Background

As concerns around student mental health increase, universities are looking at preventative and universal interventions. The aim was to conduct a systematic review of curriculum-embedded interventions that target student mental health and wellbeing at university.

Method

This was a systematic review of longitudinal pre-/post-studies of curriculum-embedded interventions to improve the mental health and wellbeing of students. Seven electronic databases were searched from June 2015 to May 2020. The vote counting method was used to synthesise studies.

Results

Forty-six studies were included in the review. Studies were heterogeneous, and mostly underpowered and rated ‘poor’ in the risk of bias assessment due to poor and inconsistent reporting. Overall, most curriculum-embedded interventions did not influence stress or anxiety.

Discussion

There is no strong evidence to support the impact of curriculum-embedded interventions for improving student mental health or wellbeing. Greater funding opportunities would allow for multi-programme and inter-institutional collaboration to improve the power of studies. Improved quality of reporting would enable high-quality meta-analyses, optimizing conclusions being drawn.

中文翻译：

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系统评价嵌入在课程中以改善大学生幸福感的干预措施

背景

随着对学生心理健康的担忧增加，大学正在研究预防性和普遍性干预措施。目的是对针对大学学生心理健康和福祉的课程嵌入式干预措施进行系统评价。

方法

这是对课程嵌入干预的纵向前后研究的系统评价，以改善学生的心理健康和福祉。检索2015年6月至2020年5月的7个电子数据库。采用计票法综合研究。

结果

该评价纳入了 46 项研究。研究是异质的，并且由于报告不佳和不一致，大多数研究在偏倚评估风险中的效力不足且被评为“差”。总体而言，大多数嵌入课程的干预措施不会影响压力或焦虑。

讨论

没有强有力的证据支持课程嵌入干预对改善学生心理健康或幸福感的影响。更多的资助机会将允许多项目和机构间合作，以提高研究的力量。提高报告质量将使高质量的荟萃分析成为可能，从而优化得出的结论。