Saúde mental entre estudantes universitários: qualidade de vida e fatores associados

Abstract

Introduction: The consumption of psychoactive substances, risk behaviors and mental disorders impact in different ways on the individual, family and community, resulting in daily problems, both individual and collective. Thus, affecting the quality of life, especially for university students who are vulnerable populations. Objective: Understand the quality of life (QoL) and associated factors among university students in Occupational Therapy, Nutrition, Speech Therapy and Physiotherapy courses at the Health Sciences Center of a public university. Methodology: It is a cross-sectional and exploratory study with a quantitative and qualitative approach, whose investigation was based on the questionnaires: World health organization instrument to evaluate quality of life - bref (WHOQOL-Bref) validated by Fleck (2000); Hospital Anxiety and Depression Scale (HADS) validated by Zigmond and Snaith (1983); and I National Survey on the Use of Alcohol, Tobacco and Other Drugs among university students in the 27 Brazilian capitals, developed by the National Secretariat for Drug Policy (SENAD) (2010). Then, interviews were conducted with university students from a focus group. The analysis of the quantitative data, followed from the univariate, bivariate and multivariate analysis with the aid of the statistical package Statistical Package for the Social Science (SPSS) version 24, while the qualitative data, from the analysis of thematic content conducted to light of Bardin's Theory. Results: There were 03 (three) scientific articles that dealt with quality of life among university students. Thus, he found in national and international scientific articles that during the academic trajectory, one can experience risky behaviors and stressful and protective factors that influence the quality of life of the university student. And, as far as the studied population is concerned, the social relations domain presented a higher average in quality of life, while the environment domain presented a lower average. Therefore, there was a significant association between the physical domain (R2 = 0.36) with predictor variables: female gender (p = 0.01); economic class (p = 0.01); ethnic group (p = 0.04); initial course period (p = 0.00); already thought about abandoning the course (p = 0.00); physical activity (p = 0.00); sexual abuse (p = 0.02); anxiety signs and symptoms (p = 0.00); signs and symptoms of depression (p = 0.00). While for the psychological domain (R2 = 0.47): female sex (p = 0.00); religious practice (p = 0.01); satisfaction with the course (p = 0.01); already thought about abandoning the course 11 (p = 0.00); voluntary work (0.05); use of tranquilizers in the last 3 months (0.03); anxiety signs and symptoms (p = 0.00); signs and symptoms of depression (p = 0.00). At the same time as the social relations domain (R2 = 0.18): religious practice (p = 0.00); anxiety signs and symptoms (p = 0.00); signs and symptoms of depression (p = 0.00). Finally, the environment domain (R2 = 0.22): female (0.03); economic class (0.00); ethnic group (0.04); already thought about abandoning the course (0.02); anxiety signs and symptoms (p = 0.00); signs and symptoms of depression (p = 0.00). Another important point to highlight was the definitions of the categorical axes and the empirical categories: 1 - Quality of life in the academic environment: physical structure; overload; reformulation of the workload; 2 - Health: spiritual biopsychosocial health; 3 - Relationships in the academic environment: interpersonal interaction, obtained after the focus group carried out with this university population, in which they emphasized that they did not present a positive perception in relation to the university quality of life, emphasized the need to review the curriculum and the importance of the interaction between teacher-students. Finally, 1 (one) project on quality of life through meditation and mindfulness was prepared with the purpose of scientifically understanding the importance of these practices for improving the quality of life of the university student. Conclusion: It is evident the importance of the role of academic spaces as mediators of the mental health of these university students, corroborating changes in the daily lifestyle of the future health professional. For that, it is necessary the commitment of the student, teacher and institutional to stimulate and promote healthy habits during the academic trajectory, in addition to the responsibility of universities in the creation of care programs for this population.