Search Results (2,070)

Background and Objectives: Morning halitosis undermines social well-being, yet the combined influence of basal salivary flow and tongue coating in healthy adults is unclear. Methods: In a cross-sectional study of 92 university students (18–35 years), we measured unstimulated salivary flow rate (uSFR), tongue-coating index (TCI), total volatile sulfur compounds (VSCs; Halimeter^®), organoleptic score (0–5), and self-perceived halitosis (yes/no) under standardized early-morning conditions. Results: Thirty-seven participants (40.2%) reported morning halitosis and showed lower uSFR (0.2 ± 0.1 vs. 0.3 ± 0.1 mL·min⁻¹) and higher TCI (2.3 ± 0.5 vs. 1.9 ± 0.4), with higher organoleptic scores (3.4 ± 0.6 vs. 2.1 ± 0.7) and VSCs (272.9 ± 39.8 vs. 163.7 ± 45.9 ppb; all p < 0.001). VSCs correlated inversely with uSFR (ρ = −0.58) and positively with TCI (ρ = 0.44). In multivariable models, uSFR (β = −0.53) and TCI (β = 0.31) explained 54% of VSC variance; each 0.1 mL·min⁻¹ fall in uSFR increased the odds of self-perceived halitosis 1.9-fold (p = 0.001). Conclusions: Even among healthy young adults, lower basal saliva and heavier tongue coating are independent contributors to morning malodor. Hydration, daily tongue cleaning, and addressing mouth breathing are pragmatic, first-line strategies. Full article

(1) Background: In today’s digital society, challenges like cyberbullying, harmful social media use, and unhealthy digital habits demand innovative and inclusive educational responses. This study investigates the potential of service-learning (SL) and electronic service-learning (e-SL) as experiential approaches to enhance digital well-being among youth. By actively engaging students, educators, and community stakeholders in co-designed projects, SL/e-SL promotes critical awareness, digital citizenship, and prosocial values while addressing digital risks. (2) Methods: This review offers a literature-based analysis of existing programs and good practices that apply experiential education to encourage responsible digital engagement. It explores SL and e-SL experiences across various educational settings. (3) Results: The findings show that SL and e-SL can be effective educational tools, creating meaningful opportunities for youth to participate in tackling digital issues and building inclusive spaces where students, faculty, and communities collaborate to foster digital literacy and well-being. The analysis also led to the development of quality standards for SL and e-SL practices that promote digital well-being. (4) Conclusions: This study highlights key implications for teaching, underscoring the value of integrative pedagogies that connect experiential learning to digital challenges, promoting a more inclusive and responsible digital culture. Full article

Background: Psychological distress is one of the leading causes of ill health in the United Arab Emirates (UAE). Nursing students often report higher levels of stress than the general population. Identifying the determinants of mental distress is essential to raise awareness and enable universities to implement preventive interventions. Aim: To examine the relationship between physical activity and psychological distress among nursing students at RAK Medical and Health Sciences University. Methods: A descriptive cross-sectional design was employed. A total of 187 students completed a three-part survey: (I) sociodemographic characteristics, (II) the International Physical Activity Questionnaire-Short Form (IPAQ-SF), and (III) the Depression Anxiety Stress Scale-21 (DASS-21). Results: Among participants, 28.3% were inactive, 36.9% engaged in moderate activity, and 34.8% engaged in vigorous activity. Significant associations were observed between physical activity and gender (χ² = 9.64, p < 0.001), nationality (χ² = 8.09, p = 0.01), anxiety (FET = 99.34, p < 0.001), and stress levels (χ² = 12.41, p = 0.05). Regression analysis showed that gender, nationality, anxiety, and stress significantly predicted physical activity levels (F(3,183) = 62.47, p < 0.001), explaining 51% of the variance (R² = 0.506, adjusted R² = 0.498). Conclusion: Physical activity among nursing students was significantly associated with gender, nationality, anxiety, and stress. Programs that promote physical activity may help reduce psychological distress and improve students’ health and well-being. Failure to address high levels of stress and anxiety may increase the risk of burnout in future professional practice. Full article

Background: Undergraduate nursing students (UNSs) often enter clinical training just as they are still mastering the emotional labor of the profession. In Nepal, where teaching hierarchies discourage upward dialogue and hospitals routinely struggle with overcrowding, supply shortages, and outward nurse migration, these learners confront a distinct, under-documented burden of psychological distress. Objective: This study examines how UNSs interpret, negotiate, and cope with the mental health challenges that arise at the intersection of cultural deference, resource scarcity, and migration-fueled uncertainty. Methods: A qualitative design employing reflexive thematic analysis (RTA), guided by the Reflexive Thematic Analysis Reporting Guidelines (RTARG), was used. Fifteen second-, third-, and fourth-year Bachelor of Science in Nursing students at a major urban tertiary institution in Nepal were purposively recruited via on-campus digital flyers and brief in-class announcements that directed students (by QR code) to a secure sign-up form. Participants then completed semi-structured interviews; audio files were transcribed verbatim and iteratively analyzed through an inductive, reflexive coding process to ensure methodological rigor. Results: Four themes portray a continuum from silenced struggle to systemic constraint. First, Shrouded Voices, Quiet Connections captures how students confide only in trusted peers, fearing that formal disclosure could be perceived as weakness or incompetence. Second, Performing Resilience: Masking Authentic Struggles describes the institutional narratives of “strong nurses” that drive students to suppress anxiety, adopting scripted positivity to satisfy assessment expectations. Third, Power, Hierarchy, and the Weight of Tradition reveals that strict authority gradients inhibit questions in classrooms and clinical placements, leaving stress unvoiced and unaddressed. Finally, Overshadowed by Systemic Realities shows how chronic understaffing, equipment shortages, and patient poverty compel students to prioritize patients’ hardships, normalizing self-neglect. Conclusions: Psychological distress among Nepalese UNSs is not an individual failing but a product of structural silence and resource poverty. Educators and policymakers must move beyond resilience-only rhetoric toward concrete reforms that dismantle punitive hierarchies, create confidential support avenues, and embed collaborative pedagogy. Institutional accountability—through regulated workloads, faculty-endorsed wellbeing forums, and systematic mentoring—can shift mental health care from a private struggle to a shared professional responsibility. Multi-site studies across low- and middle-income countries are now essential for testing such system-level interventions and building a globally resilient, compassionate nursing workforce. Full article

Against the backdrop of growing concerns over university students’ mental health worldwide, campus environments play a crucial role not only in shaping spatial experiences but also in influencing psychological well-being. However, the psychosocial mechanisms through which campus landscapes affect well-being remain insufficiently theorized. Drawing on survey data from 500 students across two Chinese universities, this study employs structural equation modeling (SEM) and interpretable machine learning techniques (XGBoost-SHAP) to systematically examine the interrelations among landscape perception, place attachment, perceived social acceptance, school belonging, and psychological well-being. The results reveal the following: (1) campus landscapes serve as the primary catalyst for fostering emotional identification (place attachment) and social connectedness (perceived social acceptance and school belonging), thereby indirectly influencing psychological well-being through these psychosocial pathways; (2) landscape perception emerges as the strongest predictor of well-being, followed by school belonging. Although behavioral variables such as the green space maintenance quality, visit frequency, and duration of stay contribute consistently, their predictive power remains comparatively limited; (3) significant nonlinear associations are observed between core variables and well-being. While the positive effects of landscape perception, place attachment, and school belonging exhibit diminishing returns beyond certain thresholds, high levels of perceived social acceptance continue to generate sustained improvements in well-being. This study advances environmental psychology by highlighting the central role of campus landscapes in promoting mental health and provides actionable strategies for campus planning. It advocates for the design of balanced, diverse, and socially engaging landscape environments to maximize psychological benefits. Full article

Background: In recent decades, the relationship between mental health and well-being has been explored from many perspectives, with emphasis on the two-continua model of health in different contexts, with an emphasis on young higher education students. Both mental health and well-being are considered predictors of academic success. This study aims to analyze the relationship between mental health and well-being among first- and fourth-year nursing students. The sample consisted of 473 nursing students from a university in the central region of mainland Portugal. Methods: Data were collected using the short versions of the Depression, Anxiety and Stress Scale (DASS-21) and the Mental Health Continuum—Short Form (MHC-SF). Results: Canonical correlation analysis revealed a significant negative association between psychological distress and mental well-being. The first statistically significant canonical function (p < 0.05; Cr = 0.601) was primarily defined by depression (canonical loading = −0.992) in the distress group and emotional well-being (canonical loading = 0.948) in the well-being group. Redundancy analysis confirmed a significant interdependence: variables related to psychological distress explained 27.8% of the variance in well-being, while well-being variables explained 23.8% of the variance in distress. Conclusions: These results reinforce the two-continua model, highlighting the need to address both mental health and well-being throughout higher education. Full article

Intelligence, academic achievement and an unfavorable discrepancy between them (i.e., underachievement) have been proposed to influence students’ subjective well-being. However, previous research on these effects remains scarce and inconsistent. The present study examined the associations between said variables in a sample of 695 fifteen-year-old students in Germany, differentiating between those with and without a migration background. Our findings unexpectedly revealed that students with a migration background reported higher life satisfaction than those without a migration background. Intelligence was unrelated to life satisfaction, regardless of migration background. Academic achievement, measured by the grade point average, was positively associated with life satisfaction among students without a migration background but showed no such relationship in students with a migration background. Segmented regression analyses further indicated that an unfavorable discrepancy between IQ and grade point average, reflecting underachievement, was associated with lower life satisfaction among students with a migration background but not among those without. These findings partially challenge previous research and theoretical assumptions. We discuss the theoretical and practical implications of our findings for educational policy and emphasize the importance of targeted interventions to address underachievement in students with a migration background. Our findings suggest that poor academic performance can have a particular impact on well-being in this group. Accordingly, interventions aimed at reducing the achievement gap of those students should not only target cognitive and academic skills but also promote emotional support, cultural inclusion and social integration in the school environment. Full article

Food security among college students is an increasing concern, with potential implications for their health, academic performance, and future well-being. This study investigated food security within a college community in Mexico, focusing on food availability, access (both economic and physical), and consumption patterns. A mixed-methods approach was employed at Ciudad Universitaria, BUAP, Mexico, between 2023 and 2024. Stratified random sampling was used, resulting in a final sample of 606 students. Data were collected through structured questionnaires covering sociodemographic characteristics and eating habits, the ELCSA, structured cafeteria observations, semi-structured interviews with key informants, and three focus groups. Statistical analysis was performed using chi-square tests (p < 0.05). Post hoc analysis with Bonferroni adjustment confirmed that origin (p = 0.0017), mode of transportation (p = 2.31 × 10⁻⁵) and private vehicles (p = 1.77 × 10⁻⁵) were the key determinants. Although the environment offered a variety of options, processed and ultra-processed products dominated the food choices. A total of 95.9% of students purchased food on campus, yet only 21.8% reported engaging in healthy eating habits. Focus groups revealed that students’ food choices were influenced by availability, access, and perceptions of affordability and convenience. These findings highlight the urgent need for targeted interventions to improve food security and promote healthier dietary practices within the college setting. Full article

Transdisciplinary challenge-based learning (T-CBL) has emerged as a transformative educational approach in life sciences and sustainability education, promoting the development of students as change agents. T-CBL engages learners from diverse disciplines in addressing real-life challenges—such as environmental, societal, and ethical issues—through collaboration with both academic and extra-academic actors. However, the role of coaches, who are often key academic actors within T-CBL, remains insufficiently defined and under-evaluated. In this study, 18 coaches from six T-CBL courses offered by an alliance of four Dutch universities were surveyed using a combination of baseline questionnaires and semi-structured interviews to explore their perceptions of their role within T-CBL. Coaches described their role as versatile and complex. Beyond assigning grades, they were responsible for providing feedback on group processes and individual students’ development, including self-reflection, personal goal setting, and overall well-being. Support offered by coaches primarily focused on cognitive processes and social dynamics, rather than content-specific guidance. Regarding preparation for the coaching role, most coaches reported having received no formal training and expressed feeling insufficiently prepared. The findings indicate a need for further investigation into the role of coaches in relation to other actors involved in T-CBL, with the ultimate aim of identifying factors to consider in designing T-CBL courses, including determining which actors to involve and how to prepare them for their respective roles. Full article

Humor plays a vital role in human well-being and communication and is increasingly recognized as a beneficial resource in healthcare contexts. While prior studies have explored humor in general university populations, limited research has focused on nursing students, who face distinct interpersonal and emotional demands during their training. This pilot study aimed to describe multidimensional sense of humor among first-year nursing students in Spain using the validated Spanish version of the Multidimensional Sense of Humor Scale (MSHS), which includes a three-dimension model: humor competence, humor as a coping mechanism, and social attitudes toward humor. A total of 78 students completed the MSHS questionnaire via an online survey. The overall mean score was 66.8 (SD = 13.1) out of 96, with the highest mean observed in the dimension of humor as a coping mechanism (mean = 22.2, SD = 4.0). Individual item analysis revealed strong agreement with positively worded statements such as “I like a good joke” (mean = 3.36, SD = 0.82) and “Humor is a lousy coping mechanism” (reverse scored; mean = 3.69, SD = 0.67). These findings suggest that humor is a relevant personal and interpersonal resource among future healthcare professionals. Incorporating humor-related competencies in nursing education may support student resilience and enhance patient-centered care. Further research is needed to examine humor’s longitudinal development and its role in clinical practice. Full article

Burnout, characterized by emotional exhaustion and depersonalization, is increasingly recognized as a significant mental health concern with psychiatric implications. This cross-sectional study explored variables associated with current burnout levels among 2004 teachers in 19 Latin American countries and Spain, drawing on retrospective perceptions of COVID-19 pandemic-related changes in work conditions and student behavior. Using a comprehensive survey, researchers gathered demographic information, work-related characteristics, and burnout levels measured by the Maslach Burnout Inventory. Participants were recruited through social media platforms and teacher groups. Participants reported high emotional exhaustion, with 45.9% exceeding the clinical threshold. Moderate depersonalization levels were observed, with 30.2% scoring above the clinical cutoff. Hierarchical regressions indicated that emotional exhaustion was significantly predicted by individual (e.g., gender, age, socioeconomic status, pre-existing mental and chronic illnesses), school (e.g., school level, sector, and workload), and student factors (e.g., behavior and social adjustment problems), accounting for 17.4% of the variance. Depersonalization was similarly associated with individual (e.g., gender, age, education, and pre-existing mental illness), school (e.g., workload and school level), and student characteristics (e.g., educational, behavioral, and family adjustment problems), explaining 6.5% of the variance. These findings contribute to psychiatric and psychological research by identifying specific risk profiles for chronic stress syndromes in educators—an occupational group facing long-term psychological impacts from the COVID-19 crisis. This study underscores the need for interdisciplinary psychiatric approaches to diagnose and prevent burnout and promote teacher well-being through clinical and policy-level interventions. Full article

This study examined quality of life and deep learning among 109 veterinary medicine students across three cohorts (2021–2023) in an integrated modular curriculum in Portugal. Quality of life was measured three times per academic year using the WHOQOL-BREF, whereas deep learning was assessed twice yearly via assessment tests. The results revealed consistently low scores in the psychological domain of the quality-of-life assessment and a noticeable decline in both quality of life and assessment tests during the second year. These findings highlight the need to monitor student well-being and adapt teaching strategies to sustain motivation and academic success. Full article

While increasingly popular for their aesthetic appeal and energy efficiency, reflective materials may also create harsh glare, disorientation, and psychological strain. Despite their prevalence in modern architectural design, the impact of these facades on mental well-being remains underexplored. Drawing from environmental psychology and perceptual science, this study assesses how different reflective materials influence both visual perception and psychological response, particularly among residents and students in Leicester. Two contrasting case studies, the reflective metal Highcross centre facade and the reflective glass Mattioli Woods PLC facade, served as focal points. Using a structured online questionnaire incorporating visual stimuli and Likert-scale questions, responses from 30 participants were analysed using descriptive and statistical analysis (i.e., one-way ANOVA) to determine differences in visual discomfort (due to brightness, glare, or shine), visual attractiveness, visual disorientation, and perception of the surroundings, as well as the associated physiological responses such as stress, tension, and mood. Results show that the Highcross Centre facade was consistently perceived as more visually discomforting and disorienting than the Mattioli Woods facade, with statistically significant differences. However, both facades were rated similarly high for visual interest, suggesting that aesthetic value can coexist with discomfort. Finally, the analysis shows that buildings’ reflective facades evoke only low levels of perceived stress, tension, or unease, with median scores remaining low overall. These findings highlight the importance of human-centred facade design, suggesting that, as cities adapt to climate change, architects and urban planners consider not only environmental performance but also perceptual and psychological effects. Full article

Background/Objectives: The mental health and engagement of nursing students are critical for academic success and professional readiness. This study explored the impact of an 8-week Hatha yoga programme on undergraduate nursing students’ engagement, depression, anxiety, stress, procrastination, sense of belonging, and intention to drop out. Methods: A mixed-methods design was employed, collecting data pre- and post-intervention between July 2023 and November 2024. Fifty-nine students initially enrolled in the study, with fourteen completing the full yoga programme and post-intervention assessments. Quantitative data were analysed using descriptive and non-parametric statistical tests, while qualitative data from semi-structured interviews were analysed thematically to capture students’ lived experiences. The study has been guided by the STROBE guidelines. Results: Statistically significant reductions in depression, anxiety, and stress were observed among students who completed the yoga programme. Improvements in behavioural and emotional engagement were also noted. Qualitative findings revealed that yoga fostered a renewed sense of wellbeing, self-care, and resilience, particularly among students balancing academic, work, and family responsibilities. Conclusions: Participation in an 8-week yoga programme was associated with reduced psychological distress and enhanced engagement among nursing students. These findings support the integration of holistic self-care practices into nursing curricula to promote student wellbeing and academic persistence. Full article

This Reprint title—‘Biophilic School Design for Health and Wellbeing’—suggests the coverage of a range of factors through which it is contended that key elements of nature and the built environment have a direct link to the health and wellbeing of students and teachers [...] Full article