Department of Occupational Science and Occupational Therapy, University College Cork/Academic Advisor UCC Graduate Attributes Programme, University College Cork, Cork, Ireland.
Department of Occupational Science and Occupational Therapy, University College Cork, Cork, Ireland.
Ir J Psychol Med. 2024 Jun;41(2):233-237. doi: 10.1017/ipm.2021.74. Epub 2021 Nov 24.
Challenging transitions, increased stress and mental ill health can affect students' academic performance and their capacity to remain in higher education. Prevention and early treatment of mental health problems in college students is therefore a key public health priority, nationally and internationally. Developing a range of evidence-based interventions targeting the mental health of students is critical. We examined the feasibility and acceptability of a new universal time use and well-being intervention, the ' digital badge (EMDB), a co-curricular micro-credential for first-year college students.
This study used a single-arm, pre-post design for first-year undergraduate students. The EMDB comprised eight 1-hour lunchtime sessions on brain development and time-use habits across the 24 hours of the day including sleep, self-care, leisure, study and work. Validated measures of occupational competence and value, mental well-being, sleep health, mindset, self-compassion and gratitude were completed, along with an evaluation questionnaire.
Eight first-year undergraduate students completed the demographic questionnaire and pre- and post- measures, with one additional student completing only the evaluation questionnaire. There was significantly improved levels of well-being, self-compassion and growth mindset following the intervention. Many of the challenges reported by participants related to occupational issues such as managing finances and having a satisfying routine. Participants appreciated the practical relevance and scientific underpinnings of the programme content. The sense of belonging within the group and having insightful conversations with other group members were particularly valued by participants.
This study offers preliminary evidence that an occupational therapy based universal time-use and well-being intervention was feasible to deliver and acceptable to first-year undergraduate students. The results of this study and the participant acceptability support further development and evaluation of the EMDB intervention.
充满挑战的转变、压力增加和心理健康问题会影响学生的学业表现和他们继续接受高等教育的能力。因此，预防和早期治疗大学生的心理健康问题是国家和国际层面上的一项关键公共卫生重点。开发针对学生心理健康的一系列基于证据的干预措施至关重要。我们研究了一种新的通用时间利用和幸福感干预措施——“数字徽章（EMDB）”的可行性和可接受性，该措施针对的是大学一年级学生。
本研究采用了一种单臂、前后测试设计，针对的是一年级本科生。EMDB 包括八节 1 小时的午餐时间课程，涵盖了一天 24 小时的大脑发育和时间利用习惯，包括睡眠、自我保健、休闲、学习和工作。完成了职业能力和价值观、心理健康、睡眠健康、思维模式、自我同情和感恩的验证性衡量标准，以及一份评估问卷。
八名一年级本科生完成了人口统计问卷以及前后测试，还有一名额外的学生仅完成了评估问卷。干预后，幸福感、自我同情和成长思维模式的水平显著提高。参与者报告的许多挑战都与职业问题有关，例如管理财务和有一个令人满意的日常生活。参与者赞赏该项目内容的实用性和科学基础。参与者特别重视群体归属感以及与其他小组成员进行深入的对话。
本研究提供了初步证据，表明基于职业治疗的通用时间利用和幸福感干预措施是可行的，并且被一年级本科生所接受。这项研究的结果和参与者的可接受性支持了 EMDB 干预措施的进一步开发和评估。
