Mental health improvement in college students through teaching routines by teaching team
Keywords:
MENTAL HEALTH, LEARNING.Abstract
Introduction: stress-generating routines generate emotional uncontrol, due to the lack of activity planning and adequate rest; managing emotions is preponderant; because, faced with the same event, people experience different levels of emotions; then they can also choose to experience certain emotions, through the teaching of the teaching team.
Objective: to determine the existence of a difference between the scores obtained before and after learning routines for planning activities, adequate rest and emotional control through a video given by the teacher in charge.
Methods: a quasi-experimental design was carried out, with pretest and posttest in the same group. The sample consisted of 90 undergraduate students of a Peruvian university selected by convenience. The Independent Variable (IV): Learning routines through a video; and the Dependent Variable (DV): Mental health of university students.
Results: With respect to mental health, there is a significant difference between the scores obtained before and after learning routines through a video, for a Significance of 0,05.
Conclusions: There is improvement in the mental health of students after learning viable routines.
Downloads
References
1. Gallup. Gráfica del día: Aumentan niveles de estrés a nivel mundial durante el Siglo XXI. Aunque Antes De La Pandemia De Covid-19 Ya Había Un Aumento En Los Niveles De Estrés, Ahora Se Han Alcanzado Las Cifras Más Altas En El Mundo. [Internet]. 2021 [citado 15/04/2023]. Disponible en: https://www.saludiario.com/grafica-del-dia-aumentan-niveles-de-estres-a-nivel-mundial-durante-el-siglo-xxi/
2. Aveiro-Róbalo T, Garlisi-Torales L, Nati-Castillo H, Valeriano-Paucar J, et al. Ansiedad y depresión en estudiantes de medicina de Latinoamérica durante la pandemia del COVID-19 Rev. Salud pública Parag [Internet]. 2023 [citado 15/04/2023]; 13(1): 40-45. Disponible en: http://scielo.iics.una.py/scielo.php?script=sci_arttext&pid=S2307-33492023000100040&lng=es&nrm=iso&tlng=es
3. SALUD. América Latina. La estigma de la salud mental en América Latina. [Internet]. 2023 [citado 15/04/2023] https://www.dw.com/es/la-estigmatizaci%C3%B3n-de-la-salud-mental-en-am%C3%A9rica-latina/a-65581765
4. Zárate-Depraect N, Soto-Decuir M, Martínez-Aguirre E, Castro-Castro M, García-Jau R, López-Leyva N. Hábitos de estudio y estrés en estudiantes del área de la salud. FEM [Internet]. Junio 2018 [citado 15/04/2023]; 21(3): 153-157. Disponible en: https://www.educacionmedica.net/sec/verRevista.php?id=4447a1316a54257361134#
5. Valdez López Y, Marentes Patrón R , Correa Valenzuela S, Hernández Pedroza R , Enríquez Quintero I, Quintana Zavala M. Nivel de estrés y estrategias de afrontamiento utilizadas por estudiantes de la licenciatura en Enfermería. Enfermería Global [Internet]. 2022 [citado 15/04/2023]; 21(1): 248-70. Disponible en: https://revistas.um.es/eglobal/article/view/441711
6. Román-Mata S, Puertas-Molero P, Ubago-Jiménez JL, González-Valero G. Benefits of Physical Activity and its Associations with Resilience, Emotional Intelligence, and Psychological Distress in University Students from Southern Spain. International Journal of Environmental Research and Public Health [Internet]. 2020 [citado 15/04/2023]; 17(12): 4474. Disponible en: https://doi.org/10.3390/ijerph17124474
7. Hernando-Requejo V, Requejo Marcos A. Repercusión de la nutrición en la prevención y control de diversos problemas y enfermedades. Nutr Hosp [Internet]. 2020 [citado 15/04/2023]; 37(N.º Extra 2): 57-62. Disponible en: https://scielo.isciii.es/pdf/nh/v37nspe2/1699-5198-nh-37-spe2-00057.pdf
8. Safhi MA, Alafif RA, Alamoudi NM, Alamoudi MM, Alghamdi WA, Albishri SF, et al. The Association of Stress with Sleep Quality Among Medical Students at King Abdulaziz University. Journal of Family Medicine and Primary Care [Internet]. 2020 [citado 15/04/2023]; 9(3): 1662-1667. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7266176/
9. Palomino K. Escalas de depresión, ansiedad y estrés (DASS-21): propiedades psicométricas y datos normativos en población adulta de Lima Metropolitana [Tesis]. Lima-Peru; 2021 [citado 15/04/2023]. Disponible en: https://repositorio.ucv.edu.pe/bitstream/handle/20.500.12692/70915/Palomino_QKM-SD.pdf?sequence=1&isAllowed=y
10 Simancas-Pallares M, Díaz-Cárdenas S, Barbosa-Gómez P, BuendíaVergara M, Arévalo-Tovar L. Propiedades psicométricas del Índice de Bienestar General-5 de la Organización Mundial de la Salud en pacientes parcialmente edéntulos. Rev. Fac. Med. [Internet]. 2016 [citado 15/04/2023]; 64(4): 701-5. Disponible en: http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0120-00112016000400701&lng=es&nrm=iso&tlng=es
11. YouTube. Video 5 Bienestar Emocional Pronabec Bienestar [Internet]. 2021 [citado 15/04/2023]. Disponible en: https://www.youtube.com/watch?v=CYqnVV6CRa8&ab_channel=PronabecBienestardelBeneficiario
12. Karaman MA, Lerma E, Vela JC, Watson JC. Predictors of Academic Stress Among College Students. Journal of College Counseling [Internet]. 2019 [citado 15/04/2023]; 22(1): 41- 55. Disponible en: https://doi.org/10.1002/jocc.12113
13. Restrepo JE, Sánchez OA, Castañeda T. Estrés académico en estudiantes universitarios. Psicoespacios [Internet]. 2020 [citado 15/04/2023]; 14(24): 17-37. Disponible en: http://bibliotecadigital.iue.edu.co/bitstream/20.500.12717/2042/1/1331Texto%20de20art%c3%adculo-5268-1-10-20210301.pdf
14.Ávila IY, Cantillo AB, Estrada LR. Estrés académico en estudiantes de enfermería de Cartagena, Colombia. Investigación en Enfermería: Imagen y Desarrollo [Internet]. 2018 [citado 15/04/2023]; 20(2): 1-11. Disponible en: https://www.redalyc.org/articulo.oa?id=145256681002
15. Rodríguez I, Fonseca GM, Aramburú G. Estrés académico en alumnos ingresantes a la carrera de Odontología en la Universidad Nacional de Córdoba, Argentina. International journal of odontostomatology [Internet]. 2020 [citado 15/04/2023]; 14(4): 639-647. Disponible en: http://dx.doi.org/10.4067/S0718-381X2020000400639
16. Salud. Cerebro: ¿cuánto oxígeno requiere para funcionar adecuadamente?. La falta de oxígeno puede generar hipoxia cerebral, provocando daños severos en células y neuronas. Semana [Internet]. Semana; 2021 [citado 15/04/2023]. Disponible en: https://www.semana.com/vida-moderna/articulo/cerebro-cuanto-oxigeno-requiere-para-funcionar-adecuadamente/202133/
17. Albarrán-Gil J, Majo R. Neutralicemos el Covid-19, ¡Volvamos a la nueva normalidad! recomendaciones El Covid-19 como amenaza a la seguridad nacional- Cuadernos de trabajo, CAEN [Internet]. 2020[citado 15/04/2023]: 22-26. Disponible en:https://cdn.www.gob.pe/uploads/document/file/1224821/REVISTA_NACIONAL_COVID-19.pdf
Downloads
Published
How to Cite
Issue
Section
License
Authors who have publications with this journal agree to the following terms: Authors will retain their copyrights and grant the journal the right of first publication of their work, which will be publication of their work, which will be simultaneously subject to the Creative Commons Attribution License (CC-BY-NC 4.0) that allows third parties to share the work as long as its author and first publication in this journal are indicated.
Authors may adopt other non-exclusive license agreements for distribution of the published version of the work (e.g.: deposit it in an institutional telematic archive or publish it in a volume). Likewise, and according to the recommendations of the Medical Sciences Editorial (ECIMED), authors must declare in each article their contribution according to the CRediT taxonomy (contributor roles). This taxonomy includes 14 roles, which can be used to represent the tasks typically performed by contributors in scientific academic production. It should be consulted in monograph) whenever initial publication in this journal is indicated. Authors are allowed and encouraged to disseminate their work through the Internet (e.g., in institutional telematic archives or on their web page) before and during the submission process, which may produce interesting exchanges and increase citations of the published work. (See The effect of open access). https://casrai.org/credit/
