Stress, anxiety and depression among a cohort of health sciences undergraduate students: The prevalence and risk factors

• Published in: International Journal of Environmental Research and Public Health
• Main Author: Fauzi M.F.; Anuar T.S.; Teh L.K.; Lim W.F.; James R.J.; Ahmad R.; Mohamed M.; Bakar S.H.A.; Yusof F.Z.M.; Salleh M.Z.
• Format: Article
• Language: English
• Published: MDPI AG 2021
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102728022&doi=10.3390%2fijerph18063269&partnerID=40&md5=04522775c2715dce2b333047575de383

Stress, anxiety, and depression (SAD) have a negative impact on the learning and academic performance of university students. Hence, this study aimed to determine the prevalence, as well as the risk factors associated with SAD among a cohort of students pursuing undergraduate degree courses in health sciences. This is part of the strategy in building a healthy nation. A questionnaire containing socio-demographic factors and the short version of Depression, Anxiety, and Stress Scale-21 (DASS-21) was used to assess the likelihood of psychological distress. Logistic regression analysis was conducted to determine the risk factors of SAD. In total, 449 students completed the questionnaire (93.9% response rate). Of these, 65% had stress, 85.1% had anxiety and 51.4% had depression. Most cases of stress (74.6%) and depression (66.2%) were of normal-to-mild level, while 74.6% of them showed moderate-to-extremely severe anxiety. There was a statistically significant association between stress score and the year of study. In the regression analysis, poor sleep quality and fatigue were risk factors of anxiety and depression, whereas low-grade fever and frequent headaches were risk factors for stress and anxiety. Stress, anxiety, and depression scores were significantly higher among students studying medical imaging. A substantial proportion of health science students are suffering from SAD. This study recommends screening and close monitoring of the above-mentioned predictors and the formulation of comprehensive intervention strategies for students with SAD. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.