Doctorate Program in Clinical Medicine and Public Health, University of Granada, Granada, Spain.
Instituto de Investigación Biosanitaria (ibs-GRANADA), Granada, Spain.
Front Public Health. 2024 Aug 12;12:1447649. doi: 10.3389/fpubh.2024.1447649. eCollection 2024.
The significant changes experienced by university students in their training are inherent to educational processes. Social isolation caused by the COVID-19 pandemic, online education and the reopening of higher-education institutions produced substantial variations in the lifestyle of university students in health sciences and generated academic stress and perceived stress. This study was conducted at the National University of Chimborazo (UNACH), a public institution located in Riobamba, central Ecuador, the diverse student's population provided an ideal setting for examining the interplay between academic and perceived stress, lifestyle factors, and learning modalities. The research focused on health sciences students across six academic programs. The university's geographical position and demographic characteristics offered a representative sample for investigating these factors within the context changing.
To compare academic and perceived stress and university students' lifestyles at two different periods: (1) during the mandatory social confinement caused by the COVID-19 pandemic with an online learning modality (T1); (2) in the post-pandemic period with a return to face-to-face activities (T2).
An observational, analytical, quantitative, and longitudinal study.
Students from six programs (Nursing, Physiotherapy, Clinical Laboratory, Medicine, Dentistry, and Clinical Psychology) from the Faculty of Health of the National University of Chimborazo-Ecuador ( = 2,237) participated voluntarily, the students had one mean age of M = 21.31 (SD = 2.36) at T1 and M = 22.94 (SD = 2.40) at T2. Non-probability convenience sampling was employed due to the accessibility of the student population and the importance of including the maximum number of relevant individuals within the study population.
The following instruments were used: Nola Pender's Lifestyle Profile Questionnaire, Cognitive Systemic Inventory for the study of academic stress, and Cohen's Perceived Stress Scale.
In T1 and T2, students reported high levels of stress, and increased unhealthy lifestyle increased with the return to classrooms. Additionally, upon returning to face-to-face activities (T2), the mean score applied to the responses of Nola Pender's Lifestyle Profile Questionnaire decreased from M = 113.34 (SD = 23.02) to M = 107.2 (SD = 29.70; < 0.001). There was significant difference ( < 0.001) in academic stress in T1 [M = 66.25 (SD = 15.66)] and T2 [M = 64.00 (SD = 17.91)].
Upon returning to university classrooms (T2), the number of students who reported an "unhealthy" lifestyle increased. Academic stress was high in T1 and T2 and was reported higher in online activities during social isolation.
大学生在培训中经历的重大变化是教育过程中固有的。由于 COVID-19 大流行导致的社交隔离、在线教育以及高等教育机构的重新开放，使得卫生科学专业大学生的生活方式发生了重大变化，并产生了学业压力和感知压力。本研究在厄瓜多尔中部里奥班巴的国家钦博拉索大学（UNACH）进行，这是一所公立大学，学生群体的多样性为研究学术和感知压力、生活方式因素以及学习模式之间的相互作用提供了理想的环境。研究集中在六个学术项目的健康科学专业学生。该大学的地理位置和人口特征提供了一个有代表性的样本，可在不断变化的背景下调查这些因素。
比较 COVID-19 大流行期间强制社交隔离（采用在线学习模式）（T1）和大流行后重返面对面活动（T2）两个不同时期大学生的学术和感知压力以及生活方式。
观察性、分析性、定量和纵向研究。
来自厄瓜多尔国家钦博拉索大学健康科学系六个专业（护理、物理治疗、临床实验室、医学、牙科和临床心理学）的学生（N = 2,237）自愿参加，T1 时学生的平均年龄为 M = 21.31（SD = 2.36），T2 时为 M = 22.94（SD = 2.40）。由于学生群体的可及性以及在研究人群中纳入尽可能多的相关个体的重要性，因此采用了非概率方便抽样。
使用了以下工具：Nola Pender 的生活方式概况问卷、认知系统学学术压力量表和 Cohen 的感知压力量表。
在 T1 和 T2 中，学生报告的压力水平较高，随着重返课堂，不健康的生活方式增加。此外，在恢复面对面活动（T2）后，Nola Pender 的生活方式概况问卷的响应平均得分从 M = 113.34（SD = 23.02）降至 M = 107.2（SD = 29.70；<0.001）。T1 [M = 66.25（SD = 15.66）]和 T2 [M = 64.00（SD = 17.91）]的学术压力存在显著差异（<0.001）。
重返大学课堂（T2）后，报告“不健康”生活方式的学生人数增加。T1 和 T2 的学术压力都很高，并且在社交隔离期间的在线活动中报告的压力更高。
