Effectiveness of a Self-Guided Digital Intervention for Mental Health and Psychological Well-Being in University Students: Pre- and Postintervention Study.

Background: University students frequently face mental health challenges due to academic pressures, lifestyle changes, and developmental factors. Digital interventions, such as Doing What Matters in Times of Stress (DWM), a psychosocial e-mental health intervention developed by the World Health Organization (WHO), offer scalable approaches to address these issues. These data emerging from the literature provide the framework for the CAMPUS (Characterize and Address Mental health Problems in University Students) study aimed at supporting the mental health of students attending the University of Verona. Objective: This study aimed to assess the effectiveness and implementability of DWM as a psychological strategy for effective mental health prevention and promotion, as well as for reducing psychological symptoms and distress and improving well-being in university students. Methods: During the study period (October 2023-June 2024), we conducted a prospective hybrid type-1 nonrandomized follow-up study, with a pretest-posttest design. The study population consisted of students attending the University of Verona, who were recruited through university communication channels and participated via web-based platforms. Data were collected at baseline (T1) and after the intervention (T2) using an ad hoc sociodemographic information page and self-reported tools assessing psychological distress with the Kessler-10 (K-10), depressive symptoms with the Patient Health Questionnaire-9 (PHQ-9) depression scale, anxiety symptoms with the Generalized Anxiety Disorder-7 (GAD-7) scale, and psychological well-being with the WHO-5 Well-Being Index (WHO-5). In addition, at postintervention, the implementability was assessed. Statistical analyses included Wilcoxon matched pairs signed rank tests and logistic regression models to identify associated factors. Results: Out of 2296 interested students, 1498 (65.24%) completed all DWM sessions and assessments. At T1, students exhibited mild psychological distress, anxiety, and depressive symptoms with moderate well-being. Significant improvements were observed postintervention: the K-10 scores decreased from 22.41 (SD 6.54) to 19.86 (SD 5.96), the GAD-7 scale scores decreased from 8.27 (SD 4.31) to 6.57 (SD 3.76), and the PHQ-9 scores decreased from 8.28 (SD 7.73) to 6.75 (SD 4.37; all P<.001). The WHO-5 well-being scores increased from 11.73 (SD 4.65) to 13.26 (SD 4.68; P<.001). Satisfaction was high, with 90.72% (1359/1498) of participants agreeing or strongly agreeing on satisfaction, 77.37% (1159/1498) agreeing or strongly agreeing on appropriateness, and 94.99% (1423/1498) finding the program easy to use. No significant differences in clinical outcomes were associated with sociodemographic or baseline mental health variables. Conclusions: The DWM intervention demonstrated positive effects on students' mental health, showing reductions in distress, anxiety, and depressive symptoms, alongside improved well-being. The program's high levels of acceptability, appropriateness, and feasibility highlight its potential for broader application as a digital mental health strategy for university students.