Impacto de un programa de intervención en la reducción del estrés percibido en estudiantes universitarios del área de la salud (Impact of an intervention program on the reduction of perceived stress in university students in the health area)
Why this work is in the frame
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Bibliographic record
Abstract
El presente estudio evalúa la efectividad de un programa de 18 semanas destinado a disminuir el estrés percibido entre estudiantes universitarios del área de la salud. Se utilizó la prueba de estrés percibido de Cohen & Mermelstein (1983), adaptada por Remor (2006), se midió la efectividad antes y después de la intervención, observando una reducción significativa en aspectos específicos del estrés. Este hallazgo destaca la importancia de estrategias de los programas relacionados con el bienestar estudiantil. La investigación subraya los desafíos que enfrentan estos estudiantes y propone la implementación de intervenciones focalizadas en la reducción del estrés y la mejora del bienestar emocional e incorporar habilidades de manejo del estrés y resiliencia. Palabras clave: Estrés, Salud, Salud humana, Condición Fisiológica, Psicología, Mindfulness, Actividad física, deporte. Abstract. This study evaluates the effectiveness of an 18-week program aimed at reducing perceived stress among university students in the health area. Using the perceived stress test by Cohen & Mermelstein (1983), adapted by Remor (2006), effectiveness was measured before and after the intervention, noting a significant reduction in specific stress aspects. This finding highlights the importance of targeted strategies within student wellness programs. The study emphasizes the unique challenges these students face and proposes the implementation of interventions focused on stress reduction and the improvement of emotional well-being, underscoring the relevance of incorporating stress management skills and resilience. Key words: Stress, Health, Human health, Physiological Condition, Psychology, Mindfulness, Physical activity, sport.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it