BACKGROUND

The COVID-19 pandemic disrupted education worldwide, prompting a rapid shift to emergency remote teaching that challenged students’ learning and mental health. Nursing students, in particular, faced heightened pressures due to the suspension or online adaptation of essential clinical experiences, alongside the need to master theoretical and practical competencies. Emerging evidence indicates that such stressors adversely affect students’ emotional and psychological well-being, potentially influencing academic outcomes. Understanding the relationship between mental health and academic performance among nursing students is crucial for developing targeted interventions that support their well-being and professional readiness.

OBJECTIVE

This study analyzed the mental health status and academic performance of graduating nursing students during the challenging period of remote learning amid the pandemic in a government school in Leyte.

METHODS

The study utilized a descriptive correlational design to explore the relationships between mental health status and academic performance among nursing students. A modified self-administered questionnaire was utilized to gather data. Ethical approval from Eastern Visayas Health Research and Development ConsortiumEthics Review with ERC number 2023-024 was secured, and data collection occurred through various methods. Data analysis used SPSS version 24, emphasizing the importance of understanding these relationships in educational settings.

RESULTS

The study assessed the demographic profile, online learning attributes, mental health status, and academic performance of 20 nursing students during the pandemic. All students passed their courses, despite reporting moderate emotional loneliness and irritability, but minimal fear of COVID-19. Significant correlations were found between demographic factors and mental health indicators. The null hypothesis, suggesting no relationship between demographic factors and mental health, is void, as significant associations were identified. Recommendations include enhancing mental health support in nursing education to address these challenges.

CONCLUSION

This study highlights the experiences of 20 nursing students from a government college in Leyte during the COVID-19 pandemic. Predominantly young women from rural, low-income backgrounds, these students faced challenges like poor internet access but successfully completed their academic requirements, showcasing resilience. While they reported low fear of COVID-19, moderate emotional loneliness and irritability indicated underlying mental health issues. The findings stress the need for educational institutions to provide mental health support and address the digital divide to enhance student well-being and success.

Human ; Male ; Female ; Young Adult: 19-24 Yrs Old ; Adult: 25-44 Yrs Old ; Statistics As Topic ; Psychological Well-being ; Indicators And Reagents ; Students, Nursing ; Suspensions ; Academic Performance ; Learning ; Pandemics ; Nursing ; Education, Nursing ; Covid-19 ; Mental Health

BACKGROUND

The COVID-19 pandemic disrupted education worldwide, prompting a rapid shift to emergency remote teaching that challenged students’ learning and mental health. Nursing students, in particular, faced heightened pressures due to the suspension or online adaptation of essential clinical experiences, alongside the need to master theoretical and practical competencies. Emerging evidence indicates that such stressors adversely affect students’ emotional and psychological well-being, potentially influencing academic outcomes. Understanding the relationship between mental health and academic performance among nursing students is crucial for developing targeted interventions that support their well-being and professional readiness.

OBJECTIVE

This study analyzed the mental health status and academic performance of graduating nursing students during the challenging period of remote learning amid the pandemic in a government school in Leyte.

METHODS

The study utilized a descriptive correlational design to explore the relationships between mental health status and academic performance among nursing students. A modified self-administered questionnaire was utilized to gather data. Ethical approval from Eastern Visayas Health Research and Development ConsortiumEthics Review with ERC number 2023-024 was secured, and data collection occurred through various methods. Data analysis used SPSS version 24, emphasizing the importance of understanding these relationships in educational settings.

RESULTS

The study assessed the demographic profile, online learning attributes, mental health status, and academic performance of 20 nursing students during the pandemic. All students passed their courses, despite reporting moderate emotional loneliness and irritability, but minimal fear of COVID-19. Significant correlations were found between demographic factors and mental health indicators. The null hypothesis, suggesting no relationship between demographic factors and mental health, is void, as significant associations were identified. Recommendations include enhancing mental health support in nursing education to address these challenges.

CONCLUSION

This study highlights the experiences of 20 nursing students from a government college in Leyte during the COVID-19 pandemic. Predominantly young women from rural, low-income backgrounds, these students faced challenges like poor internet access but successfully completed their academic requirements, showcasing resilience. While they reported low fear of COVID-19, moderate emotional loneliness and irritability indicated underlying mental health issues. The findings stress the need for educational institutions to provide mental health support and address the digital divide to enhance student well-being and success.

Human ; Male ; Female ; Young Adult: 19-24 Yrs Old ; Adult: 25-44 Yrs Old ; Statistics As Topic ; Psychological Well-being ; Indicators And Reagents ; Students, Nursing ; Suspensions ; Academic Performance ; Learning ; Pandemics ; Nursing ; Education, Nursing ; Covid-19 ; Mental Health

Introduction: This paper explores the impact of a remediation programme on medical students’ overall performance. It also suggests a potential remediation framework encompassing planned learning sessions by subject experts, individualised coaching from an alumni group, professional counselling for psychological support, and participants’ learning commitment. Methods: Twenty-seven students were identified as academically weak students (AWS). This was done based on two criteria: students who failed more than one mini test (out of six mini tests) during the delivery of the first-year curriculum, and students who had to repeat the study after failing the end-of-year-1 (EOY-1) exam. A remediation strategy consisting of 1) planned learning sessions, 2) individualised alumni coaching sessions, and 3) counselling sessions were offered to these students. However, participation is optional (Group A (n=12) – participants and Group B (n=15) – non-participants). Evaluation of the remediation programme is performed using mixed-method analysis: 1) comparative analysis of the performance of Group A vs Group B, and 2) qualitative analysis using a semi-structured interview with openended questions to obtain students’ perceptions of the programme. Results: Group A showed significantly higher pass rates (83% vs. 66%, p < .001) in the EOY-1 exam. Interviews revealed positive perceptions of personalised alumni coaching and its role in enhancing learning and confidence. Conclusion The study concludes that early identification and targeted remediation support improve academic outcomes, benefit the student’s educational journey, and contribute to quality education.
Education, Medical ; Academic Performance

Background: Speech pathology (SP) students report great difficulty as they experience academic and mental health concerns while completing their programs. Even with increased global attention on non-cognitive factors influencing academic performance, no study focusing on Filipino SP students has been done. Objectives: This study aimed to (1) explore the relationships among mindfulness, growth mindset, academic intrinsic motivation, and academic performance, and (2) investigate the influence of mindfulness, mindset, and motivation levels on academic performance. Methodology: SP undergraduate students from a university in Manila (n=89) responded to an online survey measuring the three variables. Grades were extracted and analyzed alongside survey scores. Correlation and multiple linear regression analysis were performed. Results: Higher mindfulness level was significantly related to better academic performance (rs(89) = -.235, p<.05). Correlation analysis further revealed a significant association between mindfulness and growth mindset (rs(89) = .390, p<.01); mindfulness and academic intrinsic motivation (rs(89) = .504, p<.01); and growth mindset and academic intrinsic motivation (rs(89) = .409, p<.01). No significant relationship was found between grades and growth mindset or motivation levels. Furthermore, regression analysis revealed that mindfulness, mindset, and motivation levels do not significantly predict grades (F(3,85)=.461, p=.710, R2=.016). Conclusion This study provides scientific findings to help educators develop a better understanding of Filipino health professions education student characteristics. Evidence on the significance of mindfulness in student performance is presented. It also provides new knowledge regarding the association between the constructs of mindfulness, growth mindset, and intrinsic motivation in this specific population.
Mindfulness ; Motivation ; Academic Performance

Background: Despite the rigorous and extremely competitive selection process of medical students at the University of the Philippines College of Medicine (UPCM), a few still performed poorly in academics that resulted in delayed graduation or failure to graduate at all. Methodology: Factors potentially associated with delayed graduation and failure to graduate among UPCM medical students were analyzed using univariate and multivariable logistic regression with their demographic and pre-admission academic profiles, namely, Pre-medical General Weighted Average Grade (PGWAG), National Medical Admission Test Scores (NMATs), interview scores, pre-med courses, the school graduated from, and admissions categories as predictors. Objective: The objective of this study was to identify the factors that predict the likelihood of not graduating and delayed graduation among the medical students of 24 classes of the UPCM. Results: The odds of delayed graduation and failure to graduate were increased by lower PMGWAG, NMAT score, interview score, admission through the special categories, being a non-UP graduate, and with BS Psychology as pre-med course. Conclusion The predictors of poor academic performance based on delayed graduation and failure to graduate were the PMGWAG, NMAT, interview scores, admissions category, pre-med course, and the school graduated from. It is recommended that the minimum admissions requirements for PMGWAG be increased particularly among the candidates in the special categories. The selection process in the special categories must put some bearing on the PMGWAGs and NMATs of their applicants.
Education, Medical ; Academic Performance

Background: The country's health system is confronted with the potential threats of mass overseas migration and non-equitable distribution of health professionals including physicians. The UP College of Medicine (UPCM), despite being subsidized by the state, has its own share of this problem regarding its graduates. Objectives: The objectives of this study were to look into the geographic distribution of practices among the alumni of UPCM and to identify the predictors of abroad-based practice. The period involved was entirely covered by the Regionalization Program (RP) and partially by the Return Service Obligation Program (RSOP). Methodology: The geographic practice base among the UPCM graduates was determined and correlated through logistic regression with their pre-admission academic profile, namely Pre-Med General Weighted Average Grades (PGWAGs), National Medical Admissions Tests (NMATs), interview scores, entry rank, premed courses, admissions categories, Medicine General Weighted Average Grades (MGWAG), class rank, and board rating. Results: Majority (51.3%) of the UPCM graduates practiced at the National Capital Region (NCR), around a quarter (26.1%) practiced in the province, and approximately one out of ten (11.4%) was based overseas. Associated with higher odds of practicing abroad were those with higher board rating, entry rank, NMAT, %MGWAG, %PMGWAG, class rank, and those admitted through the UP Medical Alumni Association in America (UPMASA) category. Other special categories such as high interview scores and BS Psychology graduates in pre-med lowered the chances of overseas migration and practice. Conclusion and Recommendation UPCM graduates with superb academic performance both in their premed course and in medicine would most likely establish their geographic practice abroad. In order to minimize the brain drain and overseas migration of UPCM graduates, the admissions policy must be revised towards shifting the focus from purely academic criteria to the non-academic attributes of the applicants.
Education, Medical ; Academic Performance

Introduction: Attention is one of many cognitive functions; it plays a central role in the learning process. For this reason, our study aims to determine the impact of attentional abilities on academic performance among middle school learners in Middle Atlas of Morocco. Methods: Data were collected from a sample of 137 middle school learners. For the assessment of attentional abilities, we performed the Trail Making Test (TMT) to estimate mental flexibility. Evaluation of selective attention was done through the Stroop Test and the measurement of sustained attention was achieved via the d2-R test. Rseults: Our results revealed that the attentional abilities of learners in our samples are positively correlated with their academic performance and vice versa. Conclusion At the end of this study, it is important to establish a thorough diagnosis of attentional disorders to identify learners with attention problems in order to implement a remedial program so as to avoid the detrimental effects of these disorders on the academic performance of learners.
Academic Performance

Background: Among the different criteria, the General Weighted Average Grade (PMGWAG) holds the biggest bearing on admission for the UP College of Medicine. However, GWAs are not comparable across different courses, different batches, different UP units and different schools. An Adjustment Factor is necessary to make PMGWAGs comparable and to level the playing field. Objectives: This study covering a 24-year period aimed to compare various proposed Admission Adjusted Factors of %PMGWAG (Pre-Med GWAG) in terms of Pearson's Correlation, Linear Regression Models and Mean Differences with %MGWAG (Medical GWAG), Class Rank and Board Rating as Outcome variables. Methodology: Various proposed Adjustment Factors were applied to %PMGWAG of medical students from Class 1990 to Class 2014 and Pearson's Correlation, Linear Regression Models and Mean Differences with %MGWAG, Class Rank and Board Rating were derived and analyzed. Results: Adjustment Factor A3 as applied to %PMGWAG correlates best with Board Rating and Class Rank while Adjustment Factor A6 with %MGWAG. On Linear Regression, A3 likewise bested other Adjustment Factors in predicting %MGWAG and %Board Rating while A6 on predicting Class Ranking. Among the various adjustments, A3 exerted the most impact on the outcome variables, based on mean differences. Conclusion The A3 Adjustment Factor is the preferred and most ideal among the various proposed adjustment factors. Its application on %PMGWAG, correlated best with, most predictive of and most influential to %MGWAG, Board Rating and Class Rating.
Education, Medical ; Academic Performance

Background and Significance: Sleep is a vital facet of human existence that is vital to learning and memory; lack of sleep is associated with significant impairment in learning. Medical students are a special population because of the demands of medical school. They are very prone to sleep deprivation and poor quality of sleep, hence academic performance might be affected. Objectives: We determined the different sleeping habits of medical students using a descriptive tool, with variables chosen specifically for this study. The level of sleepiness was then correlated with the academic performance (using the general weighted average) among students in a state university run-medical school in the Philippines. Methods: The study is a prospective cross-sectional survey among medical students in a state university-run medical school enrolled for the academic year 2016-2017. The questionnaires used were the Epworth Sleepiness Score and specific questions about sleeping habits. The General Weighted Average (GWA) of those who participated were obtained from the student records section of the college. Descriptive statistics were used to describe the results on different sleeping habits, while the chi-squared test was used to determine any significant differences in the GWA versus level of sleepiness across all year levels. Results: A total of 426 medical students (or 60% of the total student population of the college) participated. However, of the 426, only 326 had complete GWAs and were therefore included in the final analysis for correlation. The average medical student is “sleep-deprived”, sleeping two hours less (six hours) than the recommended daily minimum duration of sleep (eight to 10 hours). For the correlation of sleepiness and academic performance, we found out that there is no significant difference in academic performance among those who are excessively sleepy (ESS greater than 10) versus those who are not, p-value = 0.892. Conclusion Increased level of sleepiness does not correlate with poorer academic performance among these medical students, despite them sleeping less than the general recommendation for adults. The study is limited however by the use of the GWA as the sole tool to measure academic performance, which is affected by many other factors. We recommend the performance of this study in a broader population and use more validated tools to measure sleepiness and academic performance.
Sleep ; Sleepiness ; Academic Performance ; Students, Medical

The application of distance learning in medical education has been a continuous challenge to approximate face-to-face clinical skill teaching. Nonetheless, online education has proven to be effective in addressing student satisfaction, engagement, motivation and excellent academic performance. How eLearning evolved in a medical setting through the years and the evolution of state-of-the-art teaching resources will be discussed accordingly.
Education, Distance ; Academic Performance