Students' mental health clinical placements, clinical confidence and stigma surrounding mental illness: A correlational study

Lim, Hui Jing; Moxham, Lorna; Patterson, Christopher F; Perlman, Dana J; Lopez, Violeta; Goh, Yong‐Shian

doi:10.1016/j.nedt.2019.104219

Cited by 21 publications

(19 citation statements)

References 27 publications

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“…However, the public’s negative perception and attitude toward mental illness are well known, and nursing students share them too [ 3 ]. These negative attitudes result in low preferences and intentions toward the mental health nursing field as a future occupation [ 4 , 5 , 6 ], which may consequently reduce the quality of mental health nursing care. Moreover, since no differences in attitude were found among students before and after completing a formal psychiatric nursing theory course [ 3 ], or based on clinical practice [ 5 ], an innovative mental health nursing education method should be considered.…”

Section: Introductionmentioning

confidence: 99%

Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review

Kang

Joung

2020

IJERPH

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This integrative review analyzed the research on consumer involvement in mental health nursing education in the last decade. We aimed to derive the main contents, methods, and outcomes of education using consumer involvement for mental health nursing students. We searched six electronic databases using English and Korean search terms; two authors independently reviewed the 14 studies that met the selection criteria. Studies on the topic were concentrated in Australia and some European countries; most of them used a qualitative design. The main education subject was recovery, and consumers tended to actively participate in education planning. Moreover, students’ perceptions about education using consumer involvement and people with mental health problems changed positively, as well as their experiences of participating in mental health nursing education. There is a lack of interest in the topic in Asian countries, including Korea. Thus, future studies in Asian countries are needed to conduct qualitative and in-depth explorations of students’ experiences regarding an educational intervention that uses consumer involvement as a tool rigorously designed for mental health nursing education. Consumer involvement can be an innovative strategy to produce high-quality mental health nurses by minimizing the gap between theory and practice in the undergraduate program.

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Section: Introductionmentioning

confidence: 99%

Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review

Kang

Joung

2020

IJERPH

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“…Established approaches to learning about mental health, such as findings of the effectiveness of Experts by Experience (Happell, Bennetts, et al, 2019; Happell, Waks, et al, 2019) and experiential approaches inclusive of simulation (Hall, 2017; Treloar et al, 2019) and clinical placement (Lim et al, 2020; Spence et al, 2019) may be applicable in this cultural context too. Further research into examining the efficacy of these approaches to learning about mental health in relation to the diversity of cultural backgrounds in classrooms needs to be better understood by further study.…”

Section: Discussionmentioning

confidence: 99%

The impact of an undergraduate students' culture on their learning about mental health: A scoping review

Hansen

McGarry

Johnson

et al. 2021

Nursing & Health Sciences

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Mental disorders are highly prevalent. This necessitates undergraduate students in health‐related courses are provided with the knowledge, skills, and attitudes to deliver safe care. Research confirms undergraduate health students maintain discriminative, stigmatizing, and inaccurate beliefs and attitudes toward those experiencing mental disorders. However, there is a paucity of research exploring how culture influences these beliefs. This scoping review addressed the question: ‘What is the impact of an undergraduate student's culture on their learning about mental health?’ A systematic search was undertaken of the MEDLINE, CINAHL, Scopus, PsycINFO, and ERIC databases. Results indicate variance between students' cultural beliefs in their attitudes toward and knowledge of mental disorders and understanding of interventions and treatment. None of the identified studies reviewed the ramifications for pedagogy beyond anecdotal suggestions. Educators need to acknowledge the potential impact that students' cultural beliefs have on their learning about mental health and consider appropriate learning activities to acknowledge the role of culture. Research of the impact of undergraduate students' culture on their learning about mental health will provide an evidence base for the development of these learning activities.

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“…Essa amenização no estigma pode estar correlacionada com a forma de aprendizado e com a metodologia adotada na instituição de ensino. Há literaturas que fundamentam essa hipótese ao abordar três vertentes relacionada com a metodologia de instrução acadêmica, são elas: a influência positiva, os efeitos negativos e a permanência de atitudes negativas (Lim et al, 2019;Ferreira et al, 2015;Sari, & Yuliastuti, 2018).…”

Section: Discussionunclassified

Avaliação das opiniões dos graduandos na área da saúde frente a pessoas portadoras de transtornos mentais

Carvalho

Santana

Freitas

et al. 2021

RSD

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Objetivo: Avaliar a opinião e atitudes dos estudantes universitários da área da saúde frente às pessoas com transtornos mentais. Materiais e métodos: Pesquisa quantitativa e transversal, com abordagem descritiva, realizada com 328 discentes dos cursos de graduação de uma Universidade Federal do nordeste brasileiro. Foram utilizadas a Escala de Opiniões sobre Doença Mental e um questionário de caracterização do perfil sociodemográfico dos participantes. Ademais, para análise dos dados foram utilizados os testes de Kolmogorov-Smirnov, Mann-Whitney e Kruskal-Wallis. Resultados: O estudo constatou que Medicina foi o curso responsável pelo menor nível de estigma e Odontologia, o de maior estigma. Percebeu-se que os discentes do primeiro ano possuíam maior grau de estigma, em relação aos alunos dos últimos anos da graduação. Tal dado tamnbém foi prevalente entre indivíduos do sexo masculino. Pôde-se observar diferença nas vertentes de sexo, curso, ano de graduação, a disciplina de saúde mental e o contato com pessoas com transtornos mentais. Já nos domínios, obteve-se significância estatística em todos, não obstante que cada vertente correlacionou-se com um grupo diferente de categorias. Conclusões: O estigma é uma das principais barreiras no cuidado às pessoas com transtornos mentais. Sendo assim, a associação de conteúdos teóricos com a prática em estágios durante a graduação é a principal forma de reduzi-lo.

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Students' mental health clinical placements, clinical confidence and stigma surrounding mental illness: A correlational study

Cited by 21 publications

References 27 publications

Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review

Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review

The impact of an undergraduate students' culture on their learning about mental health: A scoping review

Avaliação das opiniões dos graduandos na área da saúde frente a pessoas portadoras de transtornos mentais

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