Abstract:Background
Few individuals have focused on the experience of students during social events, especially among college students with social anxiety disorder. This study aimed to explore the anxiety experience among college students with social anxiety disorder in social situations.
Methods
This qualitative interpretive study was conducted on college students who were diagnosed with social anxiety disorder (SAD) and recruited from two colleges in Heilongjiang Province, Chi… Show more
Purpose: To investigate the level of discomfort in patients undergoing respiratory endoscopy in order to provide experimental evidence for the formulation of a comfort assessment scale for this procedure, and for guiding future research and intervention measures.
Methods: Using the phenomenological research method of qualitative research, semi-structured interviews were conducted with 18 patients who underwent respiratory endoscopy in the Respiratory Intervention Center of the Fourth Affiliated Hospital of Zhejiang University School of Medicine. The interview data were analyzed, and the theme was extracted using the Colaizzi 7-step analysis method. During the surgery, remimazolam besylate (intravenous injection, 5 - 7.5 mg) was used in combination with fentanyl (intravenous injection, 1 - 2 µg/kg) for flexible bronchoscopy examination.
Results: From the interview data, 3 themes and 9 sub-themes that affect the comfort of patients undergoing respiratory endoscopic surgery were identified. These comprised individual factors (fear and worry about the outcome), family factors (family financial difficulties and lack of care from family), and medical care factors (attitude of medical caregivers, insufficient health education, unreasonable operation arrangements, inconvenient care, and surgical complications).
Conclusion: Patients undergoing respiratory endoscopy experience a higher degree of comfort when remimazolam besylate is used in combination with fentanyl. Medical staff should correctly identify the sources of discomfort in patients undergoing respiratory endoscopy under general anesthesia, and provide targeted interventions to improve the comfort experienced. Moreover, the quality of service provided by medical staff should be improved.
Purpose: To investigate the level of discomfort in patients undergoing respiratory endoscopy in order to provide experimental evidence for the formulation of a comfort assessment scale for this procedure, and for guiding future research and intervention measures.
Methods: Using the phenomenological research method of qualitative research, semi-structured interviews were conducted with 18 patients who underwent respiratory endoscopy in the Respiratory Intervention Center of the Fourth Affiliated Hospital of Zhejiang University School of Medicine. The interview data were analyzed, and the theme was extracted using the Colaizzi 7-step analysis method. During the surgery, remimazolam besylate (intravenous injection, 5 - 7.5 mg) was used in combination with fentanyl (intravenous injection, 1 - 2 µg/kg) for flexible bronchoscopy examination.
Results: From the interview data, 3 themes and 9 sub-themes that affect the comfort of patients undergoing respiratory endoscopic surgery were identified. These comprised individual factors (fear and worry about the outcome), family factors (family financial difficulties and lack of care from family), and medical care factors (attitude of medical caregivers, insufficient health education, unreasonable operation arrangements, inconvenient care, and surgical complications).
Conclusion: Patients undergoing respiratory endoscopy experience a higher degree of comfort when remimazolam besylate is used in combination with fentanyl. Medical staff should correctly identify the sources of discomfort in patients undergoing respiratory endoscopy under general anesthesia, and provide targeted interventions to improve the comfort experienced. Moreover, the quality of service provided by medical staff should be improved.
“…These include new living arrangements, forming social relationships, and balancing academic commitments with other responsibilities [ 15 ]. In addition, while interpersonal communication and speaking in front of others are crucial skills in students’ lives, careers, and academic pursuits, today’s college students frequently struggle with interpersonal communication issues, with social anxiety being one of the major psychological issues affecting their academic performance and quality of life [ 32 , 33 ].…”
Social anxiety disorder (SAD) is prevalent among university students, yet data on its severity among foreign-born international undergraduate students in Türkiye remains limited. This study aims to determine the prevalence of SAD and its associated factors within this population. A cross-sectional study was conducted using a Google Form survey distributed across various universities from September 17, 2023, to February 1, 2024. The survey comprised two sections: sociodemographic information and 17 items of the Social Phobia Inventory (SPIN), which measures the frequency and intensity of social anxiety symptoms. Data analysis included descriptive statistics and inferential analysis, multiple regression, and binomial logistic regression. Out of 506 participants, 455 were included in the study. Results revealed that 39.1% exhibited no or very mild symptoms of SAD, while 23.7% experienced mild symptoms, 21.3% faced moderate symptoms, and 11.6% and 4.2% presented with severe to very severe symptoms, respectively. Factors such as gender (p < 0.0001), previous academic failures (p = 0.013), family history of mental health issues (p = 0.009), exercise frequency (p < 0.0001), and perceptions of relationships with classmates (p < 0.0001) were significantly associated with SAD. Females showed a higher probability of SAD compared to males (OR = 1.976). Individuals engaging in over 90 minutes of exercise per week were less likely to have SAD (OR = 0.383), and occasional smokers had a lower risk of SAD compared to non-smokers (OR = 0.422). Our study uncovered a notably elevated prevalence of Social Anxiety Disorder (SAD) among foreign-born undergraduate students in Türkiye. Factors such as being female, having a family history of mental illnesses, studying in a stressful environment, experiencing academic failure, and engaging in less frequent exercise were associated with noticeable symptoms of SAD. These findings emphasize the urgent need for heightened efforts in recognizing and addressing SAD within this population.
“…This situation is even more evident in the field of university student counselling and mental health services, which can, at times, appear tangential to mainstream efforts in evaluating and monitoring client outcomes (Broglia et al, 2018). Specific features characterise the context and delivery of student counselling, including changing student demographics (e.g., widening participation); developmental factors (e.g., transition from adolescence to adulthood); leaving home (associated homesickness and lack of belonging; Gopalan & Brady, 2019); needing to perform at their highest level academically (Karaman et al, 2019); impact of social media (Baltaci, 2019); and high prevalence of social anxiety (Luan et al, 2022). The therapeutic models adopted in university counselling are varied and will invariably be short-term working within the constraints of semesters and the finite duration of university courses (Mair, 2015).…”
AimRoutine outcome monitoring (ROM), including the use of feedback, has become a much vaunted method in psychological therapies but is little used in university/college counselling and mental health services, perhaps because its adoption raises questions for many practitioners and service leaders. There is a need for both clinical‐ and research‐based statements to clarify the reasoning and rationale for ROM. This paper aims to present and respond to common challenges of and reservations about using ROM in student counselling and/or mental health services.MethodThe article poses 15 questions and issues about the adoption of ROM drawn from the literature on this topic and further refined by practitioner‐ and researcher‐members of a consortium comprising service leads, practitioners, and researchers working in the field of student counselling in the UK. The questions address nine themes: (1) the purpose and yield of ROM; (2) the burden of measurement; (3) the impact on clients and process of therapy; (4) consistency with therapeutic theory; (5) client groups and settings; (6) concern from practitioners; (7) equality, diversity, and inclusion; (8) implementation; and (9) relationship with the paradigm of practice‐based evidence.FindingsResponses to each of the 15 questions are provided from a methodological, evidence‐based, and clinical perspective.ConclusionsThe responses provide practitioners with the necessary information to enable them to make informed decisions as to the value, or otherwise, of adopting ROM, including feedback, in the delivery of counselling interventions, and generating evidence created from clinical practice.
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