Abstracts Health Sciences

The bite back mental fitness challenge: exploring a strategy to assist student well-being at the university of Zambia through an internet-based program.

by Thandiwe Sokoni

Student mental health is a critical component of the university experience and an important factor in student quality of life. There has been a rising demand for mental health services at universities, particularly among first-year students who are experiencing transitional difficulties. As the number of students experiencing mental health issues rises, so does the demand on traditional university counseling services. Many studies have demonstrated that internet-based resources can help students improve their mental health and well-being. Therefore, this study sought to determine if online mental health support is a realistic method of delivering care to students at the University of Zambia. Students were divided into two groups of 8 each, for a total of 16 participants. Referring to those taking part in the online Bite back mental fitness challenge vs those who served as a control. The program had a six-week runtime. Pre- and post-intervention data were gathered by administering the self-report strengths and difficulties questionnaire adult version, and conducting a telephone exit interview to gain narrative data on whether participants thought the program suitable and acceptable. Both quantitative and qualitative data were obtained in this study's mixed method methodology. A one-way analysis of covariance (ANCOVA), and an independent samples t-test were used to examine quantitative data, while a thematic analysis was used to examine qualitative data. According to the findings, no significant difference was identified between the treatment and control groups in terms of improved well-being. Thematic analysis, on the other hand, revealed that the program was deemed adequate and acceptable by the participants due to the benefits they received from it. More research is needed to establish aspects that may affect potential gains provided to university students through online programs, such as implementation challenges, clinical or sub-clinical target groups, and academic calendar. Consideration must also be taken into data collection tools and methods used when conducting further research.