Improving the Mental Health of Students in Health Professions Programs

Abstract

Students enrolled in rigorous health professions programs experience psychological distress, most notably elevated levels of stress, anxiety, and depression, which can lead to academic burnout and predispose them to professional burnout when entering the challenging health care field. Implementing preventative measures within academic programs to promote the mental health of students is essential to establish a healthy and sustainable workforce. A Doctor of Nursing Practice project implemented a cognitive behavioral skills building program, Creating Opportunities for Personal Empowerment (COPE), for health professions students at a rural, community college. The goal of the project was to reduce the levels of stress, anxiety and depression among participants completing the program. The theoretical basis was cognitive behavioral theory which focuses on the connection between an individual’s thoughts, feelings, and behaviors. The Johns Hopkins Evidence-Based Practice Model guided the project development and implementation. Of health professions students enrolled (n=14), 10 completed the intervention and the post-implementation survey. Outcomes were self-reported ratings of stress, anxiety, and depression, measured by comparing pre- and post-implementation results of the Perceived Stress Scale-4, General Anxiety Disorder-7 (scale), and the Patient Health Questionnaire-9. A two-tailed Wilcoxon-signed rank test examined the difference between pre- and post-intervention scores. The analyses revealed a statistically significant decrease in anxiety levels (V=5.00, z=-2.08, p=.038) and depressive symptoms (V=0.00, z=-2.21, p=.027) post-intervention. PSS-4 scores decreased from pre- to post-intervention, however, participant stress level decreases were not statistically significant. Findings support continuation of the intervention, as two of the three outcomes demonstrated statistical significance.