Factors associated with the evolution of attitudes towards mental illness in a cohort of nursing students

Abstract

Accessible SummaryWhat is known on the subject? People with mental health difficulties have poorer physical health than the general population. The stigmatizing attitude of health professionals impacts the quality of care for these people. There is a broad background on the effectiveness of activities based on theoretical training, clinical practices or social contact to improve nursing students’ attitudes towards people with mental health difficulties. There is an important need to assess whether the benefits identified in the short term are maintained in the longer term. What does the paper add to existing knowledge? The positive evolution of attitudes towards mental illness does not last over time. Some students’ attitude towards people with a mental health difficulty worsened in the final stage of their training after completing clinical practices. What are the implications for practice? It is necessary for tutors incorporate an understanding of stigma throughout the degree training and to discuss with the students the emotional aspects experienced during the performance of clinical practices. The design of any anti‐stigma intervention must include the factor of “time”. AbstractIntroductionThe stigma of health professionals is a contributing factor to morbi‐mortality among people with mental health difficulties. There is a lack of research on long‐term outcomes in nursing students.ObjectiveTo identify factors associated with the evolution of stigmatizing attitudes towards mental illness in a cohort of students trained in mental health.MethodA prospective observational study of the impact of training in mental health care. Age, gender, stigma, level of previous familiarity with mental illness, self‐education by Internet, academic performance and the place where practicums are conducted were evaluated on three occasions over 15 months.ResultsAcademic performance, online consultation and the size or origin of the theoretical group were indicators of better attitudes. The positive evolution of attitudes does not last over time.DiscussionInstability over time could be explained by students’ experience in the practicum, although the time itself has been identified as a determining factor.Practical implicationsFurther studies should be promoted in academia to assess the content of mental health training and its influence on the evolution of the stigmatizing attitude. It is also necessary to address stigma in small groups, where students with better academic results lead anti‐stigma activities.

The development of positive attitudes toward mental health among university nursing students: Countering the role of social desirability

“…Although the conclusions of O'Ferrall‐González et al (2020) are not borne out by other studies, several authors report that nursing students feel closer to people with MHPs and express acceptance and positive attitudes toward them (Çingöl et al, 2019; Granados‐Gámez et al, 2017). However, in our study, specific clinical training in mental health in the group of students with an MHP may have aroused a process of avoidance or silencing of their own personal situation.…”

“…In both cases, this association was unaffected by social desirability (Çingöl et al, 2020), in contrast, concluded that at the end of the training period, nursing students who presented MHP or were close to someone with MHP displayed positive attitudes toward mental health issues: similar results were reported in students with more advanced knowledge and skills in mental health after training that included direct contact with people with MHP (Sayols‐Villanueva et al, 2015). O'Ferrall‐González et al (2020), on the other hand, found that the positive attitudes identified during the theoretical training did not last over time, and that by the end of their clinical placements the attitudes of some nursing students toward MHP had worsened. For these authors, then, familiarity with MHP was not a predictor of positive attitudes.…”

“…Training should not be oriented merely at transmitting the specific knowledge and skills required in the field of mental health but should also educate and encourage destigmatizing attitudes and behaviors, thus reinforcing values of authenticity inside the students’ personal and professional development. Indeed, training courses that rise to this challenge are well received by nursing students (Happell, Platania‐Phung, Bocking, et al, 2018; Happell, Platania‐Phung, Scholz, et al, 2018; Hawthorne et al, 2020; O'Ferrall‐González et al, 2020). The aim of the present study is to analyze the evolution of attitudes in nursing students toward mental health during their university training in this specialty, paying particular attention to the impact of social desirability.…”

Renaming Schizophrenia and Stigma Reduction: A Cross-Sectional Study of Nursing Students in Taiwan

“…One possible explanation is that those differences are due to age/generation effects. Another possible explanation for the stigmatization of schizophrenia among nursing students is the students’ experiences of the emotional distress or disturbing behaviors exhibited by people with schizophrenia [ 26 ]. Notably, the fourth-year students have already completed both classroom education and a clinical internship on psychiatry.…”

Stressor Factors for Spanish Nursing Students in a Pandemic Context: An Observational Pilot Survey

“…An important aspect of students’ first experiences as professional nurses is learning to manage emotionally distressing situations [ 25 ]. Added to this is the pressure of being evaluated [ 26 , 27 , 28 ]. Although the dimension “contact with human suffering” did not show significant differences, we observed high stress scores in relation to the rest of the dimensions.…”