Prevalence and Correlates of Depression, Anxiety, Stress, Healthy Beliefs, and Lifestyle Behaviors in First‐Year Graduate Health Sciences Students

Abstract

Background: Graduate and professional students are reported to have higher than average rates of depression compared to age‐ and gender‐matched populations. Further, more than half of student health visits are due to anxiety, yet little is known about the relationships among depression, anxiety, and healthy lifestyle behaviors in this population as well as what factors predict depression and anxiety. Aims: The purposes of this study were as follows: (a) to examine the prevalence of depression, anxiety, stress, physical health, healthy beliefs, and lifestyle behaviors in incoming first‐year health sciences professional students; (b) to describe the relationships among these variables; and (c) to determine predictors of depression and anxiety. Methods: A descriptive correlational study design was used with baseline data collected from first‐year graduate health sciences students from seven health professions colleges who were participating in a wellness onboarding intervention program, including Dentistry, Medicine, Nursing, Optometry, Pharmacy, Social Work, and Veterinary Medicine. Results: Seventeen percent of incoming students reported moderate‐to‐severe depressive symptoms with 6% reporting suicidal ideation. In addition, 14% of the participating students reported moderate‐to‐severe anxiety. Factors that predicted depression and anxiety included having less than 7 hr of sleep per night, worse general health, lower healthy lifestyle beliefs, lower healthy lifestyle behaviors, higher stress, and a perceived lack of control. Linking Evidence to Action: These findings highlight the need to routinely screen incoming health sciences students for depression and anxiety upon entrance into their academic programs so that evidence‐based interventions can be delivered and students who report severe depression or suicidal ideation can be immediately triaged for further evaluation and treatment. Providing cultures of well‐being and emphasizing self‐care throughout academic programs also are essential for students to engage in healthy lifestyles.