Exploring the link between mindset and psychological wellbeing among pharmacy students in Zimbabwe

Abstract

Introduction

Mindset may influence pharmacy students' psychological wellbeing. However, little is known about the relationship between mindset and psychological wellbeing among pharmacy students. This study aimed to explore the association between mindset and psychological wellbeing in pharmacy students in Zimbabwe.

Method

Fourth-year pharmacy students from the University of Zimbabwe and Harare Institute of Technology were invited to participate via their class WhatsApp groups. An online survey, linked through a cover letter, was distributed to measure students' mindsets, psychological wellbeing, and demographic characteristics. Descriptive and inferential statistics were used to assess the relationships among psychological wellbeing, mindset, and demographic factors.

Results

Of the 124 fourth-year pharmacy students, 85 completed the survey (response rate: 68.5 %). Most students demonstrated a growth mindset (n = 43; 56.6 %), while 33 (43.4 %) had a fixed mindset. Students with a strong growth mindset had a higher mean psychological wellbeing score (mean = 57.5; SD = 5.2) compared to those with a strong fixed mindset (mean = 52.4; SD = 4.4; p = 0.048). No associations were found between mindset or psychological wellbeing and age, gender, spirituality, marital status, or institution attended.

Conclusion

The majority of students exhibited a growth mindset, which was associated with better psychological wellbeing. Demographic and personal characteristics were not related to students' psychological wellbeing or mindsets. Pharmacy schools and educators should actively promote a growth mindset to enhance students' psychological wellbeing.