Although there is no consensus regarding the concept of quality of life, the World Health
Organization defines as the individual's perception about your position in life, in the context
of their culture and system of values in which they live and in relation to their expectations,
standards and concerns. In this sense, it is essential to the study of the quality of life of
nursing students, since the theme is associated with the increasing number of chronic diseases
and psychological that can deteriorate during the academic day. The objective of this study is
to analyze the quality of life of the academics of nursing course at Federal University of Pará.
It is a descriptive quantitative study with the use of the statistical technique exploratory data
analysis. The results are based on escores represented by Likert psychometric model, which
has a numerical scale from 1 to 5 points where the level of intensity, capacity, frequency or
satisfaction follows the growing scale modeling. It has been noted that in relation to the
overall quality of life, 36 (22.01%) students evaluate their quality of life while scholar as bad
or very bad. In relation to the assessment of health most claims to be dissatisfied (38.99%). In
the physical domain, the highest escore of quality of life was observed in facet of energy and
fatigue (3.34) and the worst escores in the facets of sleep and rest (2.85), dependence on
medication and treatment (2.77) and daily activities (2.35). In the psychological domain, the
highest escore was observed in the facet of spirituality, religion and personal beliefs (3.57%)
and the worst escores were assigned to the facets of self-esteem (2.95), negative feelings
(2.84) and positive feelings (2.81). All facets of the social relationships domain received
approximate escores, namely, social support (support) (3.47), personal relations (3.34) and
sexual activity (3.23). In the field environment the best escore was attributed to the
environment at home (3.29) and the worst to physical security and protection (2.74), physical
environment (2.63), financial resources (2.40), transportation (2.16) and participation and
opportunities for recreation and leisure in the university campus (2.00). The area that received
the maximum escore was the social relations (3.35) and the worst escore was attributed to the
environment domain. In relation to the association between the escores and sociodemographic
characteristics, it is perceived that the best escore was attributed to the social relations (4.06)
by academics with family income of seven or more minimum wage and the worst escore was
also assigned to the same domain by scholar declared yellow (1.33). In addition, realize low
escores related to the physical domain in the categories of gender, skin color/ethnicity, marital
status and family income. There are still a few escores low in areas of psychological and
social relations, and very poor escores in the environment domain in all categories.
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