MENTAL HEALTH IN HEALTH EDUCATION: CONTRIBUTIONS OF EVIDENCE-BASED PSYCHOLOGICAL INTERVENTIONS
TL;DR
It is concluded that different intervention modalities may contribute to mental health care in higher education, provided that their selection and implementation consider students’ needs, intended objectives, and the characteristics of the educational context.
Abstract
The mental health of university students in health-related fields has become an increasing concern due to the academic, interpersonal, and professional demands experienced throughout their training. This study aimed to analyze the contributions of evidence-based psychological interventions to mental health promotion in the university context, discussing their applicability to the training of students in health-related fields. An integrative literature review was conducted based on the methodological framework proposed by Whittemore and Knafl, with searches performed in PubMed, SciELO, and the Virtual Health Library (VHL). Seven primary studies investigating psychological interventions and outcomes related to mental health and psychological resources associated with academic demands were included. The results indicated contributions from cognitive-behavioral and contextual interventions, as well as strategies focused on social skills and coping, with outcomes related to anxiety, depression, stress, psychological flexibility, self-efficacy, interpersonal skills, and academic engagement. However, the effects were not homogeneous across studies and varied according to the type of intervention and the outcomes assessed. The findings also highlighted the importance of integrating student-focused interventions with institutional strategies for mental health promotion. It is concluded that different intervention modalities may contribute to mental health care in higher education, provided that their selection and implementation consider students’ needs, intended objectives, and the characteristics of the educational context.