Amanda Alves de Alencar Ribeiro, Márcia Astrês Fernandes, Kelly Graziani Giacchero Vedana, Jefferson Abraão Caetano Lira, Nanielle Silva Barbosa, Eukália Pereira Rocha, Kayron Rodrigo Ferreira Cunha
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Mental health and university dropout among nursing students: A cross-sectional study.
Introduction: Various factors and motivations linked to higher education dynamics can impact professional training, academic involvement, student well-being, and dropout. Knowledge of these factors enables the adoption of more appropriate strategies to promote student retention.
Objective: Identification of potential motivations for dropping out of university and the relationship with symptoms of depression, anxiety and stress among undergraduate nursing students.
Method: A cross-sectional study was carried out with 179 undergraduate nursing students at a public university in northeastern Brazil. Students who were actively enrolled were included and those who were on withdrawal/leave of absence from university were excluded. Data was collected using the following instruments: Sociodemographic questionnaire; Scale of Reasons for Dropping Out of Higher Education and Depression, Anxiety and Stress Scale.
Results: The variables linked to students' mental health were associated with the motivational domains for dropping out. Among students with depressive symptoms, they were almost 3.5 times more likely to drop out of university for reasons related to 'Academic performance' (3.448); while for anxiety and stress, the chances of dropping out related to 'Lack of support' increased by 3.85 and 3.2 times, respectively.
Conclusion: Indicators of student mental health are significantly related to motivations for dropping out of university. It is hoped that this study will broaden the understanding of this phenomenon, from a multifactorial perspective, and will be a driving force behind the planning of integrated actions to improve the well-being and retention of students.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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