Chao Zhang, Cuiping Xu, Renxiu Wang, Xiaoxuan Han, Guodong Yang, Yue Liu
The learning experiences and career development expectations of Chinese nursing master's degree students: A qualitative investigation
Nurse education in practice
stress burnout anxiety depression continue problem among teachers worldwide presently known prevalence correlates psychological problems among teachers alberta nova scotia also known supportive text message program wellness4teachers would effective reducing stress burnout anxiety depression symptoms among teachers goal study evaluate prevalence correlates stress burnout symptoms anxiety depression low resilience among elementary high school teachers alberta nova scotia canada also aims determine daily supportive text messages help reduce prevalence psychological problems teachers crosssessional mixed methods study data collected subscribers wellness4teachers using webbased survey baseline onset text messaging 6 weeks programs midpoint 3 months end point 6 months teachers subscribe wellness4teachers program texting keyword teachwell program phone number outcome measures assessed using standardized rating scales key informant interviews data analyzed descriptive inferential statistics using spss thematic analysis using nvivo results study expected 24 months program launch expected prevalence stress burnout anxiety depression low resilience among teachers alberta nova scotia would comparable reported jurisdictions also expected factors gender number years teaching grade teaching school type elementary vs high school association burnout psychological disorders among teachers furthermore expected wellness4teachers reduce prevalence severity psychological problems teachers subscriber satisfaction high wellness4teachers project provide key information regarding prevalence correlates common mental health conditions teachers alberta nova scotia well impact daily supportive text messages mental health parameters information study useful informing policy decisionmaking concerning psychological interventions schoolteachers