A Non-Randomised Controlled Study of Interventions Embedded in the Curriculum to Improve Student Wellbeing at University
A Non-Randomised Controlled Study of Interventions Embedded in the Curriculum to Improve Student Wellbeing at University
复制标题
一项关于嵌入课程以改善大学学生福祉的干预措施的非随机对照研究
作者：
Rebecca J. Upsher;Zephyr Percy;Anna Nobili;Juliet L Foster;Gareth Hughes;N. Byrom
通过课程和教学法倡导普遍的预防性干预措施，以帮助克服大学生中日益普遍的心理健康状况不佳的问题。迄今为止，该领域的文献总体质量较差，由于方法和结果报告不佳、缺乏控制条件以及研究结果参差不齐，无法综合进行荟萃分析。本研究探讨了课程嵌入干预措施对大学学生福祉的有效性。非随机设计将四种课程嵌入干预措施与来自同一队列的匹配对照（心理学、英语、护理、国际政治）进行了比较。为了增强力量，元分析方法结合了各种条件来检查学生福祉、社交联系、孤独感、学生蓬勃发展、自我同情、倦怠、自尊和学习方法的改善。所有结果的干预与控制条件均没有显着改善。对于改善大学学生福祉的课程嵌入干预措施没有强有力的支持。尽管研究设计和报告有所改进，但样本量仍然是一个挑战。需要进行更多高质量的研究，以提供证据来指导教师在课程中支持学生的福祉。需要进行定性研究才能充分了解学生的经历。
Universal and preventative interventions are advocated via the curriculum and pedagogy to help overcome the increasing prevalence of poor mental health among university students. To date, the literature in this field is overall of poor quality and cannot be synthesised for meta-analysis, due to poor reporting of methodology and results, lack of control conditions, and mixed outcomes across studies. This study examines the effectiveness of curriculum-embedded interventions on student wellbeing at university. A non-randomised design compared four curriculum-embedded interventions with matched controls from the same cohort (Psychology, English, Nursing, International Politics). To increase power, a meta-analytic approach combined the conditions to examine improvements in student wellbeing, social connectedness, loneliness, students flourishing, self-compassion, burnout, self-esteem, and learning approach. There were non-significant improvements in the intervention versus control conditions across all outcomes. There is no strong support for curriculum-embedded interventions improving student wellbeing at university. Despite improvements in study design and reporting, the sample size was still a challenge. More studies of high quality need to be conducted to provide evidence to guide teaching staff in supporting student wellbeing in the curriculum. Qualitative research is required to fully understand students’ experiences.