Beogo Idrissa, Ramdé Jean, Anne Abdoulaye, Gagnon Marie-Pierre, Sia Drissa, Nguemeleu Tchouaket Eric
Faculty of Health Sciences, School of Nursing, University of Ottawa, Ottawa, ON, Canada.
Institut du Savoir Montfort, Ottawa, ON, Canada.
JMIR Res Protoc. 2023 Sep 19;12:e47059. doi: 10.2196/47059.
Based on experiences with the COVID-19 pandemic, postsecondary institutions were most affected by the restrictions. Students, especially international students, have borne the brunt associated with in-person learning restrictions imposed by public health recommendations. Canada is among the top 3 countries hosting international students (ISs), including Francophone students in provinces such as Quebec and other anglophone regions. Academic restrictions were accompanied by other measures such as quarantine, self-isolation, social distancing, and travel ban, to cite some. This has had a wide-ranging impact on these ISs. The resulting psychological distress and burden may have a much greater impact on Francophone ISs in anglophone settings, many of whom had ordinarily limited access to active offers of care in French in addition to cultural barriers and low literacy of the health care system. In order to take advantage of the effectiveness of eHealth as a pertinent and promising avenue, our project intends to build a web-based application that is cost-effective, user-friendly, anonymous, and capable to prompt interactive interventions as a first-line resource for psychological distress. In fact, internet applications have been increasingly used for the management of psychological distresses, and internet-based cognitive behavioral therapy is one of the preferred methods to prevent or control them.
The aims of this study are to (1) design, implement, and maintain Psy-Web for the psychological support of ISs and (2) analyze the results of the implementation of the Psy-Web platform, the additional resources solicited, and the results obtained.
This interventional project will use a sequential mixed design in the exploratory phase (phase 1) including the construction of the Psy-Web platform. A quantitative prospective component (phase 2) will include the intervention content of the Psy-Web platform. In total, 105 ISs participants (study group) and 52 ISs (control group), based on a ratio of 1:2, will be considered. The control group participants include those who did not use the web platform.
The project is at the data collection stage (phase 1). Psy-Web will be built in accordance with the DMAIC (Define, Measure, Analyze, Improve and Control) model with the perspective of boosting its robustness. As a first-line resource to prevent psychological distress and ultimately improve their academic performance, Psy-Web is an innovative opportunity for high education managers. The project involves a multisectoral and a multidisciplinary partnership.
The project will develop a promising web-based solution to prevent psychological distress. Ultimately, Psy-Web will be operable in multiple languages including French.
INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): PRR1-10.2196/47059.
基于新冠疫情的经验，高等院校受限制影响最大。学生，尤其是国际学生，首当其冲地承受了公共卫生建议所带来的面对面学习限制。加拿大是接收国际学生最多的三个国家之一，包括魁北克省等省份的法语学生以及其他英语地区的学生。学术限制还伴随着诸如隔离、自我隔离、社交距离和旅行禁令等其他措施。这对这些国际学生产生了广泛影响。由此产生的心理困扰和负担可能对身处英语环境的法语国际学生产生更大影响，他们中的许多人除了面临文化障碍和医疗保健系统的低识字率外，通常还难以获得法语的主动护理服务。为了利用电子健康作为一个相关且有前景的途径的有效性，我们的项目打算构建一个基于网络的应用程序，该程序具有成本效益、用户友好、匿名，并能够作为心理困扰的一线资源促进交互式干预。事实上，互联网应用程序越来越多地用于心理困扰的管理，基于互联网的认知行为疗法是预防或控制这些困扰的首选方法之一。
本研究的目的是（1）设计、实施和维护用于国际学生心理支持的Psy-Web，以及（2）分析Psy-Web平台的实施结果、所寻求的额外资源以及获得的结果。
这个干预项目将在探索阶段（第1阶段）使用序贯混合设计，包括构建Psy-Web平台。定量前瞻性部分（第2阶段）将包括Psy-Web平台的干预内容。总共将考虑105名国际学生参与者（研究组）和52名国际学生（对照组），比例为1:2。对照组参与者包括未使用网络平台的人。
该项目处于数据收集阶段（第1阶段）。Psy-Web将按照DMAIC（定义、测量、分析、改进和控制）模型构建，以提高其稳健性。作为预防心理困扰并最终提高学业成绩的一线资源，Psy-Web对高等教育管理者来说是一个创新机会。该项目涉及多部门和多学科的合作关系。
该项目将开发一个有前景的基于网络的解决方案来预防心理困扰。最终，Psy-Web将能够以多种语言运行，包括法语。
国际注册报告标识符（IRRID）：PRR1-10.2196/47059。
