Stigma towards mental illness among medical and nursing students in Singapore: a cross-sectional study

Abstract

ObjectivesTo assess stigma towards people with mental illness among Singapore medical and nursing students using the Opening Minds Stigma Scale for Health Care Providers (OMS-HC), and to examine the relationship of students’ stigmatising attitudes with sociodemographic and education factors.Design and settingCross-sectional study conducted in SingaporeParticipantsThe study was conducted among 1002 healthcare (502 medical and 500 nursing) students during April to September 2016. Students had to be Singapore citizens or permanent residents and enrolled in public educational institutions to be included in the study. The mean (SD) age of the participants was 21.3 (3.3) years, with the majority being females (71.1%). 75.2% of the participants were Chinese, 14.1% were Malays, and 10.7% were either Indians or of other ethnicity.MethodsFactor analysis was conducted to validate the OMS-HC scale in the study sample and to examine its factor structure. Descriptive statistics and multivariate linear regression were used to examine sociodemographic and education correlates.ResultsFactor analysis revealed a three-factor structure with 14 items. The factors were labelled as attitudes towards help-seeking and people with mental illness, social distance and disclosure. Multivariable linear regression analysis showed that medical students were found to be associated with lower total OMS-HC scores (P<0.05), less negative attitudes (P<0.001) and greater disclosure (P<0.05) than nursing students. Students who had a monthly household income of below S$4000 had more unfavourable attitudes than those with an income of SGD$10 000 and above (P<0.05). Having attended clinical placement was associated with more negative attitudes (P<0.05) among the students.ConclusionHealthcare students generally possessed positive attitudes towards help-seeking and persons with mental illness, though they preferred not to disclose their own mental health condition. Academic curriculum may need to enhance the component of mental health training, particularly on reducing stigma in certain groups of students.

Assessment of the Opening Minds Scale for use with nursing students

“…Previous evaluation of OMS has relied on CFA . A key contribution of this paper is the introduction of the Rasch analysis to assessment of the OMS.…”

“…Previous evaluation of OMS has relied on CFA. 13,29 A key contribution of this paper is the introduction of the Rasch analysis to assessment of the OMS. Rasch analytics are proven an important supplement to CFA at both item level, in terms of reliability, and in deliberating when it is appropriate to engage in overall scoring.…”

“…9 This study reverted to the longer 15-item version and found social distancing as a separable third factor. 9 The OMS has been evaluated using methods underpinned by classical test theory, most notably, factor analysis (eg 13 ). The evaluation process was similar to processes for establishing psychometric measures in other domains of healthcare.…”

“…The OMS has been evaluated using methods underpinned by classical test theory, most notably, factor analysis (eg). The evaluation process was similar to processes for establishing psychometric measures in other domains of healthcare.…”

Attitude Towards Mental Illness Among Medical Students And Interns of a Medical College

“…8 Many studies have been conducted in different parts of the world assessing the attitude of health personnel towards mental illness using different scales. 9,10,11 In a study among forty five medical students in Tribhuvan University Teaching Hospital, Attitude Towards Mental Illness (AMI) score was found to be 66.93 indicating an overall positive attitude. 12 In a study conducted among 106 nursing students in Mental hospital, Lagankhel Nepal using a different questionnaire, there was overall adequate knowledge and by large a positive attitude towards mentally ill people among the nursing students.…”