Name: Rayane Cristina Faria de Souza
Type: PhD thesis
Publication date: 22/01/2021

Namesort descending Role
Marluce Mechelli de Siqueira Advisor *

Examining board:

Namesort descending Role
Bruno Pereira da Silva External Examiner *
Flávia Batista Portugal Co advisor *
Lorena Silveira Cardoso External Examiner *
Luciane Bresciani Salaroli Internal Examiner *
Marluce Mechelli de Siqueira Advisor *
Rita de Cássia Duarte Lima Internal Examiner *

Summary: Introduction: The consumption of psychoactive substances, risk behaviors and
mental disorders impact in different ways on the individual, family and community,
resulting in daily problems, both individual and collective. Thus, affecting the quality of
life, especially for university students who are vulnerable populations. Objective:
Understand the quality of life (QoL) and associated factors among university students
in Occupational Therapy, Nutrition, Speech Therapy and Physiotherapy courses at the
Health Sciences Center of a public university. Methodology: It is a cross-sectional
and exploratory study with a quantitative and qualitative approach, whose investigation
was based on the questionnaires: World health organization instrument to evaluate
quality of life - bref (WHOQOL-Bref) validated by Fleck (2000); Hospital Anxiety and
Depression Scale (HADS) validated by Zigmond and Snaith (1983); and I National
Survey on the Use of Alcohol, Tobacco and Other Drugs among university students in
the 27 Brazilian capitals, developed by the National Secretariat for Drug Policy
(SENAD) (2010). Then, interviews were conducted with university students from a
focus group. The analysis of the quantitative data, followed from the univariate,
bivariate and multivariate analysis with the aid of the statistical package Statistical
Package for the Social Science (SPSS) version 24, while the qualitative data, from the
analysis of thematic content conducted to light of Bardin's Theory. Results: There
were 03 (three) scientific articles that dealt with quality of life among university
students. Thus, he found in national and international scientific articles that during the
academic trajectory, one can experience risky behaviors and stressful and protective
factors that influence the quality of life of the university student. And, as far as the
studied population is concerned, the social relations domain presented a higher
average in quality of life, while the environment domain presented a lower average.
Therefore, there was a significant association between the physical domain (R2 = 0.36)
with predictor variables: female gender (p = 0.01); economic class (p = 0.01); ethnic
group (p = 0.04); initial course period (p = 0.00); already thought about abandoning the
course (p = 0.00); physical activity (p = 0.00); sexual abuse (p = 0.02); anxiety signs
and symptoms (p = 0.00); signs and symptoms of depression (p = 0.00). While for the
psychological domain (R2 = 0.47): female sex (p = 0.00); religious practice (p = 0.01);
satisfaction with the course (p = 0.01); already thought about abandoning the course


(p = 0.00); voluntary work (0.05); use of tranquilizers in the last 3 months (0.03); anxiety
signs and symptoms (p = 0.00); signs and symptoms of depression (p = 0.00). At the
same time as the social relations domain (R2 = 0.18): religious practice (p = 0.00);
anxiety signs and symptoms (p = 0.00); signs and symptoms of depression (p = 0.00).
Finally, the environment domain (R2 = 0.22): female (0.03); economic class (0.00);
ethnic group (0.04); already thought about abandoning the course (0.02); anxiety signs
and symptoms (p = 0.00); signs and symptoms of depression (p = 0.00). Another
important point to highlight was the definitions of the categorical axes and the empirical
categories: 1 - Quality of life in the academic environment: physical structure; overload;
reformulation of the workload; 2 - Health: spiritual biopsychosocial health; 3 -
Relationships in the academic environment: interpersonal interaction, obtained after
the focus group carried out with this university population, in which they emphasized
that they did not present a positive perception in relation to the university quality of life,
emphasized the need to review the curriculum and the importance of the interaction
between teacher-students. Finally, 1 (one) project on quality of life through meditation
and mindfulness was prepared with the purpose of scientifically understanding the
importance of these practices for improving the quality of life of the university student.
Conclusion: It is evident the importance of the role of academic spaces as mediators
of the mental health of these university students, corroborating changes in the daily
lifestyle of the future health professional. For that, it is necessary the commitment of
the student, teacher and institutional to stimulate and promote healthy habits during
the academic trajectory, in addition to the responsibility of universities in the creation
of care programs for this population.

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