RUA Presentation

  

Everything you are going to need is in the attachment with all the instructions and don’t forget to do as it asks. Its article I need one slides PowerPoint. Please just need one slide on part “E-Identify strengths and weaknesses of the article”. I need one slide and a side note to explain the slide in detail with references.

Journal of Affective Disorders Reports 8 (2022) 100320

Available online 8 February 202

2

2666-9153/© 2022 The Author(s). Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).

Correspondence

Increased suicidal behaviors among students during COVID-19 lockdowns: A concern of student’s
mental health in Bangladesh

A R T I C L E I N F O

Keywords
COVID-19 pandemic
Student suicide
Mental health
Suicidal tendency
Bangladesh

A B S T R A C T

The COVID-19 pandemic has brought an unprecedented natural event on life. The mental health of students has
been impacted due to the long-term closure of educational institutions. The suicide rate had been significantly
increased during the COVID-19 pandemic compared to previous years among Bangladeshi students. Several
COVID-19 responses might be responsible for this increased suicidality among students. Therefore, family
members should give them mental supports to reduce additional burdens due to the pandemic. The government
and non-government organizations can take suicide prevention programs such as awareness campaigns, student
counseling, internet-based interventions, etc. Also, the authority should vaccinate students, teachers, and other
staff to reopen the academic institutions on an urgent basis.

The impacts of the ongoing COVID-19 pandemic are not only limited
to the healthcare systems. The pandemic impacted an individual’s social
and personal life, physical and mental health, economic condition, and
many more (Das et al., 2021; Repon et al., 2021; Hossain et al., 2021a;
Islam and Hossain, 2021a). After the declaration of COVID-19 as a
pandemic, the educational institutions have been closed in Bangladesh
to date. Although a series of imposing-withdrawing in lockdowns, re-
strictions on movement, public transports, markets, shopping malls, etc.,
have occurred, there is a postpone of the previously announced
reopening of educational institutions (Daria et al., 2021a;Rahman et al.,
2021; Moona et al., 2021). The education system in Bangladesh has been
impacted tremendously. Also, Bangladesh ranked third among the
countries with the highest number of days of complete school closures
due to the COVID-19 pandemic. Also, the country ranked second in
terms of the number of students impacted by these full school closures
(UNICEF, 2021). Therefore, approximately 40.0 million students across
the country are directly or indirectly affected by this ongoing pandemic.
Sleep disturbances, loss of appetite, and involvement in addictive ac-
tivities such as crimes, doing drugs, playing online video games, being
forced to get early marriage, child labor, etc., are frequently reported
problems of students in Bangladesh due to their long isolation from an
academic institution, alternative learning methods, and changes in the
schedule of daily activities (Ether et al., 2022). Therefore, stress, worry,
irritation, depression, and suicidal thoughts are prevalent among stu-
dents in Bangladesh (Dhaka Tribune, 2021; Hossain and Islam, 2021).

As there is no national reporting system or database for suicides in
Bangladesh, we extracted their information from media reports. The
methodology of the current study was conducted to extract data
following the previously conducted media-reports-based online retro-
spective study (Mamun et al., 2020). We conducted an online
media-reports-based retrospective study using several keywords (e.g.
“student suicide”, “COVID-19 pandemic”, “suicidal tendency”, “Ban-
gladeshi students”) on Google’s search engine in both English and
Bengali from April 1, 2020 to March 31, 2021. In the last 15 months, 151

students committed suicide in Bangladesh. Of these, 63 are school stu-
dents, 42 are university-medical college students, 26 are college stu-
dents, and 29 are madrasah (institution specially designed for Islamic
education and culture) students. The above information depicts the
mental health condition of Bangladeshi students during the COVID-19
pandemic. A large proportion of students are suffering from mental
health problems that lead them to suicidal behavior. A study was con-
ducted before the COVID-19 pandemic on suicide cases reported from
January 2018 to June 2019 in the Bangladeshi print media. A total of 56
Bangladeshi students committed suicide during that period (Mamun
et al., 2020). Comparing the total number of suicides among Bangla-
deshi students before and during the COVID-19 pandemic, it has been
observed that the number of suicide cases has increased about three
folds during the pandemic. Therefore, the long closure of educational
institutions across the country might be associated with this increased
suicidality among students. Experts assumed that the long-term closure
of educational institutions during the ongoing pandemic is increasing
the stress on students’ personal lives (Hossain et al., 2022). They are
failing to control even minor emotional issues in daily life. The frus-
tration with education and career, inadequate pocket money, family
dispute, love affairs, financial crisis, loneliness, and depression are the
major causes of increased suicidal tendencies among students (Faisal
et al., 2021; Islam, 2021a). Students were spending with their families at
home for a long time. Therefore, they were unable to play and spend
time with their friends (Islam et al., 2021a). This situation has made
them more prone to violent and abusive behavior by their relatives and
family members (Islam and Hossain, 2021b). Many students have lost
their jobs or income sources like part-time jobs, private tuitions during
the pandemic (Hossain et al., 2021b). The financial crisis led them to
frustrations because of an uncertain future. Along with some physical
health issues, frustrations, depression, anxiety, loneliness, sleep distur-
bances have increased among students that led the students to exhibit
suicidal behavior and ultimately commit suicide (Islam et al., 2021b,
2021c, 2021d).

Contents lists available at ScienceDirect

Journal of Affective Disorders Reports

journal homepage: www.sciencedirect.com/journal/journal-of-affective-disorders-reports

https://doi.org/10.1016/j.jadr.2022.100320
Received 24 June 2021; Received in revised form 9 January 2022; Accepted 5 February 2022

www.sciencedirect.com/science/journal/26669153

https://www.sciencedirect.com/journal/journal-of-affective-disorders-reports

https://doi.org/10.1016/j.jadr.2022.100320

https://doi.org/10.1016/j.jadr.2022.100320

https://doi.org/10.1016/j.jadr.2022.100320

http://crossmark.crossref.org/dialog/?doi=10.1016/j.jadr.2022.100320&domain=pdf

http://creativecommons.org/licenses/by-nc-nd/4.0/

Journal of Affective Disorders Reports 8 (2022) 100320
2

The COVID-19 pandemic has tremendously affected the mental
health of students across the world (Daria et al., 2021b). Many students
are experiencing mental health problems due to the pandemic re-
sponses, academic career, and job-related stresses. Studies suggest that
about 90% of the suicide victims reported at least one mental disorder
(Mamun et al., 2020). Therefore, the government, non-government or-
ganizations, and families should take immediate measures to give
mental health support to the students. Also, the healthcare authorities
should take initiatives for priority-basis vaccination programs for stu-
dents, teachers, and other staff to reopen the educational institutions
(Islam, 2021b; Hossain et al., 2021c). Reopening educational in-
stitutions might help the students to get back to their normal life like
socializing with their friends and teachers, engaging in their regular
activities which might improve their mental health (Islam et al., 2021e).
Educational institutions must be more focused on improving mental
health education, support, and provision to decrease the suicide rate, the
suicidal tendency among the students. The authorities can teach the
students to cope with some psychological distresses during this ongoing
pandemic. Mental health education of parents and their children,
awareness, the introduction of crisis centers, hotlines, and social coun-
seling might reduce the suicidal tendencies of students. Every educa-
tional institution needs to appoint psychologists to provide adequate
psychological counseling support to their students during and after this
pandemic. The families should keep regular contact with mental health
professionals and counseling psychologists for the mentally vulnerable
family members. They should let the depressed members know that not
meeting any shortcomings does not mean the end of life. With all these
initiatives and realization, it is possible to reduce the increased suicidal
tendencies of students.

CRediT authorship contribution statement

Sohel Daria: Conceptualization, Writing – original draft, Writing –
review & editing. Md. Rabiul Islam: Conceptualization, Data curation,
Writing – review & editing.

Declaration of Competing Interest

The authors do not have any conflict of interest.

Acknowledgments

None

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Sohel Daria, Md. Rabiul Islam*

Department of Pharmacy, University of Asia Pacific, 74/A Green Road,
Farmgate, Dhaka 1215, Bangladesh

* Corresponding author.
E-mail address: robi.ayaan@gmail.com (Md.R. Islam).

Correspondence

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COVID-19 and School Closures: One year of education disruption

COVID-19 and School Closures: One year of education disruption

mailto:robi.ayaan@gmail.com

• Increased suicidal behaviors among students during COVID-19 lockdowns: A concern of student’s mental health in Bangladesh

CRediT authorship contribution statement
Declaration of Competing Interest
Acknowledgments
References

RN326 Mental Health, July 2021 Session

RUA Group PPT Presentation

Each group will prepare a Power Point (PPT) Presentation utilizing Scholarly Nursing Research/Journal Articles that have been approved by the Faculty (See Course Calendar for due date and Presentation date)

Please submit your articles via permalink attachment if the article is from Chamberlain library
for approval
prior to developing your PowerPoint.

If the article is not from Chamberlain Library, download the article and send it via email attachment for approval [DO NOT SUBMIT LINK, COPY AND PASTE IS NOT ACCEPTED].

Note that you will be presenting to a Focus Group that need to learn about the disorder. Each group will utilize information collected from the Scholarly Articles to develop the Power Point Presentation. Additional resources may be used. Your Course Textbook must be used as one of your resources/references.

Discuss the following in your Presentation/PPT:

· A brief introduction of your assigned disorders

· A brief introduction of the scholarly article’s topic and explain why it is important to mental health nursing.

· b. Cite statistics to support the significance of the topic.

· c. Summarize the article; include key points or findings of the article.

· d. Discuss how you could use the information for your practice; give specific examples.

· e. Identify strengths and weaknesses of the article.

· f. Discuss whether you would recommend the article to other colleagues.

· g. Discuss your conclusion.

Include an APA title page [include Group #, your group topic, and names of group member] and a reference page; include in‐text citations (use citations whenever paraphrasing, using statistics, or quoting from the article).
Please refer to your APA Manual as a guide for in‐text citations and sample references page.
Additionally, include speaker notes in each of your slides.

Each member of the group must participate in the presentation to receive the point.

You can use a
3 x 5 index card
note for your presentation. Do not read from your notes, PPT, or articles during your presentation, the index card only serve as a reference. Reading to your audience from your note or PPT without expanding on the information will cost the group 3% deduction from your total points.

Each student must submit a copy of his/her group PPT in the grade book.

Dress Code: Semi-Business attire or Your Clinical Uniform (If your group decide to wear Clinical Uniform, every member must wear Clinical Uniform, the same apply if your group decide to wear Semi-business attire – i.e. all member must wear semi-business attire).

Grading Rubric: Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment. Please see RUA Guidelines in Canvas.

Points for this Assignment: 50