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The coronavirus disease 2019 (COVID-19) pandemic has decreased bystander cardiopulmonary resuscitation (BCPR) intervention rates. The purpose of this study was to elucidate the willingness of university freshmen to provide BCPR during the COVID-19 pandemic and the predictors thereof. A cross-sectional survey of 2789 newly enrolled university students was conducted after the end of the sixth wave of the COVID-19 epidemic in Japan; predictors of willingness to provide BCPR were assessed by regression analysis. Of the 2534 participants 1525 (60.2%) were willing to intervene and provide BCPR during the COVID-19 pandemic. Hesitancy due to the anxiety that CPR intervention might result in poor prognosis was a negative predictor of willingness. In contrast, anxiety about the possibility of infection during CPR intervention did not show a negative impact. On the other hand, interest in CPR and willingness to participate in a course, confidence in CPR skills, awareness of automated external defibrillation, and knowledge of CPR during the COVID-19 pandemic, were also positive predictors. This study suggests that the barrier to willingness to intervene with BCPR during a COVID-19 pandemic is not fear of infection, but rather hesitation due to the possibility of poor prognosis from the intervention. The significance of conducting this study during the COVID-19 epidemic is great, and there is an urgent need for measures to overcome hesitation regarding BCPR.

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The increasing number of mental health disorders on university students represents a growing problem with negative impact on this population. Stress and anxiety issues are two of most predominant problems in this population and most campus health services have limited resources to face them. Research has provided evidence about biofeedback effectiveness. This study aims to verify the impact of a short duration biofeedback programme on freshmen university students with high levels of anxiety. A sample of 50 first-year students, with scores above percentile of 75 on STAI Y-2 were randomly selected and divided into two groups. Biofeedback Group took a 15 min session per week, over 8 weeks. No intervention was made on Control Group. Both groups were assessed before and after the biofeedback programme, and the results of the Trait Anxiety Scale and the Inventory of Stress for College Students were compared. The Biofeedback Group presented significant decreases in anxiety and stress values. Control Group presented slight and non-significant changes in scores. These results are consistent with previous studies and reinforce the evidence of biofeedback's programmes as a valid solution to help students to manage their anxiety and stress.

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O objetivo desse estudo foi identificar e comparar as expectativas e a adaptação acadêmica em iniciantes e concluintes e identificar o impacto das expectativas na adaptação. Participaram 400 universitários, sendo 151 homens e 249 mulheres, na faixa etária entre 18 e 59 anos, de instituições públicas e privadas do estado do Rio de Janeiro, que responderam o Questionário de Envolvimento Acadêmico, versão A e versão B, relativos às expectativas e comportamentos, e o Questionário de Vivências Acadêmicas, versão reduzida. Utilizou-se o teste t de Student para comparar os grupos e o teste d de Cohen para calcular o tamanho do efeito. Para avaliar o impacto das expectativas acadêmicas na adaptação à universidade, realizou-se análise de regressão linear. Os resultados apontaram diferenças, porém com baixa magnitude para as expectativas e para a adaptação dos iniciantes e concluintes e que as expectativas acadêmicas dos universitários são preditoras da adaptação acadêmica à universidade.

The aim of this study was to identify and compare expectations and the college adjustment among the freshmen and senior students and the impact of expectations on adaptation. The sample was 400 college students, being 151 men and 249 women, in the age range of 18 through 59 years old, from public and private universities in the State of Rio de Janeiro, Brazil, who answered the Questionnaire on Academic Involvement, versions A and B, regarding expectations and behaviors, and the Questionnaire on Academic Experiences, abridged version. Student's t-test has been used to compare the groups and the Cohen's d test to calculate the effect size. In order to evaluate the impact of the academic expectative on the adaptation to the university, linear regression analysis has been performed. The results have indicated differences, but with low magnitude for the expectations and adaptation of freshmen and senior students, and also, that the academic expectations of college students are predictors of college students' adjustment to the University.

El objetivo de este estudio es identificar y comparar las expectativas y la adaptación académica de los principiantes y los concluyentes, y el impacto de estas expectativas en la adaptación. En este estudio, participaron 400 universitarios de ambos sexos, siendo 151 hombres y 249 mujeres, con edades comprehendidas entre 18 y 59 años, de instituciones públicas y privada del estado de Río de Janeiro, Brasil, que contestaron el Cuestionario Participación Académica, versión A y la versión B, relativos a las expectativas y los comportamientos, y el Cuestionario de Vivencias Académicas, versión reducida. Se utilizó la prueba t de Student para comparar los grupos y la prueba d Cohen para calcular el tamaño del efecto. Para evaluar el impacto de las expectativas académicas en la adaptación a la universidad celebrada el análisis de regresión lineal. Los resultados apuntaron diferencias, pero con baja magnitud de las expectativas y de la adaptación de los principiantes y los graduados y las expectativas académicas de los universitarios son predictores del ajuste académico a la universidad.

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BACKGROUND: With increasing access at European universities, supporting and promoting the high education, students' mental well-being and generic employability capacities have become priorities, but their respective influences, after an adaptation period of seven months, remain unclear. OBJECTIVE: Our aims were to analyse the relationships between students' well-being and self-perceived academic employability skills, and other social and environmental factors. METHODS: Three hundred and twenty-one freshmen students at the end of their first year completed an online questionnaire. Two instruments were used to assess well-being: the General Health Questionnaire (GHQ-12), which explores psychological suffering, and the psychological quality of life subdomain of the Whoqol-bref. RESULTS: Psychological Whoqol-bref scores are linked to the academic employability skills (AES) items of drafting, critical spirit, problem-solving, teamwork, and supervision/direction of others, and has positive effects on AES score and on the following Whoqol-bref domains: physical, social relationships and environmental. Although three of six psychological Whoqol-bref items (ability to concentrate, satisfaction with self, negative feelings) are correlated with GHQ-12 items (sleeping, decision-making, feeling under strain, problem-solving, depression, self-confidence, thinking about self, feeling happy). GHQ-12 score is negatively linked with Whoqol-bref physical. CONCLUSIONS: For better quality of life, and improved employability skills, innovative activities should be developed to ascertain the sustainable academic's abilities of students.

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PURPOSE: Alcohol and illicit drug abuse is a serious public health issue facing college students. This study examined the impact of motivational interviewing (MI) as an intervention on the rate of blackouts among freshmen who engaged in high-risk drinking and illicit drug use. DESIGN: A sample of 188 volunteer freshmen from a university were administered the Daily Drinking Questionnaire, the Rutgers Alcohol Problem Index, and the Government Performance and Results Act at baseline and again at 6 months postintervention. MI was applied at baseline and then again at 2 weeks, 3 months, and 6 months. METHODS: Generalized estimated equations and logistic regression models were used to determine associations between the rate of blackouts and time, ethnicity, gender, illicit drug use, and alcohol consumption. FINDINGS: At 6 months, the rate of blackouts decreased from 40% at baseline to 16% (p < .0001). The average number, time, and days of drinking and frequency of drug use also decreased significantly (p < .0001). An association between rate of blackouts and gender was observed, but not with ethnicity. CONCLUSIONS: MI had an impact on reducing alcohol consumption and the rate of blackouts among college freshmen who were engaging in high-risk drinking and illicit drug use. CLINICAL RELEVANCE: The findings support the importance of using MI with freshmen college students to decrease drinking and the associated negative consequences, including blackouts, which has particular relevance for advanced practice registered nurses, physicians, and community health nurses who conduct MI as an intervention with college students.

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