Saúde mental e física, comportamentos de risco e vivências acadêmicas de primeiranistas de psicologia e fonoaudiologia
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Data
2020-03-12
Autores
Silva Junior, Sérgio Caetano da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
No ensino superior graduandos se deparam com inúmeros desafios para se adaptar a esse novo contexto. Conhecer características de graduandos em seu início de curso pode trazer indicadores para realizar ações que favoreçam o seu desenvolvimento integral. O objetivo geral foi investigar a saúde mental e física, comportamentos de risco e vivências acadêmicas de graduandos primeiroanistas de Psicologia e Fonoaudiologia. Participaram 35 estudantes primeiroanistas, sendo 20 do curso de Psicologia de uma universidade particular e 15 do curso de Fonoaudiologia de uma universidade pública, ambas no interior do Estado de São Paulo. A amostra foi de conveniência. Foram utilizados Termos de Consentimento e instrumentos da literatura: a Escala de Depressão, Ansiedade e Estresse (DASS-21), o Questionário de Comportamentos de Risco para Saúde de Universitários (NCHRBS) e a versão reduzida do Questionário de Vivência Acadêmica (QVA-r). Os instrumentos foram respondidos em sala de aula pelos estudantes presentes na última semana do primeiro ano letivo. Realizou-se análise estatística descritiva apresentada em tabelas e gráficos. Quanto a indicadores de Depressão, Ansiedade e Estresse, os graduandos, em sua maioria, foram classificados na categoria Normal, embora 5,7%, 8,5% e 8,5% da amostra obtiveram, respectivamente, escores de depressão, ansiedade e estresse severos (coeficiente de variação médio =70,2%, 78,3% e 89,0%) alguns estudantes detêm índices de ansiedade, estresse e estresse severos (n=3) e um terço da amostra total teve ideações suicidas nos últimos 12 meses. Verificou-se prevalência de alguns comportamentos de risco: 92% nunca usam capacete ao andar de bicicleta, 29% andou ou dirigiu veículo sob influência de bebida alcoólica e 32% não usam ou quase nunca usam cinto de segurança no banco de trás. Em contrapartida, quando andam de moto, todos utilizam capacete “sempre” (92%) ou “quase sempre” (8%); a maioria relata “sempre” utilizar o cinto de segurança no banco da frente (77%) ou “quase sempre” (11%). A maioria (91,4%) considera sua saúde “boa” ou “muito boa”. Sobre suas vivências acadêmicas, a dimensão “Pessoal” (que abrange bem-estar psicológico e físico por parte do estudante; aspectos como estabilidade afetiva, equilíbrio emocional, tomada de decisões, autoconfiança e otimismo) obteve os menores escores (média=2,95) enquanto a dimensão “Carreira” (que abrange sentimentos relacionados com o curso em que o graduando está matriculado, a percepção de competências relacionadas à futura atuação profissional e satisfação pessoal com o curso) obteve os mais altos índices (3,95). Concluiu-se que não houve diferença expressiva entre os cursos, que os escores médios se encontram dentro da normalidade e conforme literatura, porém determinados estudantes carecem de atenção em alguns aspectos. Sugere-se que nas instituições de ensino superior se procure conhecer os graduandos primeiroanistas, no sentido de manter os fatores que contribuam para um desenvolvimento integral e saudável durante seu percurso na graduação, e realizar esforços para modificar os aspectos que possam lhes trazer dificuldades.
Graduation students face many challenges in adapting to the new context. Knowledge of the characteristics of students at the beginning of their course can bring indicators to carry out actions that favor their integral development. The objective was to investigate the mental and physical health, risk behaviors and academic experiences of first year undergraduate students of Psychology and Speech-language pathology and Audiology. In total 35 first-year students participated, 20 from the Psychology course at a private university and 15 from the speech-language pathology and audiology course at a public university, both in the countryside of the São Paulo State. The sample was of convenience. Terms of Consent and instruments in the literature were used: the Depression, Anxiety and Stress Scale (DASS-21), the Questionnaire on Risk Behaviors for Health of University Students (NCHRBS) and the short version of the Questionnaire on Academic Experience (QVA-r ). The instruments were answered in the classroom by the students present in the last week of the first academic year. Descriptive statistical analysis performed in tables and graphs was performed. As for indicators of Depression, Anxiety and Stress, most students were classified in the Normal category, although 5.7%, 8.5% and 8.5% of the sample obtained scores of depression, anxiety and severe stress (mean coefficient of variation = 70.2%, 78.3% and 89.0%) some students have severe anxiety, stress and stress levels (n = 3) and one third of the total sample had suicidal thoughts in the last few 12 months. There was a prevalence of some risky behaviors: 92% never wear a helmet when riding a bicycle, 29% rode or drove a vehicle under the influence of alcoholic beverages and 32% did not use or almost never use a seat belt in the back seat. In contrast, when riding a motorcycle, everyone wears a helmet "always" (92%) or "almost always" (8%); the majority report “always” using the seat belt in the front seat (77%) or “almost always” (11%). The majority (91.4%) considered their health “good” or “very good”. Regarding their academic experiences, the “Personal” dimension (which includes psychological and physical well-being on the part of the student; aspects such as emotional stability, emotional balance, decision-making, self-confidence and optimism) obtained the lowest scores (average = 2.95 ) while the dimension “Career” (which includes feelings related to the course in which the student is enrolled, the perception of skills related to future professional performance and personal satisfaction with the course) obtained the highest rates (3.95). It was concluded that there was no significant difference between the courses, that the average scores are within the normal range and according to the literature, however certain students lack attention in some aspects. It is suggested that in higher education institutions try to get to know first-year students, in order to maintain the factors that contribute to an integral and healthy development during their undergraduate course, and make efforts to modify the aspects that may bring difficulties.
Graduation students face many challenges in adapting to the new context. Knowledge of the characteristics of students at the beginning of their course can bring indicators to carry out actions that favor their integral development. The objective was to investigate the mental and physical health, risk behaviors and academic experiences of first year undergraduate students of Psychology and Speech-language pathology and Audiology. In total 35 first-year students participated, 20 from the Psychology course at a private university and 15 from the speech-language pathology and audiology course at a public university, both in the countryside of the São Paulo State. The sample was of convenience. Terms of Consent and instruments in the literature were used: the Depression, Anxiety and Stress Scale (DASS-21), the Questionnaire on Risk Behaviors for Health of University Students (NCHRBS) and the short version of the Questionnaire on Academic Experience (QVA-r ). The instruments were answered in the classroom by the students present in the last week of the first academic year. Descriptive statistical analysis performed in tables and graphs was performed. As for indicators of Depression, Anxiety and Stress, most students were classified in the Normal category, although 5.7%, 8.5% and 8.5% of the sample obtained scores of depression, anxiety and severe stress (mean coefficient of variation = 70.2%, 78.3% and 89.0%) some students have severe anxiety, stress and stress levels (n = 3) and one third of the total sample had suicidal thoughts in the last few 12 months. There was a prevalence of some risky behaviors: 92% never wear a helmet when riding a bicycle, 29% rode or drove a vehicle under the influence of alcoholic beverages and 32% did not use or almost never use a seat belt in the back seat. In contrast, when riding a motorcycle, everyone wears a helmet "always" (92%) or "almost always" (8%); the majority report “always” using the seat belt in the front seat (77%) or “almost always” (11%). The majority (91.4%) considered their health “good” or “very good”. Regarding their academic experiences, the “Personal” dimension (which includes psychological and physical well-being on the part of the student; aspects such as emotional stability, emotional balance, decision-making, self-confidence and optimism) obtained the lowest scores (average = 2.95 ) while the dimension “Career” (which includes feelings related to the course in which the student is enrolled, the perception of skills related to future professional performance and personal satisfaction with the course) obtained the highest rates (3.95). It was concluded that there was no significant difference between the courses, that the average scores are within the normal range and according to the literature, however certain students lack attention in some aspects. It is suggested that in higher education institutions try to get to know first-year students, in order to maintain the factors that contribute to an integral and healthy development during their undergraduate course, and make efforts to modify the aspects that may bring difficulties.
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Palavras-chave
Saúde mental, Comportamentos de risco à saúde, Psicologia, Fonoaudiologia, Ensino superior, Mental health, Health risk behaviors, Psychology, Speech-language pathology and audiology, University