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Objective <p>To evaluate whether a curriculum-integrated educational intervention focused on psychosocial well-being is associated with changes in perceived stress and quality of life among postgraduate students.</p> Methods <p>This pre-experimental study (one-group pretest–posttest design without a control group) was conducted over one academic semester. A total of 31 postgraduate students were enrolled. The intervention consisted of a curriculum-integrated course addressing mental health, self-care, and well-being strategies through structured weekly sessions. Outcomes included perceived stress (PSS-10), quality of life (WHOQOL-bref), self-compassion, and life satisfaction. Pre–post comparisons were performed using paired-sample t-tests, with 95% confidence intervals and effect sizes (Cohen’s d).</p> Results <p>A total of 31 postgraduate students were enrolled and completed both baseline and post-intervention assessments, with no loss to follow-up. A statistically significant reduction in perceived stress was observed (mean difference: −3.63; 95% CI: −6.08 to − 1.18; <i>p</i> = 0.005; d = 0.59). Overall quality of life showed a statistically significant increase (mean difference: 0.15; 95% CI: 0.03 to 0.27; <i>p</i> = 0.010; d = 0.30). No statistically significant changes were observed for self-compassion, life satisfaction, or health satisfaction (<i>p</i> &gt; 0.05). Domain-specific analyses of quality of life showed no significant changes in the environmental domain (<i>p</i> = 0.325), while other domains presented identical mean values at both time points, precluding inferential analysis.</p> Conclusion <p>The curriculum-integrated educational intervention was associated with reduced perceived stress and improved overall quality of life among postgraduate students. Given the pre-experimental design and absence of a control group, causal inferences cannot be established. These findings suggest that curriculum-based strategies may represent a feasible approach to promote psychosocial well-being in postgraduate education.</p>

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Can curriculum-integrated health education improve postgraduate student well-Being? One-group pretest–posttest design

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月25日

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  • Erika da Silva Maciel,
  • André Pontes-Silva,
  • Fernando Rodrigues Peixoto Quaresma,
  • Ladislau Ribeiro do Nascimento

摘要

Objective

To evaluate whether a curriculum-integrated educational intervention focused on psychosocial well-being is associated with changes in perceived stress and quality of life among postgraduate students.

Methods

This pre-experimental study (one-group pretest–posttest design without a control group) was conducted over one academic semester. A total of 31 postgraduate students were enrolled. The intervention consisted of a curriculum-integrated course addressing mental health, self-care, and well-being strategies through structured weekly sessions. Outcomes included perceived stress (PSS-10), quality of life (WHOQOL-bref), self-compassion, and life satisfaction. Pre–post comparisons were performed using paired-sample t-tests, with 95% confidence intervals and effect sizes (Cohen’s d).

Results

A total of 31 postgraduate students were enrolled and completed both baseline and post-intervention assessments, with no loss to follow-up. A statistically significant reduction in perceived stress was observed (mean difference: −3.63; 95% CI: −6.08 to − 1.18; p = 0.005; d = 0.59). Overall quality of life showed a statistically significant increase (mean difference: 0.15; 95% CI: 0.03 to 0.27; p = 0.010; d = 0.30). No statistically significant changes were observed for self-compassion, life satisfaction, or health satisfaction (p > 0.05). Domain-specific analyses of quality of life showed no significant changes in the environmental domain (p = 0.325), while other domains presented identical mean values at both time points, precluding inferential analysis.

Conclusion

The curriculum-integrated educational intervention was associated with reduced perceived stress and improved overall quality of life among postgraduate students. Given the pre-experimental design and absence of a control group, causal inferences cannot be established. These findings suggest that curriculum-based strategies may represent a feasible approach to promote psychosocial well-being in postgraduate education.