1. (1) To understand the process followed to establish a university-run cognitive behavioural therapy service for students and enable other institutions to replicate this model.

2. (2) To identify whether universities can deliver safe, effective mental health services that are fully evaluated and result in commensurate clinical outcomes to other service contexts.

3. (3) To reflect on key learning, challenges and ethical considerations in establishing such services.

The recent emerging respiratory disease caused by the novel type of Coronavirus has been named as COVID-19. This respiratory illness has received international attention and it is categorized as a high-threat disease in the US by the Center for Disease Control and Prevention. The purpose of the study was to assess the knowledge, attitude and practice of undergraduate nursing students towards COVID-19.

Descriptive cross-sectional design was used to assess knowledge, practice and attitudes of 255 undergraduate nursing students towards COVID-19. Study participants were recruited from the nursing college to Fakeeh College for Medical Sciences, between April and July, 2020.

The results of study participants showed that undergraduate nursing students had moderate knowledge of COVID-19. Also, participants had high level of knowledge regarding nature of diseases and precautionary measures by health care providers’ dimensions however, they expressed limited knowledge towards modes of transmission. Moreover, study participants demonstrated an optimistic attitude toward disease and good practice towards COVID-19.

The study results revealed that the study’s participants demonstrated good knowledge with favorable and accepted practice. This study suggests the importance of emphasis on infectious disease in the nursing curriculum.

No significant relationships.

Studied the psychological mechanisms of mental states’ self-regulation of students in the course of the educational activities: at lectures, seminars and exams.

The main aims of the study were: 1. To identify the typical methods and techniques of mental states’ self-regulation and regulatory abilities in everyday and stressful conditions of educational activity; 2. To establish the relationships between the quality of subject training, regulatory abilities and states of students; 3. To study the influence of mental structures (semantic, reflective) on self-regulation and regulatory abilities of students.

To solve these problems used a bank of 23 techniques, including 303 indicators. 260 1-st year students took part in the research (aged 18-20).

As a result of the research, identified the states typical for lectures, seminars, exams. Comparison of mental states characteristics of humanities students and students of natural sciences did not reveal any differences. Among the mental states of highly effective students, particular importance have the cognitive mental states: interest, thoughtfulness and concentration. Found that the effectiveness of students’ mental states self-regulation affects the productivity of passing the semester exam. The most commonly used methods are introspection (withdrawal), self-control, the use of logic, a positive attitude and search activity. This pattern is typical for both mathematics and psychology students.

Found that students with high self-regulation efficiency more often use a wide range of regulatory technics. Established the properties of personality, providing high efficiency of self-regulation, these are: adequacy, awareness, independence and assertiveness. This work was supported by the RFBR grant № 19-29-07072.

No significant relationships.

A system model of self-regulation of students’ psychological states has been developed. As the main elements, the model includes the relationship between states and characteristics of consciousness, external factors and regulatory actions in a certain time range.

To study conscious and unconscious methods of regulation of states in the relevant sections of the educational activities of students.

98 students took part in this research, used different techniques of self-regulation and psychological states diagnosis.

The regulation of psychological states occurs unconsciously. The success of the applied methods is relative and depends on both educational and personal factors. The regulators of states are various personal qualities. These are reflection, metacognitive abilities, intelligence, as well as the general ability to self-regulate. We discovered the influence of the meaningfulness of life on the psychological states. In the structure of students’ states with a high level of meaningfulness of life an indicator of the general ability to self-regulation plays a central role.Indicators of emotional intelligence and locus of control characterize states of students with a low level of meaningfulness of life.

It has been found that the level of reflection of students plays a mediating role in the interaction of psychological states and adaptation processes. Emotional comfort, internal control, and self-acceptance have the greatest impact on states. The research confirmed the hypothesis of reflexive regulation of psychological states depending on various types of reflection during the performance of creative tasks. The research was carried out with the financial support of the RFBR; project No.19-013-00325.

No significant relationships.

The incidence of depression is associated with decreased social, occupational, and educational performance.

The aim of this study was assessing the prevalence of depression and its related effective factors among students at health faculty at Isfahan University of Medical Sciences in 2019.

In this cross-sectional study 177 students were included randomly. The Beak test included 21 questions were applied to collect data. Data were analyzed by SPSS software (version 22) and were presented as descriptive statistics and analyses included One-way analysis of variance, t-test and correlation Pearson.

The mean and standard deviation of the age of students was 22.15±3.88 years. More than 80% of students experienced some levels of depression. Of the participants 19.8% indicated no sign of distress, 26% mild distress, 37.3% average distress and 16.9% high depression. There was no statistical association of distress between female and male students (P=0.198). However, significant associations were Sedative drugs, parents level and occupation, Study Field, Future Career and Financial situation with depression (P<0.05).

Overall, the prevalence of depression was higher among students compared with general population. Providing programs for improving student’s mental health is suggested.

Studied the role of self-esteem in the regulation of mental states in the educational activities of students.

The aim of the research is to reveal the interrelationships of states’ substructures (mental processes, experiences, behavior) with the level of self-esteem of students.

The study involved 69 students of the 1st and 2nd year, all humanities. The study was carried out in various situations of educational activity: at lectures, seminars, exams. Used the methods to study mental states, style of self-regulation and self-esteem.

Found that as the level of self-esteem increases, the intensity of mental states’ substructures also increases, and vice versa. As a result of ANOVA use, found that the regulatory properties “independence” (p <0.001) and “ability to program actions” (p <0.002) exert the greatest influence on the interaction of mental states and self-esteem. In lectures, seminars students with a low level of self-esteem mostly experience states of low intensity. Students with an average level of self-esteem are characterized by positive states of an increased level of intensity: from cheerfulness and anticipation to interest and fun. Students with high self-esteem experience mental states different in modality, intensity. As the level of self-esteem increases, the intensity of mental states’ substructures manifestation increases, and vice versa.

Average self-esteem is most optimal for the regulation of mental states. In the case of high self-esteem, the most optimal states are experienced when the subject is highly independent. Low self-esteem students, experience the least intense states. This work was supported by the RFBR grant № 20-013-00076.

No significant relationships.

While the links between cyclothymia and creativity are well documented, the experts have tried to determine whether temperament would influence the major choices of life such as career.

The study aims mainly to evaluate the temperaments of a sample of Tunisian students, and to look for the possible correlations between the temperament and the choice of studies.

The Tunisian version of the TEMPS-A which is a self-evaluation measure to assess affective temperaments was administered to 100 medical students and 100 humanities students.

Student populations differed in their socio-demographic and scholar variables such as age, sex ratio or socio-economic level, choice of studies and their religiosity. The temperamental prevalences were close between our two populations by considering the threshold score Mean +1standard deviation; they ranged between 13 and 18%. Hyperthymic and cyclothymic scores were significantly higher among humanities students (11.38 ± 4.385 versus 9.00 ± 4.192 and 11.96 ± 4.497 versus 9.63 ± 4.499 respectively) and irritable scores were higher in the latter, though not significant (6.45 ± 3.823 versus 5.39 ± 2.998). Depressive and anxious temperament scores were close in both groups. The study showed significant temperament differences within gender, socioeconomic status, high school marks, religiosity and political affiliation.

It is relevant and even necessary to include such studies in the selection of candidates who could adapt to a specific professional field on the basis of objective criteria such as conscientiousness, and privileging profile diversity.

To assess the relationship between food insecurity, sleep quality, and days with mental and physical health issues among college students.

An online survey was administered. Food insecurity was assessed using the ten-item Adult Food Security Survey Module. Sleep was measured using the nineteen-item Pittsburgh Sleep Quality Index (PSQI). Mental health and physical health were measured using three items from the Healthy Days Core Module. Multivariate logistic regression was conducted to assess the relationship between food insecurity, sleep quality, and days with poor mental and physical health.

Twenty-two higher education institutions.

College students (n 17 686) enrolled at one of twenty-two participating universities.

Compared with food-secure students, those classified as food insecure (43·4 %) had higher PSQI scores indicating poorer sleep quality (P < 0·0001) and reported more days with poor mental (P < 0·0001) and physical (P < 0·0001) health as well as days when mental and physical health prevented them from completing daily activities (P < 0·0001). Food-insecure students had higher adjusted odds of having poor sleep quality (adjusted OR (AOR): 1·13; 95 % CI 1·12, 1·14), days with poor physical health (AOR: 1·01; 95 % CI 1·01, 1·02), days with poor mental health (AOR: 1·03; 95 % CI 1·02, 1·03) and days when poor mental or physical health prevented them from completing daily activities (AOR: 1·03; 95 % CI 1·02, 1·04).

College students report high food insecurity which is associated with poor mental and physical health, and sleep quality. Multi-level policy changes and campus wellness programmes are needed to prevent food insecurity and improve student health-related outcomes.

A sense of competency and confidence in disaster management is linked to response willingness and efficacy. This study assessed current health-care student disaster competency curricula and resultant confidence.

A survey was sent to students and administrators in nurse practitioner (NP), master of public health (MPH), and medical/osteopathic schools (MD/DO), assessing curriculum coverage of 15 disaster management competencies (1-4, total 15-60), and confidence in performing 15 related behaviors (1-7, total 15-105). One-way analysis of variance with Tukey’s post-hoc and Mann-Whitney U-tests were used to examine group differences.

A total of 729 students and 72 administrators completed the survey. Low coverage of all topics was reported by both students and administrators (mean 24.4; SD 9.6). Among students, NP students (21.66 ± 8.56) scored significantly lower than MD/DO (23.32 ± 8.19; P < 0.001) and MPH students (26.58 ± 9.06; P < 0.001) on curriculum coverage. Both administrators and students expressed low confidence in competence, with students significantly lower (P < 0.001). NP students scored higher (63.12 ± 20.69; P < 0.001) than both MPH (54.85 ± 17.82) and MD/DO (51.17 ± 19.71; P < 0.001) students.

Health-care students report low coverage of topics considered to be necessary disaster response competencies, as well as their confidence to execute functions. This may negatively impact willingness and ability of these professionals to respond effectively in a disaster.