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Perspect Psychiatr Care. 2020;56:431–438. wileyonlinelibrary.com/journal/ppc © 2019 Wiley Periodicals, Inc. | 431
Received: 10 May 2019 | Revised: 17 October 2019 | Accepted: 30 October 2019 DOI: 10.1111/ppc.12452
O R I G I N A L A R T I C L E
The relationship between depression and loneliness levels of the students at the faculty of health sciences and the factors affecting them
Gülsen Kılınç Msc1 | Rukuye Aylaz PhD2 | Gülsen Güneş PhD3 | Pınar Harmancı Msc4
1Department of Psychiatric Nursing, Faculty
of Nursing, Inonu University, Malatya, Turkey
2Department of Public Health Nursing, Faculty
of Nursing, Inonu University, Malatya, Turkey
3Department of Public Health, Faculty of
Medicine, Ankara University, Ankara, Turkey
4Çankırı Karatekin University Eldivan Health
Services Vocational School, Çankırı, Turkey
Correspondence
Gülsen Kılınç Msc, Department of Psychiatric
Nursing, Faculty of Nursing, Inonu University,
Malatya, Turkey/44280.
Email: [email protected]
Abstract
Purpose: The aim of this study is to determine the relationship between the
loneliness and depression levels of students studying at Inonu University, Faculty of
Health Sciences, Departments of Nursing, Midwifery, Physiotherapy, Audiology and
Child Development and the factors that affect these levels.
Design and Methods: This descriptive cross‐sectional study which used a socio‐ demographic information form, the UCLA Loneliness Scale and the Beck Depression
Inventory included 1004 students.
Findings: According to the results of the research, there was a positive relationship
between loneliness and depression levels among university students. Class year,
family type, place of residence, mother’s education level, and economic situation were
important indicators of loneliness and depression.
Practice Implications: Psychiatric nurses can help students express their psycholo-
gical difficulties and help them change their behaviors and lifestyles.
K E Y W O R D S
depression, health, loneliness, students
1 | INTRODUCTION
Today, “the youth period” whose age range goes to the older ages and
definition changes according to the conditions of the time is an important
phase of human development. Youth is also a period that brings a lot of
risk in terms of mental health.1 To draw attention to these risks and raise
awareness, the theme of the World Mental Health Day on 10 October
2018 was determined as “Youth and Mental Health in a Changing World”
by the World Health Organization.
University students face many stressors when they start university,
such as a new environment, sharing a common environment with a large
number of stranger students, budget management and responsibility for
using time more effectively than ever before. The students of Schools of
Health Sciences additionally face problems with the intensive theoretical
and practical training process, frequent evaluation exams, clinical
environment pressure, hospital routines, patient care, healthcare
decision‐making, and witnessing death.2,3 In addition to these stressors,
they feel responsible also for acquiring new social relationships, avoiding
the sense of loneliness, and the desire to meet expected academic
achievement. Students who are not able to develop social skills before
university life develop asocial relations at the university, spend less
time on social activities and experience introspection.4-7 All these new
lifestyle behaviors threaten the psychological well‐being of students and increase psychopathology among them.8 A student who is not able to use
effective coping techniques against stressors in a foreign environment
increasingly faces negative emotions, situations, and loneliness risks.9
While loneliness may be experienced in all age groups, it is more common
among university students.10
Loneliness is said to be associated with negative mood and
destructive behavioral characteristics.11 Studies show that loneliness
is connected to many negative issues such as hopelessness,
depression, negative attitude, and ineffective social skills.12-16 Lone-
liness may lead to serious health problems both physically and
psychologically.17 For example, it is considered an important risk
factor for the development of depression.8,10 In other studies on
loneliness and social support in patients with heart failure, it has
been reported that loneliness is an important factor for patients with
heart failure, and patients who feel lonely have more severe heart
failure.18,19 In addition to this, it was found that lonely students used
more alcohol and drugs than other students.20
A study examining the relationship between mental health and
loneliness reported a positive relationship between loneliness and
depression, which is a strong predictor of general health status.21 In
another study assessing suicide attitudes and behaviors, two‐thirds of students said they developed suicidal attitudes and behaviors because
they were lonely and angry with the whole world. In the same study, it
was stated that suicidal thinking is caused by depressive symptoms,
and this is associated with loneliness.22 The results of a study
examining the risk of psychosocial suicide showed that depression and
loneliness, regardless of age and sex, were key determinants of both
suicide risk indices studied in the study. Evidence has been cited for a
significant depression‐loneliness interaction effect in predicting suicide risk. In other words, the highest risk of suicide was found among the
socially isolated participants.23
After graduation, the social interactions of the students studying
at faculties of health sciences should include the psychosocial skills
by which they can be compatible with the patients, patients’ relatives,
and their teammates. It is important for students studying at these
schools to deal effectively with the stressors they face to gain the
desired psychosocial skills24,25 In this context, knowing how common
depression and loneliness are among students studying at faculties of
health sciences and figuring out the relationship between depression
and loneliness in students are important for students to both
understand the philosophy of education given during the school
period and effectively use the psychosocial skills rules given
theoretically and effectively in their practices.
Previous studies have revealed that depression and loneliness
may cause various mental health problems and even irreversible
consequences such as suicide. In this study, not only the relationship
between depression and loneliness but also the factors affecting
them were investigated. To the best of our knowledge, no studies
have been conducted in Turkey to assess the relationship between
the loneliness and depression levels and the factors affecting these in
students studying Health Sciences. The aim of this study was to
determine the relationship between the loneliness and depression
levels of students studying at Inonu University, Faculty of Health
Sciences, and the factors that affect these levels.
2 | MATERIALS AND METHODS
The cross‐sectional study was carried out at the Faculty of Health Sciences of a state university in Turkey. The population of the study
consisted of 1816 students studying at the Faculty of Health Sciences.
The sample size was determined to be 1004 students with a power
analysis performed based on 0.05 level of significance, in a 0.95
confidence interval, 0.09 effect size, and 0.95 ability to represent the
population. In sample selection, the number of students that would be
taken from the classes consisting of the universe of the study was
determined by the stratified sampling method, the determined students
were ranked by class lists, and 1004 students formed the research group
by using a simple random numbers table. In the research, as data
collection tools, the information form prepared by the researcher, the
UCLA Loneliness Scale whose validity and reliability studies were
performed by Demir and the Beck Depression Inventory (BDI) whose
validity and reliability studies were performed by Hisli were used.
2.1 | Data collection
The data were collected between April and June 2018 by the
researcher during face‐to‐face interviews using the questionnaire prepared by the researchers for determining the descriptive
characteristics of the students, the BDI, and the ULS. It took 15 to
20 minutes on average to fill out the forms. The questionnaire
consisted of 11 questions for identifying the descriptive character-
istics of the students (age, sex, marital status, family type, sibling
situation, economic situation, mother's education, father's education,
department, class year, and place of residence).
2.2 | Data collection tools
2.2.1 | Information form
The information form consisted of 14 questions about the departments
of the students, their class years, type of program they studied, their age,
sex, marital status, number of siblings, place of residence, family type,
mother's and father's education, economic situation, the place where they
lived for the longest period and their working status outside the school.
2.2.2 | UCLA loneliness scale
The UCLA loneliness scale is a Likert‐type self‐assessment scale used to determine an individual's general degree of loneliness. The form
reviewed in the original scale has a total of 20 items ranging between
“Totally Agree” (1) and “Totally Disagree” (4) of which 10 items that do
not semantically include loneliness are positive and 10 items that are
semantically oriented towards identifying lonely individuals are
negative. The highest possible score is 80, and the lowest possible
score is 20 in the scale. High scores indicate that individuals
experience more loneliness. Analysis about the internal consistency
of the scale was calculated on a total of 72 people, and the Cronbach's
alpha internal consistency coefficient was calculated as 0.96. The test‐ retest reliability coefficient of the scale performed with a five‐week break was found to be 0.94. The UCLA Loneliness Scale is used in
many studies about loneliness in the world and in Turkey. In this study,
the Cronbach's alpha value was determined as 0.78.
2.2.3 | Beck depression inventory
This scale, which was developed by Beck et al to measure the physical,
emotional, cognitive and motivational symptoms of depression, was
432 | KILINÇ ET AL.
adapted into Turkish by Hisli.24 BDI is a self‐evaluation scale consisting of 21 questions. The score of each question varies between 0 and 3, and the
total score varies between 0 and 63. While low scores on the scale
indicate a low level of depressive symptoms, high scores indicate a high
level. For BDI, the scores are classified as; 1 to 10: normal, 11 to 16: slight
mental distress, 17 to 20: borderline clinical depression, 21 to 30:
moderate depression, 31 to 40: severe depression, 40 or more: too
severe depression and clinical help is recommended for those whose
score is above 17. In this study, the Cronbach's alpha value was
determined as 0.91.
2.3 | Ethics
Before the data were collected, written permissions were obtained from
the Dean of the Faculty of Health Sciences at Inonu University and from
the Scientific Research and Publication Ethics Committee. The students
were informed about the purpose and method of the study, their verbal
consents were obtained, and their privacy was protected.
2.4 | Statistical analysis
Assessments were made using frequency distributions in analyzing
data, correlation, and stepwise model of linear regression. First, the
demographic characteristics of the students were quantified using
distributions. After this, a correlation analysis was carried out for
evaluating the relationship between the BDI scores and ULS scores
of the students. In the last part, two different regression analyses
were performed. In the first analysis, as a dependent variable,
loneliness was assessed by different predictor variables such as class
year, family type, and place of residence. In the second analysis,
depression scores were evaluated by some independent variables
such as family type, mother's education, place of residence, and
economic situation.
3 | FINDINGS
The distribution of the sociodemographic characteristics of the 1004
students is shown in Table 1. The students ranged in age from 18 to
22+ years with a mean age of 21.14 ± 1.81 years, 68.4% were female,
95.7% were single, 71.5% had nuclear families, 29.2% had younger
sister(s) and/or brother(s), 57.07% reported their economic situation
to be medium‐level, 29.7% had mothers with primary school education and 31.37% had fathers with high school education.
Distribution of the characteristics of the students' educational
statuses is shown in Table 2. 52.8% of the students were from the
nursing department, 85.9% were second‐year students, and 41.6% were residents at dorms.
In the study, 14.6% of the students were found to have severe
depression (scores of 40 or higher), and 58.3% were found to have
high‐loneliness scores (scores of 49) (Table 3). The mean score of the students in ULS (lowest 20 and highest 80 points) was found to be
49.23 ± 7.9, and in BDI, the mean score (lowest 0 and highest 63
points) was found to be 16.80 ± 11.7. A positive correlation was
observed between the scales (Table 3).
To examine the effects of the independent variables on loneliness, the
following were included in the regression analysis as independent
variables: age, sex, marital status, family type, sibling situation, economic
situation, mother's education, father's education, department, class year,
place of residence, and depression level. Level of loneliness was taken as
the dependent variable. The results of the analysis that was carried out
using the linear regression stepwise method are presented in Table 4. As
seen in Table 4, from the characteristics taken as the independent
variables, class year, family type, and place of residence were the factors
influential on loneliness. According to the linear regression analysis, the
class year effect size of 8%, family type effect size of 7%, and place of
residence effect size of 21% were effective on loneliness. We made
dummy coding of categorical variables (class year, family type, residence,
mother's education, place of origin, economic situation). So, we coded
TABLE 1 Sociodemographic characteristics of the students
Factor (n = 1004) n %
Age
18 to 19 144 14.3
20 to 21 499 49.7
22+ 361 36.0
Sex
Female 687 68.4
Male 317 31.6
Marital status
Married 43 4.3
Single 961 95.7
Family type
Nuclear family 718 71.5
Extended family 241 24.0
Shattered family 45 4.5
Sibling situation
Single child 33 3.3
Older sister or brother 139 23.9
Older sister and brother 197 19.7
Younger sister or brother 143 24.3
Younger sister and brother 292 29.2
Economical situation
Good 378 37.64
Middle 573 57.07
Bad 53 5.27
Mother education
Literate 282 28.1
Primary school 298 29.7
Secondary school 182 18.1
High school 203 20.2
University 39 3.9
Father education
Literate 106 10.58
Primary school 274 27.29
Secondary school 177 17.62
High school 315 31.37
University 132 13.14
KILINÇ ET AL. | 433
categorical variables as 1 for each and as 0 for others. We included them
in the multiple independent regression model. We put the significantly
effective ones in the model. When the factors affecting loneliness were
examined in the regression model; when class year 1 was coded as 1, and
the others were coded as 0, class year 4 was significantly different. The
impact of the class year on loneliness was 8%. When extended family was
coded 1 and the others were coded as 0, living in a nuclear family was
significantly different. The effect of family type on loneliness was 7%.
When the students' stay in the dormitory was coded as 1, and the others
were coded as 0, living with relatives was significantly different. The
effect of the place of stay on loneliness was 21%. In this case, the place
where the student stayed was the factor that affected their loneliness the
most. Students who stayed with their relatives experienced the most
loneliness.
To assess the effect of the independent variables on depression,
age, sex, marital status, family type, sibling situation, economic
situation, mother's education, father's education, department, class
year, place of residence, and level of loneliness were included in the
regression analysis as the independent variables. The dependent
variable was depression level this time. The results of the analysis
that was carried out using the linear regression stepwise method are
shown in Table 5. As it may be seen in Table 5, from the
characteristics taken as the independent variables, family type,
mother's education, mother's place of residence, and economic
situation were the factors which had effects on depression.
According to the linear regression analysis, the family type effect
size of 18%, mother's education effect size of 22%, mother's country
effect size of 14%, income level effect size of 38% were influential on
depression levels. Dummy coding was performed for further analysis.
When the factors affecting depression were examined in the
regression model, the fragmented family was significantly different,
when the nuclear family was encoded as 1, and the others were
coded as 0. The effect of family type on depression was 18%. When
maternal education was coded as 1 for illiterate, and the others were
coded as 0, those with high school education levels were significantly
different. The effect of maternal education on depression was 22%.
When the mother's place of residence (home place of the family) as
the province was encoded as 1, and the others were coded as 0, the
inhabitants of towns were significantly different. The effect of the
mother's place of residence was 14%. In terms of the economic
situation, when very good was coded as 1, and the other was coded
as 0, the poor economic situation was significantly different. The
effect of the economic situation on depression was 38%. Family type,
maternal education, home economic situation, and the mother's place
of residence were factors affecting depression. The worst economic
situation was found to be a cause of depression.
4 | DISCUSSION
In this study that examined the factors affecting the levels of
loneliness and depression of students at a faculty of health sciences
and the relationship between these, it was determined that nearly
half of the students were at the ages of 20 to 21, more than half of
them were nursing students, and the majority of them were women.
High levels of loneliness were found in 58.3% of the participants, and
the mean loneliness score was found to be 49.23 ± 7.9. When similar
studies carried out in Turkey were examined, while in the study by Türk
et al,26 the mean loneliness score was found to be 37.67 ± 10.37, in the
study by Koçak et al,8 it was found to be 36.92 ± 9.46. When similar
studies in the world were examined, the mean loneliness score was found
to be 39.48 ± 9.03 in the study conducted by Zhang et al27 and
41.81 ± 9.09 in the study by Tian et al.28 The mean loneliness score in our
study was found to be higher than mean scores reported for both Turkey
and the world. Our study was conducted in the East of Turkey. The
students living in the eastern region of the country come from the
traditional and conservative family structure where social acceptance is
TABLE 2 Distribution of students' educational status
Factor (n = 1004) n %
Department
Nursing 531 52.80
Midwifery 100 9.96
Physiotherapy 139 13.84
Audiology 182 18.12
Child development 52 5.17
Grade
1st Grade 83 8.3
2nd Grade 360 85.9
3rd Grade 279 27.8
4th Grade 282 28.1
Place of residence
Dorm 418 41.6
Guesthouse/hotel 17 1.7
At home with friends 127 12.6
At home with the family 365 36.4
At home with relatives 56 5.6
Alone at home 21 2.1
TABLE 3 Comparison of depression score and loneliness score of students
Scales n % Mean (SD) Correlation
Depression scores
1‐10 normal 339 33.8 16.80 (11.7) P = .038 r = .66
11‐16 slight mental distress 241 24.0
17‐20 borderline clinical depression
110 11.0
21‐30 moderate depression 167 16.6
31‐40 severe depression 146 14.6
ULS score
20‐34 between light loneliness
48 4.8 49.23 (7.9)
35‐48 medium to loneliness 369 36.8
49 and above
high‐loneliness 585 58.3
434 | KILINÇ ET AL.
lower, and this leads to weaker interpersonal relations. It may be thought
that this socio‐cultural structure increased the loneliness scores of the participants in our research.
31.2% of the students who participated in the study were found to
have moderate and severe depression, and the mean BDI score was
16.80 ± 11.7. When similar studies conducted in Turkey were
examined, it was seen that in Günay et al's29 study found the mean
score of 12.1 ± 9.1. In Ölçücü et al's30 study, while the mean BDI score
of male students was found to be 12.47 ± 8.41, that of female students
was found to be 12.90 ± 7.43. When similar studies in the world were
examined, according to a meta‐analysis study published by Puthran
et al31 (n: 77), the depression mean scores obtained from regions were
determined as the Middle East: 26.3 to 37.9; North America: 23.6 to
38.0; Asia: 21.3 to 40.6; South America: 21.6 to 32.7, and Europe: 13.2
to 29.2. According to this meta‐analysis, only 12.9% of students agreed to receive medical treatment. When we examined the results of the
study, considering that the participants came from the East of Turkey,
in comparison to the world's other regions, the Middle East is where
underdeveloped countries are located, and the depression scores
increase here. In parallel with the low level of development of
countries, students’ academic anxiety, the idea that psychiatric
intervention might harm their careers, the stigmatization attitude
TABLE 4 According to linear regression analysis predictors of lonelinessa
Model
Unstandardized coefficients Standardized coefficients
Sig F Sig R2 effect sizeB SE Beta t
1. Constant class 47 434 .873 54 (3) 08 .000 2610 0.050b 0.008
Class 2 1483 .969 .089 1530 .126
Class 3 1926 .995 .108 1935 .053
Class 4 2616 .994 .148 2633 .009
2. Constant family type 49 661 .297 167 149 .000 3.640 0.027c 0.007
Extended family −3394 .861 −.130 −3940 .320
Shattered family −1217 1223 −.032 −.995 .000
3. Constant residence 49 410 .467 105 903 .000 3.488 0.002d 0.021
At home with friends .063 .843 .003 .074 .941
At home with family .327 .624 .020 .524 .600
At home with relatives 2340 .839 −.098 −2790 .005
aDependent variable: loneliness. bPredictors: (constant), class 1:1 others: 0. cPredictors: (constant), family type: extended family:1 others: 0. dPredictors: (constant), place of residence: dorm:1 others: 0.
TABLE 5 According to linear regression analysis predictors of depressiona
Model
Unstandardized coefficients
Standardized coefficients
Sig F Sig R2 effect sizeB SE Beta t
1. Constant family type 15 (5) 65 .432 36 027 .001 19 (5) 87 .001b 0.018
Shattered family 9435 1778 .166 5307 .001
Extended family 1215 1224 −.031 −.995 .220
2. Constant mother education 16 388 .886 18 488 .000 8.814 0.001c 0.022
Literate −1550 1410 −.041 −1099 .272
Secondary −2184 1111 −.085 −1966 .050
High school 3474 1202 .119 2891 .004
3. Constant mather country 15 715 .484 32 492 .000 7261 .001d 0.014
Town 3133 .822 .123 3811 .000
Rural 1126 1231 .030 .915 .360
4. Constant economic situation
Good 2458 1853 .098 1327 .185 8814 .001e 0.038
Moderate 2927 1805 .123 1621 .105
Bad 2474 1702 .169 4891 .004
aDependent variable: depression score. bPredictors: (constant), family type; nuclear family:1 others: 0. cPredictors: (constant), mother education; illiretae: 1 others: 0. dPredictors: (constant), mother country; province: 1 others: 0. ePredictors: (constant), economic situation very good: 1 others: 0.
KILINÇ ET AL. | 435
against illnesses commonly seen in underdeveloped countries and lack
of insight may be the factors affecting people.
When students' mean depression and loneliness scores were
compared, moderate depression was found in 16.6%, and high levels
of loneliness were found in 58.3%, while the mean loneliness scores
were found to be increased as the students' mean depression scores
increased (P: .038, r: 0.66; Table 3). As a result of their study on
university students, Diehl et al32 found that social loneliness
increased the levels of depression and anxiety. Curran et al33
reported that social loneliness and having fewer close ties are
significant characteristics of the lives of those who have comorbid
anxiety and depression/subthreshold depression. In Beutel et al's34
study, it was found that loneliness plays a role in health problems
such as depression, anxiety, and suicidal ideation. This may explain
the loneliness‐related depression symptoms of university students. When the factors affecting the loneliness scores of the students
were examined, class year, family type and the mother's residence of
the students were taken into consideration (P < .05; Table 4).
According to the study, studying in the 1st year, coming from a
fragmented family and staying with relatives were the factors
contributing to the increase in mean loneliness scores. It was found
that, although the relevance of peer relationships gradually increases
during adolescence, the significant relationship with parents does not
diminish.35 In the study by Diehl et al,32 while, similarly, the
relationship among having shared living spaces with others while
studying, family type (committed relationship) and loneliness was
found to be significant, differently from our study, the mean
loneliness scores of the first year and the last year students of the
school were found to be close to each other. In the study by Hojat
et al,36 it was found that students who think that their parents do not
spare enough time for them and do not understand them and
students who do not ask their parents for help are more likely to
experience loneliness. The fact that students coming from a nuclear
family and living with others while studying have strong nuclear
family ties that is characteristic of a modern family may make us
think that this situation may cause the experience of emotional
emptiness and loneliness by students after leaving their families.
In this study, when the factors affecting the students' depression
scores were examined, family type (F: 36.789), mother's education level
(F: 25.690), living in a district (F:19.631), and economic situation
(F:16.465) showed significant differences in the depression scores
(P < .05; Table 5). According to the results of the study, having a
fragmented family type, high education level of the mother, living in a
district and weak economic situation were factors that increased
depression. It was shown that university students with low socio-
economic backgrounds from rural areas have higher levels of depres-
sion.37 Wang et al38 found that, in rural regions of China, low
socioeconomic status, being bullied, loneliness, feeling stressed at home
and feeling stressed at school were risk factors for depression. A good
relationship with one's mother, availability of adult social support and
good life satisfaction was found to be protective factors.
Several studies showed that students from divorced families are
more susceptible to depressive symptoms.2,39 Fond et al2 reported a
study of 10 985 medical students that these students were dealing
more frequently with professional adversity (stress before exams,
responsibilities, stress at work at hospital, burnout syndrome) and
personal stress events during their medical studies (parents’ divorce,
sexual assault and domestic violence), consumed more antidepres-
sants and anxiolytics and reported lower quality of life scores. In the
literature, it was stated that the parent‐child relationship was significantly associated with depressive symptoms,40,41 and emo-
tional closeness with the mother and father was reported as the most
important determinant of psychosocial adjustment and protector
against depressive symptoms.42 The possibility that a mother with a
high education level has a poor relationship with her child may be
thought to lead to depression in university students.
According to the results of the study, coming from a fragmented
family affected both depression and loneliness. While living in the
less developed region of the country is one of the most important
factors for the development of depression as supported by the
literature information reported above, having divorced parents is
considered to have caused loneliness and thereby depression in this
region. In underdeveloped societies, the facts that social acceptance
is low, stigmatization against mental illnesses is high, and there is a
lack of empathy that may be considered to lead to loneliness and
depression in students coming from fragmented families.
5 | LIMITATIONS
As Turkey is a migration‐receiving country, there are a lot of foreign students at the faculty health sciences. As the validity and reliability
of the scales used in the study were tested according to Turkish
culture, foreign students could not be included in the study. This
situation is one of the important limitations of the study.
6 | CONCLUSION AND RECOMMENDATIONS
According to the results of the research, as the loneliness levels of
university students increased, their level of depression also in-
creased. Class year, family type, place of residence, mother's
education level, and economic situation were important indicators
of loneliness and depression. Increasing social projects, sports
activities, and cultural activities for university students may be
effective against loneliness and depression.
7 | IMPLICATIONS FOR NURSING PRACTICE
Loneliness and depression are serious mental health problems among
Health Sciences student groups. As the loneliness levels of university
students increased, their levels of depression also increased.
However, until now, research has rarely been conducted to identify
436 | KILINÇ ET AL.
the relationship between loneliness and depression. Universities are
key settings for both education and health. Therefore, they must
create an environment where students can exhibit a healthy mental
status. Therefore, university mental health services should educate
them about the signs and symptoms of mental problems and effective
coping methods and operate campus intervention programs. Psy-
chiatric nurses may help students express their psychological
difficulties and help them change their behaviors and lifestyles.
Additionally, this study may help psychiatric nurses present evidence
in developing psychotherapeutic intervention models and practical
interventions.
ACKNOWLEDGMENT
The authors are grateful to all the participants. This study was presented
as an oral presentation in the 2nd International, 20th National Public
Health Congress. Antalya, Turkey (14–17 November 2018).
ORCID
Gülsen Kılınç http://orcid.org/0000-0002-6347-0486
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How to cite this article: Kılınç G, Aylaz R, Güneş G, Harmancı P.
The relationship between depression and loneliness levels of the
students at the faculty of health sciences and the factors
affecting them. Perspect Psychiatr Care. 2020;56:431–438.
https://doi.org/10.1111/ppc.12452
438 | KILINÇ ET AL.
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