Confidence and motivation to help those with a mental health problem: experiences from a study of nursing students completing mental health first aid (MHFA) training

Abstract

Background Those studying nursing are at greater risk for developing mental health problems than other tertiary students. Mental Health First Aid (MHFA) training may assist students to support peers and build mental health literacy. Understanding motivation to participate in training can identify factors influencing uptake and completion. This paper explores motivators for university nursing students to participate in MHFA training and uses previous experience and confidence in assisting someone with a mental health problem to triangulate data. Method A randomised controlled trial was employed to measure the impact of the course for nursing students at a large Western Australian university. An online survey was administered prior to MHFA training with undergraduate nursing students (n = 140). Thematic analysis of open-ended questions explores motivators to participate and help provided to an individual. Baseline frequencies describe demographics, confidence in helping and exposure to someone with a mental health problem. A Chi Square test compared confidence in helping and exposure to someone with a mental health problem. Results More than half of participants reported contact with individuals experiencing mental health problems (55%; n = 77); approximately a third (35.8%) reported limited confidence to assist. Those in previous contact with someone with a mental health problem (71.5%; n = 55) were significantly more likely to feel confident in helping (p = 0.044). Mental health literacy, helping others, career and experiences were described as training motivators. Conclusion Exploiting motivators, both intrinsic and extrinsic may increase MHFA training uptake and completion. Tertiary institutions would benefit from policy to embed MHFA training into nursing degrees. The training may have utility for university degrees more broadly. Trial registration Australian New Zealand Clinical Trials Registry; ACTRN12614000861651. Registered 11 August 2014 (retrospectively registered).

Determining mental health literacy of undergraduate nursing students to inform learning and teaching strategies

“…The findings also inform course convenors in updating and redeveloping mental health content to meet their learning needs. Given that some students in this study mentioned the importance of MHFA, similar to previous studies (Crawford & Burns 2020; Happell et al . 2015; Kelly & Birks 2017), it is recommended that MHFA could be a mandatory clinical requirement, enabling students to provide first assistance to a person experiencing a mental health problem.…”

“…2015), and as such is not designed to be a substitute for mental health nursing education (Kelly & Birks 2017; Kitchener & Jorm 2017). MHFA may however provide additional benefit by enhancing students’ MHL early in their degree (Crawford & Burns 2020; Happell et al . 2015; Kelly & Birks 2017; Kitchener & Jorm 2017).…”

“…2015; Kelly & Birks 2017; Kitchener & Jorm 2017). Having MHFA certification may also contribute to students’ career development (Crawford & Burns 2020) and enhance the general mental health knowledge of nursing students (Happell et al . 2015).…”

Adaptation and Validation of the Motivated Strategies for Learning Questionnaire for Spanish Adolescents

“…The studies on extrinsic motivation apply to educational settings [19]. Many of these studies focus on the effect of mobbing [20] on the development of learning through services [21], the influence of physical exercise [22], collaboration with sick people [23], or learning other languages [24]. Again, as with analogous motivation, gender also influences extrinsic motivation, especially in connection to stressful situations [25].…”

“…It must be kept in mind that both motivations must be considered as opposite poles of a unidimensional continuum. This continuum goes from the exterior to internal self-regulation, i.e., it ranges from extrinsic motivation to intrinsic motivation [ 23 ].…”