Psychological distress and well-being among students of health disciplines : the importance of academic satisfaction

Franzen, Jessica (Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts Western Switzerland) ; Jermann, Françoise (Department of Psychiatry, Geneva University Hospitals, Geneva, Switzerland) ; Ghisletta, Paolo (Faculty of Psychology, University of Geneva, Geneva, Switzerland ; Faculty of Psychology, Swiss Distance University Institute, Switzerland ; Swiss National Centre of Competence in Research LIVES, University of Geneva, Switzerland) ; Rudaz, Serge (School of Pharmaceutical Sciences, University of Geneva, Geneva, Switzerland) ; Bondolfi, Guido (Department of Psychiatry, Geneva University Hospitals, Geneva, Switzerland) ; Tran, Nguyen Toan (Faculty of Medicine, University of Geneva, Geneva, Switzerland ; Australian Centre for Public and Population Health Research, Faculty of Health, University of Technology Sydney)

Background: Research on the mental health of students in health disciplines mainly focuses on psychological distress and nursing and medical students. This study aimed to investigate the psychological well-being and distress and related factors among undergraduate students training in eight different health-related tracks in Geneva, Switzerland. Methods: This cross-sectional study used established self-filled scales for anxiety, depression, stress, psychological well-being, and study satisfaction. Descriptive statistics and hierarchical regression analyses were applied. Results: In October 2019, out of 2835 invited students, 915 (32%) completed the survey. Lower academic satisfaction scores were strongly associated with depression (β = −0.26, p < 0.001), anxiety (β = −0.27, p < 0.001), and stress (β = −0.70, p < 0.001), while higher scores were associated with psychological well-being (β = 0.70, p < 0.001). Being female was strongly associated with anxiety and stress but not with depression or psychological well-being. Increased age was associated with enhanced psychological well-being. The nature of the academic training had a lesser impact on mental health and the academic year had none. Conclusion: Academic satisfaction strongly predicts depression, anxiety, stress, and psychological well-being. Training institutions should address the underlying factors that can improve students’ satisfaction with their studies while ensuring that they have access to psychosocial services that help them cope with mental distress and enhance their psychological well-being.

Article Type:
HEdS - Genève
Aucun institut
9 p.
Published in:
International journal of environmental research and public health
Numeration (vol. no.):
2021, vol. 18, no. 4, article 2151
Appears in Collection:

 Record created 2021-03-01, last modified 2021-05-03

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