Research Article
Austin J Psychiatry Behav Sci. 2021; 7(1): 1079.
Psychological Impact of the COVID-19 Pandemic on Palestinian Nursing Students: A Cross-Sectional Study
Abu-El-Noor NI*
Islamic University of Gaza, Associate Professor, Faculty of Nursing, Palestine
*Corresponding author: Nasser Ibrahim Abu-El-Noor, Islamic University of Gaza, Associate Professor, Faculty of Nursing, Palestine
Received: March 20, 2021; Accepted: May 07, 2021; Published: May 14, 2021
Abstract
Introduction: The COVID-19 pandemic became a global pandemic in early 2020. The pandemic has many impacts on people’s live posing a threat to their physical and mental health. Therefore, this study aimed to assess the psychological impact of COVID-19 pandemic on Palestinian nursing students residing in the Gaza Strip, Palestine.
Materials and Methods: A convenience sample of 345 nursing students from the Islamic University of Gaza completed on line questionnaire packet that included demographic data and the 7-item Generalized Anxiety Disorder Scale (GAD-7).
Results: Results from this study revealed that most of our participants were females (79.1%), single (82.3%), not working (90.4%) and having no chronic disease (94.8%). Variant levels of anxiety were reported by participants with 34.5% of them having mild, 31% moderate and 19.1% severe levels of anxiety. Levels of anxiety reported in this study were not impact by any study variables such as age, sex, study year, etc.
Conclusions and Implications for Practice: The results of this study revealed high levels of anxiety among nursing students. The closure of the universities, the new experience of e-learning along with the multi-stressors already prevailing in the Gaza Strip have contributed to this high level of anxiety. Universities and the health care system in the Gaza Strip should pay attention to reduce anxiety levels among students. This could be approached by providing online training courses or setting channels of one-to-one online or phone counseling for students to alleviate negative psychological effects and to enhance mental health of students.
Keywords: COVID-19; Nursing students; Psychological impact; GAD-7; Gaza Strip; Palestine; Anxiety
Introduction
On 30 January, the World Health Organization declared the 2019 coronavirus disease (COVID-19) outbreak a public health emergency of international concern [1]. On 12 February 2020, the novel coronavirus was named severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) while the disease associated with it is now referred to as COVID-19. It is a new strain of coronavirus that has not been previously identified in humans [2]. It is transmitted through large respiratory droplets and direct contact; other modes of transmission (i.e. airborne and faeco-oral) have also been proposed [3].
The estimated median incubation period is five to six days (range 0 to 14 days) [4]. It mostly attacks older people with compromised immune system. The median age of confirmed cases is around 59 years [5]. Initially, more than 80% of patients have asymptomatic or mild disease and recover, but about 15% may get severe disease including pneumonia, and around 5% become critically ill with septic shock and/or multi-organ and respiratory failure [6]. Fatality rate is estimated to be around 2% among overall ages, but it ranges from 0.2% in people under 50 to 14.8% in those over 80, and it is higher among patients with chronic comorbid conditions [7].
Up to March 5, 2020, Palestine was free of Corona virus (COVID-19). On 6 March, seven cases in Bethlehem City in the West Bank were found to be positive for COVID-19 [8]. The President of Palestine immediately declared an emergency state in Palestine including West Bank and the Gaza Strip. This resulted in closing clustering places including schools and universities. This is besides establishing several quarantining centers at entrance ports to quarantine people who are returning to Palestine from other countries. This policy limited the number of patients with COVID-19, especially in the Gaza Strip as up to August 23, all positive cases in Gaza were discovered among people in the quarantine centers.
Outbreaks of novel virus infections among people are always of public health concern, especially when there’s little knowledge about the characteristics of the virus, how it spreads between people, how severe are the resulting infections and how to treat them [2]. This outbreak had several impacts on individuals’ lives, including unbearable psychological pressure [9].
Several studies were conducted to detect psychological impact of COVID-19 on several groups of the populations such as general public health care providers [10,11], general population [9,12-14], elderly [15,16], children and adolescents [17] and university students [18-20].
The Gaza Strip is a small territory of 365km2 with about two million inhabitants. It is located on the Eastern Mediterranean coast and belongs to the self-governing territories of Palestine. However, it is geographically completely separated from the other Palestinian territories of the West Bank. For over than14 years, no free movement is possible in and out of the Gaza Strip and following the 2014 war, movement has been further restricted [21]. This situation poses different challenges to the region, such as high unemployment, especially among young people, dense population and stagnant economic and academic atmospheres [22].
Early on, the World Health Organization (WHO) advised implementation of and adherence to strict measures to reduce transmission of SARS-Co-2, including social distancing, staying at home to reduce transmission, stringent hand hygiene, sneezing and coughing etiquette, self-isolation in the presence of symptoms and testing for Coronavirus as well as consequent contact tracing of infected people with isolation and quarantine of suspected or active cases [23]. As a result, schools and universities were closed on early March 2020 and university students started a new challenge and a new experience of e-learning, which added to the multi-stressors prevailing among individuals living in the Gaza Strip, especially among university students with the new stress related to the new experience of e-learning and the worry about their future. Therefore, this study aimed to assess the psychological impact of COVID-19 pandemic on Palestinian nursing students residing in the Gaza Strip, Palestine.
Methods and Materials
Design, population, setting and sampling
A cross-sectional design was used in this study. The target population comprised of undergraduate nursing students enrolled in the second semester at the Faculty of Nursing at the Islamic University of Gaza. Data were collected after student had finished their final exams for the second semester. There were 1392 students enrolled in this semester, 920 of them are females and 412 males; 221 are enrolled in the midwifery department while the rest (1170) are in the nursing department. A convenience sample of 357 students completed an electronic version of the questionnaire. After excluding 12 cases, the remaining questionnaires became 345.
Instrument
The instrument used in this study composed from two parts; the first part included demographic information about participants including age, gender, department, type of enrollment (regular student vs. upgrading student from associate degree to bachelor of science in nursing), working status, marital status, working condition, if having a chronic disease and number of family members. The other part of the instrument comprised of the 7-item Generalized Anxiety Disorder Scale (GAD-7). The GAD-7 was developed by Toussaint et al. [24] and it includes seven items based on seven core symptoms and inquires the frequency with which respondents suffered from these symptoms within the last two weeks. GAD-7 measures anxiety symptoms using a 4-point Likert scale ranging from zero to three, where 0 = not at all, 1= several days, 2 = over half the days and 3 = almost every day, therefore, the total score will range from 0 to 21. The GAD-7 showed to be valid and reliable [18,25] validated screening instrument, and it has demonstrated excellent internal consistency (Cronbach’s a = 0.884) in this study.
Data analysis
The Statistical Package for Social Science (SPSS), version 18, was used to compute and analyze the data. Data was analyzed using descriptive statistics (mean, range, standard deviation, and percentage) and frequency distribution tables. ANOVA and t-test and test were used to examine statistical significance between differences of the means of different variables. Use correlations test was to examine if there were any correlation between different total score of GAD-7and sociodemographic variables. Prior to data analysis, 12 responses of the 357 questionnaires were excluded because there were three or more missing variables of the GAD-7. Missing variables were replaced by the mean of each item.
Ethical considerations
Prior to conducting this research study, approval from the Internal Review Board at the Islamic University of Gaza was obtained. Participants were informed about the purpose of the study at the opening statement and were assured that their participation is voluntary and that each one has the right to refuse to complete the questionnaire. Participants were assured that if they decided to refuse to be involved in the assessment process, this decision would not affect their grades. Data was collected anonymously from all participants. In the final report, confidentiality and anonymity will be maintained.
Results
Table 1 represent the socio-demographic characteristics of participants. The age of participants ranged between 18 and 45 years with the great majority of them (82.03%) within the age group of 18-22 years. Most of our participants were females (79.1%), single (82.3%), not working (90.4%) and having no chronic disease (94.8%). The majority of our participants were enrolled as regular students (83.2%) and came from the nursing department (76.5). About two thirds of participants were from third (36.8%) and fourth (29.9%) year students. Finally, the family size of participants ranged between one and 25 family members with a mean of 7.07.
Frequency
%
Age
Mean 21.33 (±2.98); Range 18-45 year
Sex
Male
72
20.9
Female
273
79.1
Marital status
Married
59
17.1
Single
284
82.3
divorced
1
0.3
widow
1
0.3
Type of enrolment
Regular students
287
83.2
Upgrading
58
16.8
Department
Nursing
264
76.5
Midwifery
81
23.5
Level
First Year
54
15.7
Second Year
61
17.7
Third Year
127
36.8
Fourth Year
103
29.9
Working status
Yes
28
8.1
No
312
90.4
Having a chronic disease
Yes
11
3.2
No
327
94.8
Number of family members
Mean 7.07 (±3.23); Range (1 to 25)
Table 1: Socio-demographic characteristics of participants.
Analysis of GAD-7
The results for frequency, percentage, mean and standard deviation of GAD-7 items are depicted in Table 2. The item “Feeling nervous, anxious, or on edge” had the highest mean (1.68) while “Being so restless that it’s hard to sit still” had the lowest mean (1.07).
Not at all sure
Several days
Over half the days
Nearly every day
Mean
SD
Freq. (%)
Freq. (%)
Freq. (%)
Freq. (%)
Feeling nervous, anxious, or on edge
34 (9.9%)
126 (36.5%)
102 (29.6%)
83 (24.1%)
1.68
0.95
Not being able to stop or control worrying
80 (%23.2)
149 (43.2%)
62 (18.0%)
54 (15.7%)
1.26
0.99
Worrying too much about different things
46 (13.3%)
131 (38.0 %)
95 (27.5%)
73 (21.2%)
1.57
0.97
Trouble relaxing
56 (16.2%)
138 (40.0%)
91 (26.4%)
60 (17.4%)
1.45
0.96
Being so restless that it's hard to sit still
107 (31.0%)
150 (43.5%)
46 (13.3%)
42 (12.2%)
1.07
0.96
Becoming easily annoyed or irritable
46 (13.3%)
130 (37.7%)
76 (22.0%)
93 (27.0%)
1.63
1.02
Feeling afraid as if something awful might happen
84 (24.3%)
121 (35.1%)
77 (22.3%)
63 (18.3%)
1.34
1.04
Table 2: Frequency, percentage, mean and standard deviation of GAD-7 items.
Level of anxiety among nursing students
Table 3 shows the different levels of anxiety among undergraduate nursing students. Participants reported varying degrees of anxiety with more than 60% of them reporting moderate to severe levels of generalized anxiety disorder. First year students had the highest percentage (42.6%) of moderate anxiety while second year students have the highest percentage (26.2%) of severe level of anxiety.
Level of anxiety
All students
First year
Second year
Third year
Fourth year
Freq.
%
Freq.
%
Freq.
%
Freq.
%
Freq.
%
Normal
53
15.4
9
16.7
10
16.4
14
11
20
19.4
Mild
119
34.5
15
27.8
18
29.5
46
36.2
40
38.8
Moderate
107
31
23
42.6
17
27.9
48
37.8
19
18.4
Severe
66
19.1
7
13
16
26.2
19
15
24
23.3
Table 3: Levels of anxiety among undergraduate nursing students.
Factors influencing level of anxiety
Pearson correlation did not show a statistically significant correlation between level of anxiety and the variables age and number of family members. ANOVA and t test did detect any impact of study variables on the total score of GAD-7 (Table 4).
Variable
Mean
P value
Sex
Male
10.86
0.155
Female
9.76
Marital status
Married
9.5
0.511
Singe
10.08
Type of enrolment
Regular students
10.03
0.058
Upgrading
9.79
Department
Nursing
10.0947
0.513
Midwifery
9.6543
Level
First Year
9.41
0.692
Second Year
10.57
Third Year
10.06
Fourth Year
9.87
Working status
Yes
8.89
0.316
No
10.11
Having a chronic disease
Yes
8.82
0.491
No
10.09
Table 4: Impact of study variable on total score of GAD-7.
Discussion
This study aimed to assess psychological impact of COVID-19 on Palestinian undergraduate nursing students. Results from this study revealed variant levels of anxiety among participants (Table 3) with 31% of the participants having moderate level of anxiety and 19.1% having severe level. Such impact of COVID-9 is expected. A previous study revealed that public health emergencies, which applies to COVID-19, might lead to several psychological effects on college students such as anxiety, fear, and worry, among others [26]. Scores of GAD-7, reported by participants of this study, were not influenced by age, gender, and study year, type of enrolment, having a chronic disease or number of family members’ variables.
Level of anxiety reported in this study is relatively high. It is higher than those reported in other related studies. A study conducted in China assessed psychological impact on university students [18] and revealed that about 25% of participants having varying degrees of anxiety (21.3% with mild anxiety, 0.9 % with moderate level of anxiety & and 2.7% with high level of anxiety). Another study conducted in China revealed prevalence rates of anxiety and depression symptom of 7.7% and 12.2% among college students, respectively [20]. In Spain, moderate to extremely severe scores of anxiety (21.34%), depression (34.19%) and stress (28.14%) were reported by Spanish university students [19].
The prevalence of high level of anxiety among Palestinian nursing students could be due to the fact that these students are studying nursing and go to practice at hospitals; especially that studies conducted to assess level of anxiety among health care providers reported high level of anxiety. For example, a study conducted in Singapore [27] found that 20.7% of health care providers had anxiety, 6.9% had stress, 10.3% had depression and 10.9% had post-traumatic stress disorder. In another study conducted in China, results revealed that 39.1% of the health care workers had psychological distress [11]. Therefore, nursing students might be afraid of contracting the disease during their practice; although, training in hospitals was suspended for about three months (March to June).
Other contributing factors that might contribute to high prevalence of anxiety among nursing students could be due to the exceptional conditions they live in the Gaza Strip. For example, Gaza suffers from siege imposed by Israel since 2006 with no free movement is possible in and out of the Gaza Strip. Following the 2014 war, movement of people and goods has been further restricted [21]. The new experience of e-learning is another factor that might contribute to the high level of anxiety among participants, especially that internet access is limited to many students and with the unstable availability of electricity (about 8-12 hours a day) will interrupt their study and affect their grades, which may affect their chance to get a job in the future. This is of especial concern especially that rates of poverty and unemployment in the Gaza Strip reached nearly 75% in 2019 [28]. These situations contributed to students’ anxiety related to COVID-19 as this will affect their studies and therefore will affect their career and future employment [14,18,29]. Moreover, a study found that COVID-19 lockdown lead to worsening quality of sleep and insomnia symptoms among university students [30] which in turn may affect their academic performance and future career and increase their level of anxiety.
Other causes that might contribute to increasing levels of anxiety among university students were reported in the literature. For example, some studies argued that anxiety levels increase by social distancing practice and absence of interpersonal communication during the quarantine and lockdown due to the pandemic of COVID-19 [31,32]. Also, it has been argued that the increasing numbers of COVID-19 patients and suspected cases contributes to eliciting public worry about contracting the disease and increasing levels of anxiety [33]. Furthermore, with high rates of poverty and unemployment that prevails among individuals living in the Gaza Strip, they will be unable to purchase enough protective equipment such as masks, gloves and disinfectants. Shortage of protective devices and disinfectant may lead to increase feelings of unsafely and therefore may increase levels of anxiety.
Results from this study revealed that none of the study variables had an impact on levels of anxiety among participants. However, the author was expecting that fourth year students will report higher levels of anxiety, results showed that they had the lowest prevalence of moderate and severe (combined) levels of anxiety (41.7%) compared to 50.1% (first year), 55.6% (second year) and 54.1% (third year) students. This expectation was based on literature, which argued that COVID-19 would have serious impact of career of students who will graduate in this year (fourth year students in this case). Sahu [34] argued that because these students are experiencing major interruptions in teaching and performance in the final part of their studies, they may likely graduate late due to the postponement of the final examination; which in turn may contribute to increasing levels of anxiety [35].
Conclusions and Implications for Practice
The results of this study revealed high level of anxiety among nursing students. The closure of the universities, the new experience of e-learning along with the multi-stressors already prevailing in the Gaza Strip have contributed to this high level of anxiety. Universities and the health care system in the Gaza Strip should pay attention to reduce anxiety levels among students. This could be approached by providing online training courses or setting channels of one-toone online or phone counseling for students to alleviate negative psychological effects and to enhance mental health of students [34].
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