黎巴嫩和沙迦的校园关闭与学生心理健康：一项比较横断面研究

Q2 Nursing

International Journal of Africa Nursing Sciences Pub Date : 2025-01-01 DOI:10.1016/j.ijans.2025.100844

Michael Clinton , Jacqueline Maria Dias , Myrna A. Doumit , Mohamad Alameddine , Murielle Mardi , Karen Bou- Karroum

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引用次数: 0

摘要

自2019年10月以来，黎巴嫩陷入政治瘫痪和经济危机。不断上升的通货膨胀和财政困境增加了大学生的压力。沙迦是阿拉伯联合酋长国一个富裕且政治稳定的国家。调查人员已经研究了COVID-19对大学生的影响，但尚未比较校园关闭对危机国家和高收入国家学生的影响。因此，该研究旨在比较黎巴嫩和沙迦校园关闭后学生对在线学习的看法、焦虑、抑郁和倦怠的患病率，以及生活满意度、适应力和参与度得分。方法于2021年11月至2022年7月进行电子匿名调查。370名参与者包括232名本科生、37名黎巴嫩的护理专业学生和101名沙迦的护理专业学生。学生采用描述性统计、方差分析、Mann-Whitney U和Hotelling t检验。参数检验结果解释为不相等的样本量。结果黎巴嫩非护生和沙迦护生的焦虑筛查阳性率分别为87.1%和100%。沙迦学生的抑郁症患病率高于黎巴嫩的本科生和护生（92.7%比90.5%和87.4%）。在黎巴嫩和沙迦，本科生的高倦怠率高于护生（83.2%比54.1%和53.5%）。黎巴嫩与沙迦学生平均得分差异的效应量分别为：生活满意度η2 = 0.13，焦虑η2 = 0.09，高倦怠η2 = 0.06。在抑郁、敬业或恢复力方面，没有统计学上显著的位置效应。黎巴嫩学生比沙迦学生更关心在线学习（p = 0<.001）。黎巴嫩的高三学生比其他国家的学生更关心他们毕业后的前景(p <；0.05)。结论黎巴嫩和沙迦的焦虑、抑郁和高倦怠的患病率表明需要采取全机构战略来建立健康的校园文化。焦虑、抑郁或高度倦怠筛查呈阳性的学生需要专业的心理健康评估和循证干预。在线资源可以补充机构资源，促进最佳实践，并鼓励持续创新。

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Campus closures and students’ mental health in Lebanon and Sharjah: A comparative cross-sectional study

Background

Since October 2019, Lebanon has been immersed in political paralysis and economic crisis. Rising inflation and financial distress have added to the stressors on university students. Sharjah is a wealthy and politically stable state in the United Arab Emirates. Investigators have researched the impact of COVID-19 on university students but have yet to compare campus closure effects on students in crisis-torn and high-income countries. Accordingly, the study aimed to compare students’ perceptions of online learning, prevalence rates for anxiety, depression, and burnout, and life satisfaction, resilience, and engagement scores following campus closures in Lebanon and Sharjah.

Methods

The electronic anonymous survey was conducted from November 2021 to July 2022. The 370 participants were 232 undergraduates, 37 nursing students in Lebanon, and 101 nursing students in Sharjah. The students in Descriptive statistics, ANOVA, the Mann-Whitney U, and Hotelling T-tests were used. Parametric test results were interpreted for non-equal sample sizes.

Results

All the non-nursing students in Lebanon and 87.1 % of the nursing students in Sharjah screened positive for anxiety. Students in Sharjah had a higher prevalence of depression than undergraduates and nursing students in Lebanon (92.7 % versus 90.5 % and 87.4 %). Undergraduates had a higher prevalence of high burnout than nursing students in Lebanon and Sharjah (83.2 % versus 54.1 % and 53.5 %). The effect sizes for differences between students’ mean scores in Lebanon and Sharjah were life satisfaction η2 = 0.13, anxiety = η2 = 0.09, and high burnout 2 = 0.06. There were no statistically significant location effects for depression, engagement, or resilience. Students in Lebanon were more concerned about online learning than students in Sharjah (p = 0<.001). Final-year students in Lebanon were more concerned about their post-graduation prospects than others (p < 0.05).

Conclusion

The prevalence rates for anxiety, depression, and high burnout in Lebanon and Sharjah indicate the need for whole-of-institution strategies to build healthy campus cultures. Students who screen positive for anxiety, depression, or high burnout require professional mental health assessment and access to evidence-based interventions. Online resources are available to supplement institutional resources, promote best practices, and encourage continuous innovation.

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来源期刊

International Journal of Africa Nursing Sciences Nursing-Nursing (all)

CiteScore

2.40

自引率

0.00%

发文量

114

审稿时长

21 weeks

期刊介绍： International Journal of Africa Nursing Sciences (IJANS) is an international scientific journal published by Elsevier. The broad-based journal was founded on two key tenets, i.e. to publish the most exciting research with respect to the subjects of Nursing and Midwifery in Africa, and secondly, to advance the international understanding and development of nursing and midwifery in Africa, both as a profession and as an academic discipline. The fully refereed journal provides a forum for all aspects of nursing and midwifery sciences, especially new trends and advances. The journal call for original research papers, systematic and scholarly review articles, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing as related to nursing and midwifery in Africa, technical reports, and short communications, and which will meet the journal''s high academic and ethical standards. Manuscripts of nursing practice, education, management, and research are encouraged. The journal values critical scholarly debate on issues that have strategic significance for educators, practitioners, leaders and policy-makers of nursing and midwifery in Africa. The journal publishes the highest quality scholarly contributions reflecting the diversity of nursing, and is also inviting international scholars who are engaged with nursing and midwifery in Africa to contribute to the journal. We will only publish work that demonstrates the use of rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of nursing and midwifery as it relates to the Africa context.