OBJECTIVE: To verify the association of stress factors and depressive symptoms with the academic performance of nursing students. METHOD: Cross-sectional, quantitative, observational research conducted at a public university in Manaus. Socio-demographic data, academic performance coefficient and individual semester performance, the Instrument for the Assessment of Stress in Nursing Students and the CES-D Center for Epidemiologic Studies Depression Scale were used to characterize the students. Pearson's correlation coefficient, ANOVA test and multiple linear regression were used for the analysis. RESULTS: 155 nursing students participated in the study. The stress factors "performance of practical activities", "professional communication" and "professional education" had a positive correlation with individual semester performance, while the factors "depressive affect", "interpersonal" and "somatic/attitudes" had a negative correlation. CONCLUSION: The present study identified positive impacts of stress factors on academic performance, however, the presence of depressive symptoms was associated with lower academic performance.
OBJECTIVE: To verify the association of stress factors and depressive symptoms with the academic performance of nursing students. METHOD: Cross-sectional, quantitative, observational research conducted at a public university in Manaus. Socio-demographic data, academic performance coefficient and individual semester performance, the Instrument for the Assessment of Stress in Nursing Students and the CES-D Center for Epidemiologic Studies Depression Scale were used to characterize the students. Pearson's correlation coefficient, ANOVA test and multiple linear regression were used for the analysis. RESULTS: 155 nursing students participated in the study. The stress factors "performance of practical activities", "professional communication" and "professional education" had a positive correlation with individual semester performance, while the factors "depressive affect", "interpersonal" and "somatic/attitudes" had a negative correlation. CONCLUSION: The present study identified positive impacts of stress factors on academic performance, however, the presence of depressive symptoms was associated with lower academic performance.
Authors: Francisco José Barbosa-Camacho; Olaya Moramay Romero-Limón; Juan Carlos Ibarrola-Peña; Yolanda Lorelei Almanza-Mena; Kevin Josué Pintor-Belmontes; Verónica Alexandra Sánchez-López; Jonathan Matías Chejfec-Ciociano; Bertha Georgina Guzmán-Ramírez; José Héctor Sapién-Fernández; Mario Jesús Guzmán-Ruvalcaba; Rodrigo Nájar-Hinojosa; Itzel Ochoa-Rodriguez; Tania Abigail Cueto-Valadez; Andrea Estefanía Cueto-Valadez; Clotilde Fuentes-Orozco; Ana Olivia Cortés-Flores; Roberto Carlos Miranda-Ackerman; Guillermo Alonso Cervantes-Cardona; Gabino Cervantes-Guevara; Alejandro González-Ojeda Journal: BMC Psychiatry Date: 2022-06-30 Impact factor: 4.144