The Effect of Contact-Based Interventions on the Attitudes and Behaviors of Nursing Students towards People with Mental Illness: A Literature Review

Abstract

Background: Student nurses and other healthcare students are the future mental health professionals and have the potential for changing the future of mental healthcare. Therefore, their negative attitudes and behaviors should be screened and corrected by effective anti-stigma interventions. Otherwise, they would likely withhold some health services and practice coercive treatments once planning care to people with mental illness. However, little is known on effective approaches to correct these negative attitudes and behaviors, despite the previous reviews that have shown that contact-based interventions have demonstrated positive attitudinal and behavioral changes for nursing students towards people with mental illness. Aim: The aim of this literature review was to compile the available research evidence on contact-based interventions that have targeted the attitudes and behaviors of nursing students towards people with mental illness. Methods: The relevant literature was extracted by searching electronic databases (MEDLINE, PsycINFO, and CINAHL) and by hand checking reference lists of past similar reviews. Results: Eleven studies were retrieved and included in this review. The included studies in this review either have employed social contact interventions, video-based social contact interventions, or both types for the aim of combining or comparing. Furthermore, the included studies either have targeted the attitudes of nursing students towards people with mental illness (including prejudice), or a combination of attitudinal and behavioral outcomes (including behavioral intentions and social distance). No studies have targeted behavioral outcomes solely.

Efficacy of an Intervention to Reduce Stigma Beliefs and Attitudes among Primary Care and Mental Health Professionals: Two Cluster Randomised-Controlled Trials

“…However, positive results do not usually last, since the differences with control groups disappear after relatively short periods of time [21]. Furthermore, until recently, most studies have been focused on students [20,24,25] or a specific diagnostic characteristic such as people diagnosed with substance abuse [19] or borderline personality disorder [1].…”

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

“…This study suggests that university training in mental health nursing generates attitudes that are compassionate, but, unfortunately, stigmatizing as well. The theoretical training generates positive attitudes toward MHP (Giralt Palou et al, 2019; O'Ferrall‐González et al, 2020), and clinical practices reduce stigmatizing attitudes (Al‐Ma'ani & Hamdan‐Mansour, 2020; Perlman et al, 2020); however, some research has concluded that mental health training does not alter negative perceptions toward MHP, such as their unpredictability and the perception of incurability (Gil et al, 2016), or restrictive attitudes (Hastings, 2015). It is also unclear what time periods and mental health settings are effective in reducing stigma.…”

The effect of a contact‐based intervention on attitudes and intended behaviors of nursing students toward people with mental illness: A quasi‐experimental study

“…Additional research revealed that CBI resulted in a positive shift in attitudes, an increase in empathy, and a positive shift in the intentions of nursing students to seek a profession in mental health nursing in the future 10–13 . The accumulated evidence indicate that CBIs are helpful in enhancing nursing students' attitudes and intended behaviors toward patients with mental illness 14 . Although evidence found to support the CBI, previous studies are inconsistent and have methodological limitations, as well as lack long‐term follow‐up data on the sustainability of CBI effect 7 .…”

“… 10 , 11 , 12 , 13 The accumulated evidence indicate that CBIs are helpful in enhancing nursing students' attitudes and intended behaviors toward patients with mental illness. 14 Although evidence found to support the CBI, previous studies are inconsistent and have methodological limitations, as well as lack long‐term follow‐up data on the sustainability of CBI effect. 7 Furthermore, culture and settings might play a significant role to decide its effectiveness.…”