Lesunyane Annah, Ramano Enos, Niekerk Karin van, Boshoff Kobie, Dizon Janine
Department of Occupational Therapy, University of Pretoria, Pretoria, South Africa.
Department of Occupational Therapy, School of Health Care Sciences, Sefako Makgatho Health Sciences University, Ga-Rankuwa, Pretoria, South Africa.
BMC Med Educ. 2024 Dec 4;24(1):1418. doi: 10.1186/s12909-024-06162-y.
Student wellness is a major concern during the educational programme of health professionals, as mental distress impacts negatively on students' academic performance and success. Available literature indicates that improving student wellness has the potential to increase academic performance and success for students. Medical schools implement various forms of support to lessen student distress and enhance wellness. Mental health challenges amongst university students in health sciences professions continue to be on the rise despite support services offered by medical schools.
A scoping review methodology was used and a detailed search of seven databases including MEDLINE, Ovid Emcare, Embase, Scopus, PsychINFO, and ERIC was performed. The steps of the Preferred Reporting Items extension for Scoping Reviews (PRISMA-ScR) and guidelines suggested by Arksey and O'Malley's methodological framework for scoping reviews were followed. Studies that described or investigated life skills programmes with students in health professions, including medicine and nursing fields, were included. Studies were excluded if they were not published in English and did not describe university-based support programmes with students in health sciences professions.
After application of the inclusion and exclusion criteria 66 articles were included and explored in detail. The identified life skills were grouped into three categories, namely cognitive skills, emotional skills as well as interpersonal and social skills.
Life skills are necessary to enhance lifelong learning for university students in health sciences professions. These skills encompass the development of a range of competencies including personal, intellectual, social, and emotional skills. Incorporating these life skills as part of holistic student wellness programmes may be an important consideration in guiding wellness support services implemented at universities.
在健康专业人员的教育计划中，学生的健康是一个主要关注点，因为心理困扰会对学生的学业成绩和成就产生负面影响。现有文献表明，改善学生健康状况有可能提高学生的学业成绩和成就。医学院实施各种形式的支持措施，以减轻学生的困扰并促进健康。尽管医学院提供了支持服务，但健康科学专业的大学生心理健康挑战仍在不断增加。
采用了范围综述方法，并对包括MEDLINE、Ovid Emcare、Embase、Scopus、PsychINFO和ERIC在内的七个数据库进行了详细检索。遵循了范围综述的首选报告项目扩展（PRISMA-ScR）步骤以及Arksey和O'Malley的范围综述方法框架所建议的指南。纳入了描述或调查健康专业学生（包括医学和护理领域）生活技能计划的研究。如果研究不是用英文发表的，并且没有描述针对健康科学专业学生的大学支持计划，则将其排除。
在应用纳入和排除标准后，纳入了66篇文章并进行了详细探讨。确定的生活技能分为三类，即认知技能、情感技能以及人际和社交技能。
生活技能对于健康科学专业的大学生加强终身学习是必要的。这些技能包括一系列能力的发展，包括个人、智力、社交和情感技能。将这些生活技能纳入整体学生健康计划可能是指导大学实施健康支持服务的一个重要考虑因素。
