Peer support intervention as a tool to address college students’ mental health amidst the COVID-19 pandemic

Arenas, Daniel Luccas; Viduani, Anna; Bassols, Ana Margareth Siqueira; Hauck, Simone

doi:10.1177/0020764020954468

Cited by 19 publications

(13 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Remote delivery of peer support F I G U R E 1 Interactions between nursing and perceived vulnerability to anxiety (upper panel) and depression (lower panel). High/low perceived vulnerability is divided into groups by a median score (7.95) (Arenas et al, 2021) and stress management interventions (Khademian et al, 2020) are suggested for college students in the context of the pandemic. Such psychosocial interventions should be adapted to nursing students.…”

Section: Discussionmentioning

confidence: 99%

“…In light of these results, future nursing education should develop strategies to encourage students to adjust to mental health emergencies during the COVID‐19 pandemic. Remote delivery of peer support (Arenas et al, 2021) and stress management interventions (Khademian et al, 2020) are suggested for college students in the context of the pandemic. Such psychosocial interventions should be adapted to nursing students.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Depression and anxiety among nursing students during the COVID‐19 pandemic in Tohoku region, Japan: A cross‐sectional survey

Sakai

Nakanishi

et al. 2022

Japan Journal Nursing Sci

View full text Add to dashboard Cite

Aim Restrictions such as physical distancing and online learning for college students were implemented due to the COVID‐19 pandemic. Owing to this, students may experience psychological distress from social isolation and loneliness. Nursing students are subjected to an exacerbated level of distress during the pandemic due to their role as health professionals. Therefore, the present study aimed to investigate the level of anxiety and depression among Japanese nursing students, according to their perceived vulnerability to COVID‐19. Methods A total of 281 college students (104 nursing students and 177 other college students) responded to a web‐based anonymous questionnaire survey from 18 August to 31 October 2020. The Hospital Anxiety and Depression Scale was used to evaluate anxiety (HADS‐A) and depression (HADS‐D). Perceived vulnerability to COVID‐19 was assessed using the Perceived Vulnerability to Disease Scale. Results In both groups of students, the prevalence of both anxiety (30.5% in nursing students; 69.5% in others) and depressive symptoms (31.1% in nursing students; 68.9% in others) were remarkably high. There were no significant differences in anxiety and depression between nursing and other students after adjusting for perceived vulnerability to COVID‐19 plus socio‐demographic characteristics and stress coping styles. Perceived vulnerability and its interactions with nursing did not show a significant association with either depression or anxiety. Conclusion This study highlights the need for greater support and preventive strategies for mental health problems for college students during the COVID‐19 pandemic regardless of perceived vulnerability.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Depression and anxiety among nursing students during the COVID‐19 pandemic in Tohoku region, Japan: A cross‐sectional survey

Sakai

Nakanishi

et al. 2022

Japan Journal Nursing Sci

View full text Add to dashboard Cite

show abstract

“…Specifically, we believe it is essential that further research be conducted to illuminate potential factors that increase the college success of men and students from historically marginalized and minoritized groups. This might include factors such as participation in peer mentorship programs (Zevallos & Washburn, 2014), use of culturally relevant curricula (Ladson-Billings, 1995, 2014), and increased social and mental health support (Arenas et al, 2021; Benjet, 2020).…”

Section: Discussionmentioning

confidence: 99%

Remote online learning outcomes in introductory psychology during the COVID-19 pandemic.

Gravelle¹,

Brodsky²,

Lodhi³

et al. 2022

Scholarship of Teaching and Learning in Psychology

View full text Add to dashboard Cite

This study investigated factors contributing to Introductory Psychology students' success in remote online learning during the coronavirus disease (COVID-19) pandemic. Building on the composite persistence model, we used learning outcomes assessment data to examine student characteristics (demographics), skills, and internal and external factors as predictors of performance of diverse students (N = 1,270) enrolled at an open-enrollment, Hispanicserving institution in Fall 2020. In keeping with prepandemic national trends, Hispanic/ Latinx and Black/African American students performed worse across outcomes (pass/fail, homework submission, quiz scores, and test grades), as did males on most outcomes. Reading comprehension skill predicted all outcomes over and above student characteristics. For internal factors, greater perceived difficulty of transitioning to online learning adversely impacted most outcomes. Self-reported digital multitasking was unrelated to outcomes; only 25% of students identified difficulties with attention and motivation as a learning challenge. For external factors, the use of handheld devices to complete homework was associated with worse outcomes. About half (49%) identified digital access as a challenge, though identifying this challenge was unrelated to outcomes. Additionally, students in larger sections (≥119 students) performed worse. Students who noted specific challenges (e.g., digital access, disruptive environments) at the start of the semester tended to be from demographic groups (e.g., females) with better outcomes. Cumulatively, these factors accounted for only 10.4%-16.5% of variance in course outcomes, suggesting that other factors beyond the present study's scope (e.g., student, family, and community mental and physical health) may have also impacted learning during the pandemic.

show abstract

“…Due to the foregoing, it is important for multidisciplinary mental health teams established by health authorities at regional and national levels (including psychiatrists, psychiatric nurses, clinical psychologists, and other mental health workers) to deliver mental health support to health workers [22,[26][27][28][29]. Furthermore, they can serve as the foundation in readiness for new infectious disease epidemics in the future [30,31].…”

Section: Discussionmentioning

confidence: 99%

Comparison of COVID-19 Pandemic-Related Stress among Frontline Medical Personnel in Daegu City, Korea

et al. 2021

View full text Add to dashboard Cite

Background and Objectives: Frontline medical staff usually experience high levels of stress, which could greatly impact their work output. We conducted a survey to investigate the level of stress and its association with job types, work departments, and medical centers among COVID-19 pandemic frontline medical personnel. Materials and Methods: We conducted a cross-sectional survey using a self-administered questionnaire among 307 frontline medical staff who cared for COVID-19 patients in Daegu city. We used a 33-item questionnaire to assess respondents’ general characteristics, job stress, personal effects associated with the COVID-19 pandemic, and their stress level. A general health questionnaire-12 (GHQ-12) was included in our questionnaire. Results: Majority (74.3%) of the respondents were in the stress group. The mean GHQ-12 score was 14.31 ± 4.96. More females (67.4%, p < 0.05) and nurses (73.3%, p = 0.001) were in the stress group compared to males and doctors. Medical staff in the general ward considered the severity of the COVID-19 pandemic situation higher. Nurses perceived work changes (p < 0.05), work burden (p < 0.05), and personal impact (p < 0.05) more serious than doctors. Medical staff in Level 3 emergency department (ED) perceived a lack of real-time information (p = 0.012), a lack of resources, and negative personal impacts associated with the pandemic as more serious than staff in Level 1 and Level 2 EDs. Medical staff in the intensive care unit perceived work changes (p < 0.05), work burden (p < 0.05), and lack of personal protective equipment (p = 0.002) as more serious than staff in the ED and general ward. Conclusion: Providing real-time information and resources for reducing work burden and negative personal impact is central to maximizing the work output of the COVID-19 pandemic frontline medical staff. Supporting their mental health through regular programs and intervention is also imperative.

show abstract

Peer support intervention as a tool to address college students’ mental health amidst the COVID-19 pandemic

Cited by 19 publications

References 10 publications

Depression and anxiety among nursing students during the COVID‐19 pandemic in Tohoku region, Japan: A cross‐sectional survey

Depression and anxiety among nursing students during the COVID‐19 pandemic in Tohoku region, Japan: A cross‐sectional survey

Remote online learning outcomes in introductory psychology during the COVID-19 pandemic.

Comparison of COVID-19 Pandemic-Related Stress among Frontline Medical Personnel in Daegu City, Korea

Contact Info

Product

Resources

About