 15 the WHO Brief Scale, 16 and the Warwick‐Edinburgh Scale 17 . Despite their promising results, the majority of these studies did not indicate a rationale behind selecting the instruments to “measure” well‐being.…”

Section: Introductionmentioning

confidence: 99%

The six‐domain well‐being framework in oral health sciences: A pathway from theory to practice

Maragha,

Garcia,

Shuler

et al. 2023

Journal of Dental Education

View full text Add to dashboard Cite

ObjectivesWell‐being is a complex and multifaceted construct that has gained popularity in oral health sciences education. Maintaining students’ well‐being is essential for their academic performance and quality of life. While many definitions and frameworks of well‐being exist, their applicability to oral health sciences education remains unknown. This study aimed to evaluate the applicability of the Feeney and Collins's framework of well‐being to oral health sciences education by exploring students’ perceptions and experiences in the University of British ColumbiaMethodsAn Interpretive Description approach was used to conduct semi‐structured interviews with dental and dental hygiene students. Interviews were transcribed, and transcripts were coded and analyzed with guidance from Feeney and Collins's well‐being and thriving framework using content analysis. Domains were inductively developed within and beyond the organizing categories of the chosen framework.ResultsThirty‐one oral health sciences students participated in the study. Study data can largely be explained by the five well‐being domains suggested by Feeney and Collins: physical, psychological, eudaimonic, subjective, and social. Spirituality and gratitude emerged as an additional domain that contributes to students’ well‐being. Interdomain relationships were observed. The social domain seemed to contribute to all other well‐being domains; while the subjective domain seemed to be shaped by all other domainsConclusionsFeeney and Collins's framework seemed to be useful to understand and conceptualize well‐being in oral health sciences education but needed to be expanded to include spirituality and gratitude. Further evidence is needed to explore the applicability of this framework in other health professional education disciplines.

show abstract

Social support and subjective well-being among postgraduate medical students: the mediating role of anxiety and the moderating role of alcohol and tobacco use

Huang

Zhang

Wang

et al. 2021

Heliyon

View full text Add to dashboard Cite

Medical students often face pressures from various sources in the course of postgraduate studies, and these factors have a negative impact on their subjective well-being. Previous researches have revealed that social support is a vital factor influencing subjective well-being, but unfortunately the underlying mechanism for this is unclear, especially for postgraduate medical students. The current study has inspected the effects of social support on subjective well-being of postgraduate medical students, the mediating role of anxiety and the moderating role of alcohol and tobacco use in the association between social support and subjective well-being of postgraduate medical students. A sample of 900 postgraduate medical students (Mage ¼ 27.01 years, SD ¼ 3.33) from The Second Affiliated Hospital of Nanchang University completed the Social Support Rating Scale, the Generalized Anxiety Disorder-7, the Tobacco and Alcohol Use Questionnaire and the Subjective Well-Being Scale. Analysis of the structural equation model revealed that anxiety partially mediated the relationship between social support and subjective well-being of postgraduate medical students, while alcohol and tobacco use moderated the relationship between anxiety and subjective well-being of postgraduate medical students. This study revealed how social support act upon subjective well-being of postgraduate medical students. This study provides a theoretical basis for promoting and enhancing the subjective well-being of postgraduate medical students.

show abstract

Evaluating Well-being Among Dental Students Using the Warwick-Edinburgh Mental Well-being Scale and the Relationship Between Mental Well-being and Socio-demographic Findings

Cited by 4 publications

References 0 publications

The academic stress and subjective well‐being of graduate nursing students: The mediating role of resilience

The academic stress and subjective well‐being of graduate nursing students: The mediating role of resilience

The six‐domain well‐being framework in oral health sciences: A pathway from theory to practice

Social support and subjective well-being among postgraduate medical students: the mediating role of anxiety and the moderating role of alcohol and tobacco use

Contact Info

Product

Resources

About