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Tok HH, Kesgin MT. The effect of creative drama education given to nursing students on mental health literacy levels: A randomized controlled study. Arch Psychiatr Nurs 2024; 51:168-175. [PMID: 39034074 DOI: 10.1016/j.apnu.2024.06.021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/29/2023] [Revised: 09/27/2023] [Accepted: 06/30/2024] [Indexed: 07/23/2024]
Abstract
AIM The aim of the present study was to determine the effect of education provided to nursing students on MHL levels. METHODS The study had a randomized pre-test post-test parallel control group design. Fifty-six (n = 56) first-year nursing students. In this study, CONSORT flow diagram was applied. The data collection forms consist of a personal information form and Mental Health Literacy Scale. In the statistical analysis Wilcoxon signed-rank test, and Mann-Whitney U test were used. RESULTS Creative drama education was found to be significantly more effective than classroom education in increasing scores on the mental health literacy scale, including sub-dimensions for awareness of mental disorders, ability to access information, and stigma in nursing students (p < 0.05). CONCLUSIONS Classroom education and creative drama are effective in changing mental health literacy scales. It is recommended to spread the use of creative drama, which is one of the artistic and interactive educational techniques in nursing education.
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Affiliation(s)
- Hümeyra Hancer Tok
- Sivas Cumhuriyet University, Susehri School of Health-Department of Nursing, Sivas, Turkey.
| | - Makbule Tokur Kesgin
- Bolu Abant Izzet Baysal University Faculty of Health Science, Department of Nursing, Bolu, Turkey
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Holmstrom AJ, Shelle G. Growing Resilience in Tough Times (GRITT): Development and Randomized Trial of a Farmer Mental Health Literacy Intervention. J Agromedicine 2024; 29:392-403. [PMID: 38555513 DOI: 10.1080/1059924x.2024.2334016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/02/2024]
Abstract
OBJECTIVES Farmers in the United States (U.S.) are exposed to myriad stressors and experience their negative effects, including higher rates of suicide than individuals in some other occupations. However, interventions to address mental health amongst farmers have faced barriers, such as farmers' perceived stigma regarding mental health, time constraints, and geographical isolation. Using text-messaging for intervention delivery may help to address some barriers, as text messages are private, delivered directly to one's phone, and require no travel. Our objective was to develop and assess the feasibility, acceptability, and initial efficacy of a text-messaging mental health literacy intervention tailored to U.S. farmers: Growing Resiliency in Tough Times (GRITT). METHODS U.S. farmers (N = 134) were randomly assigned to an intervention group, who received 12 weeks of text messages regarding mental health literacy, or a control group, who received no treatment. Online pre-test and post-test surveys assessed mental health knowledge, familiarity with relevant mental health resources, self-efficacy to manage stress, and perceived stress. Feasibility was assessed via recruitment and retention data, and intervention group participants completed post-test measures to assess acceptability. RESULTS Results indicate that intervention group participants were highly satisfied with the intervention and had higher post-test scores on multiple facets of mental health literacy and self-efficacy to manage farm stress than control group participants. The intervention group experienced a significant drop in perceived stress from pre-test to post-test. Participant retention was relatively high (84%). However, recruitment difficulties call into question intervention feasibility. CONCLUSION Though the intervention was efficacious in enhancing mental health literacy, improving stress management self-efficacy, and reducing stress, difficulties with participant recruitment indicate the need for continued intervention research in this context.
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Affiliation(s)
- Amanda J Holmstrom
- Department of Communication, Michigan State University, East Lansing, MI, USA
| | - Gwyn Shelle
- Michigan State University Extension, East Lansing, MI, USA
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Aller TB, Kelley HH, Barrett TS, Fauth EB. An exploratory analysis of moderating effects in a non-randomized, quasi-experimental evaluation of a college-based mental health literacy curriculum. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2024:1-9. [PMID: 38848267 DOI: 10.1080/07448481.2024.2351413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2023] [Accepted: 04/19/2024] [Indexed: 06/09/2024]
Abstract
Objective: To assess possible moderating variables that influence the effectiveness of a college-based mental health literacy curriculum, Mental Health Awareness and Advocacy (MHAA). Participants: Students at a Western University in the United States (MHAA treatment group: N = 474; Comparison group: N = 575). Methods: Using a non-randomized, quasi-experimental design over six semesters (2017-2019), students in the treatment and control groups reported on key demographic factors, experiences with mental health, and their knowledge, self-efficacy, and behaviors related to mental health literacy in a pretest/post-test format. Linear mixed effects models were used to assess moderation. Results: MHAA curriculum's efficacy varied based on participants' current depression and anxiety levels, whether they had prior personal experience with a mental health concern, whether they had been diagnosed with a mental health concern, and whether they had experienced suicidal thoughts. Conclusions: Reducing anxiety and depression among students may increase the efficacy of the MHAA program.
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Affiliation(s)
- Ty B Aller
- Institute for Disability Research, Policy & Practice, Utah State University, Logan, Utah, USA
- Department of Human Development and Family Studies, Utah State University, Logan, Utah, USA
| | - Heather H Kelley
- Institute for Disability Research, Policy & Practice, Utah State University, Logan, Utah, USA
- Department of Human Development and Family Studies, Utah State University, Logan, Utah, USA
| | - Tyson S Barrett
- Department of Psychology, Utah State University, Logan, Utah, USA
| | - Elizabeth B Fauth
- Department of Human Development and Family Studies, Utah State University, Logan, Utah, USA
- Alzheimer's Disease and Dementia Research Center, Utah State University, Logan, Utah, USA
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Llopis N, Antoine E, Grové C, Marinucci A, Touchard F, Montagni I. A mixed-methods project on the impact of the mental health first aid training on French university students' knowledge, attitudes and practices. Early Interv Psychiatry 2024; 18:366-373. [PMID: 37749765 DOI: 10.1111/eip.13471] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 05/08/2023] [Accepted: 09/08/2023] [Indexed: 09/27/2023]
Abstract
AIM University students are increasingly affected by mental health problems and need prompt support. The aim of this project was to assess the impact of the mental health first aid (MHFA) training on students' knowledge, attitudes and practices (KAP) concerning mental health in the short, mid and long-term. METHODS Three studies were conducted in Bordeaux, France, from May 2021 to March 2022. The first study collected data from 55 students 1 to 6 months after they had followed the training to examine its efficacy in the mid-long term. The second study collected data immediately before and after the training to evaluate the KAP of 52 students in the short-term (1 to 10 days). The third study consisted of 14 semi-structured interviews with students trained since 2020 to identify the training's long-term impact (3 to 18 months). Descriptive statistics were used for studies one and two, and framework analyses for study three. RESULTS Most participants reported that their KAP about mental health had improved after the training. In the first study, 94.2% of students reported being ready to intervene during a psychotic crisis in their peers. In the second study, 75.0% of students reported improved mental health-related knowledge and decreased stigma. All students in the third study reported that they had assisted at least one person after the training. CONCLUSIONS These were the first data on the impact of the French MHFA on KAP. While not exhaustive, findings suggest that deploying the training would be beneficial to French students.
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Affiliation(s)
- Nathalie Llopis
- Bordeaux Population Health Research Center, INSERM U1219, University of Bordeaux, Bordeaux, France
| | - Emeline Antoine
- Bordeaux Population Health Research Center, INSERM U1219, University of Bordeaux, Bordeaux, France
| | - Christine Grové
- Fulbright Association, Canberra, New South Wales, Australia
- Faculty of Education, Monash University, Clayton, Victoria, Australia
| | | | | | - Ilaria Montagni
- Bordeaux Population Health Research Center, INSERM U1219, University of Bordeaux, Bordeaux, France
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Ahuvia IL, Sotomayor I, Kwong K, Lam FW, Mirza A, Schleider JL. Causal beliefs about mental illness: A scoping review. Soc Sci Med 2024; 345:116670. [PMID: 38402842 DOI: 10.1016/j.socscimed.2024.116670] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 11/02/2023] [Accepted: 02/07/2024] [Indexed: 02/27/2024]
Abstract
Research on causal beliefs about mental illness-the beliefs people hold about what causes a particular mental illness, or mental illnesses in general-is split across a number of theories and disciplines. Although research on this subject has provided a number of insights and practical applications, the diversity of theories, terminology, and keywords makes it challenging for a new reader to gain a comprehensive understanding. We sought to address this by conducting a systematic scoping review of research on causal beliefs. This review included English-language articles from any year that mentioned causal beliefs for mental illness in their title or abstract. We identified articles in two stages. In the first stage, we used a narrow set of search terms referring specifically to causal beliefs (1227 records identified, 417 included). In the second stage, we used a comprehensive set of terms relevant to research on causal beliefs (10,418 records identified, 3838 included). We analyzed articles qualitatively, organizing them into one of five theories or categories: the common-sense model of self-regulation, explanatory models, mental health literacy, biogenetic causal beliefs, and other research on causal beliefs. We provide a comprehensive summary of these literatures in terms of their history, typical research questions and study design, findings, and practical applications. These theories differ in their theoretical orientation towards causal beliefs, research methods, findings, and applications. However, they broadly share a view of causal beliefs as multifaceted, culturally determined, and relevant for additional psychosocial variables such as mental illness stigma and help-seeking. We conclude by making recommendations for researchers, clinicians, public health messaging, and for individuals with mental illness.
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Affiliation(s)
- Isaac L Ahuvia
- Stony Brook University, Department of Psychology Stony Brook University, Stony Brook, NY, 11794-2500, USA.
| | - Ian Sotomayor
- Stony Brook University, Department of Psychology Stony Brook University, Stony Brook, NY, 11794-2500, USA
| | - Kelly Kwong
- Stony Brook University, Department of Psychology Stony Brook University, Stony Brook, NY, 11794-2500, USA
| | - Fiona W Lam
- Stony Brook University, Department of Psychology Stony Brook University, Stony Brook, NY, 11794-2500, USA
| | - Aqsa Mirza
- New York University Steinhardt School of Culture, Education, and Human Development 246 Greene St. New York, NY 10003, USA
| | - Jessica L Schleider
- Northwestern University Feinberg School of Medicine Department of Medical Social Sciences, 625 N. Michigan Ave., 21st Floor, Chicago, IL, 60611, USA
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Louizou E, Panagiotou N, Dafli E, Smyrnakis E, Bamidis PD. Medical Doctors Approaches and Understanding of Health Literacy: A Systematic Literature Review. Cureus 2024; 16:e51448. [PMID: 38298293 PMCID: PMC10829061 DOI: 10.7759/cureus.51448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/30/2023] [Indexed: 02/02/2024] Open
Abstract
A physician's role is critical in fostering patient health literacy (HL) and influencing various aspects, including patient-physician communication and treatment effectiveness. The purpose of this systematic literature review is to analyze physicians' perspectives, comprehension, and management of HL. The focus of this review is on physicians' views, opinions, experiences, and strategies related to HL. We conducted comprehensive searches across seven databases, including PubMed, Scopus, ProQuest, Science Direct, Web of Science, The Cochrane Library, and Google Scholar. Original research articles published between January 1, 2009, and July 31, 2020, were considered for inclusion. This literature review incorporates qualitative studies and mixed-methods studies, with a focus on extracting qualitative data. Among the 22 articles included in our review, we employed the method of inductive thematic analysis for data analysis. A detailed description of the review methodology can be found in a previously published protocol available through PROSPERO (CRD42020212599). The themes that emerged from the thematic analysis include: (a) physicians' perception and management of HL; and (b) barriers. The results of the systematic review reveal that healthcare professionals exhibit varying perceptions of patients' HL levels and ascribe different meanings to it. However, none of them employ a specific measuring tool. While there appears to be no uniform approach to managing patients with low HL, some prioritize certain communication strategies, such as repetition, simplified language, and providing written instructions, among others. Most physicians cited multiple barriers that impede the development of patients' HL, including dysfunctions within the healthcare system, staff shortages, managing a large number of patients, limited time, work-related stress, cultural and socio-economic barriers, medical jargon, and language barriers. Considering the pivotal role of physicians in fostering patient HL, it is crucial to enhance medical education in addressing and managing HL, both within academic curricula and through continuing education seminars. Furthermore, there is a pressing need to improve healthcare professionals' working conditions, ensuring that each physician can allocate the necessary time to each patient based on their individual needs, without being hindered by stress-inducing work environments.
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Affiliation(s)
- Eleni Louizou
- School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, GRC
| | - Nikolaos Panagiotou
- School of Journalism & Mass Communications, Aristotle University of Thessaloniki, Thessaloniki, GRC
| | - Eleni Dafli
- School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, GRC
| | - Emmanouil Smyrnakis
- Primary Health Care, General Practice and Health Services Research, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, GRC
| | - Panagiotis D Bamidis
- School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, GRC
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Bichoualne A, Oubibi M, Rong Y. The impact of mental health literacy intervention on in-service teachers' knowledge attitude and self-efficacy. Glob Ment Health (Camb) 2023; 10:e88. [PMID: 38161751 PMCID: PMC10755373 DOI: 10.1017/gmh.2023.77] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/21/2023] [Revised: 11/03/2023] [Accepted: 11/14/2023] [Indexed: 01/03/2024] Open
Abstract
Mental health literacy (MHL) is an essential component in the process of de-stigmatization, promoting mental health, and supporting people struggling with mental illness. Today, as the number of people suffering from mental illnesses is nearly 450 million people worldwide, the importance of having a teacher-training program that incorporates MHL in its curriculum has become paramount. This study is a quasi-experimental pre-post research that uses the MHL program as an intervention. The sample included 36 (n = 36) high school in-service teachers from 11 schools. The participants took an online training program for 6 weeks. The evaluations were used before and after the training to assess their mental health knowledge, attitude, and self-efficacy. The data were analyzed using the paired sample t-test. The findings revealed a significant level of improvement in relation to the teachers' MHL knowledge, attitude, and self-efficacy after the training. The study findings reveal the effectiveness of MHL training in improving in-service teachers' knowledge, attitude, and self-efficacy in relation to mental health. The study's limitations and future study recommendations are discussed.
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Affiliation(s)
| | - Mohamed Oubibi
- Smart Learning Institute of Beijing Normal University, College of Education, Beijing, China
| | - Yu Rong
- College of Education. Zhejiang Normal University, Jinhua, China
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8
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Zeng F, John WCM, Qiao D, Sun X. Association between psychological distress and mental help-seeking intentions in international students of national university of Singapore: a mediation analysis of mental health literacy. BMC Public Health 2023; 23:2358. [PMID: 38017406 PMCID: PMC10685483 DOI: 10.1186/s12889-023-17346-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2023] [Accepted: 11/27/2023] [Indexed: 11/30/2023] Open
Abstract
BACKGROUND International students encounter a wide range of challenges that can have a significant impact on their mental health. Seeking help is one of the primary means of managing mental health, and more attention is required. This study aimed to investigate the psychological distress(PD), mental health literacy(MHL), and mental help-seeking intentions(MHSI) in international students of National University of Singapore(NUS), to explore the correlation between the three and to verify the mediating role of MHL in PD and MHSI. METHODS This cross-sectional study was conducted between May and July 2023 using the Mental Help Seeking Intention Scale(MHSIS), Patient Health Questionnaire-9(PHQ-9), Generalized Anxiety Disorder-7(GAD-7), and Mental Health Literacy Scale(MHLS). 281 international students(177 males, 104 females;) in NUS completed self-report questionnaires. SPSS 25.0 was applied to the data for descriptive analysis, Pearson correlation analysis and stepwise regression analysis. Mediation analysis fully for all potential confounding factors were conducted. RESULTS Significant correlations were found between PD, MHL and MHSI. MHLS- knowledge of how to seek professional information(MHLS- H) completely mediated the association of anxiety with MHSI[B=-0.271; 95% confidence interval(CI): (-0.067, 0.0037)]; MHLS- attitude that promote recognition or appropriate help-seeking behavior(stigma)(MHLS- H) partially mediated the association of PD with MHSI[B = 0.104, 95% CI: (0.008, 0.179)]; with mediating effects accounting for 100% and 24.847% of the total effect. In addition, demographic variables such as gender, years in Singapore and residence type mediated both the direct and indirect effect of the mediation model. CONCLUSIONS MHL mediated both the direct and indirect effects on the association between PD and MHSI, especially, the mediator of the MHLS- H and MHL-A. It means that MHSI in this population can be improved by increasing MHL and thus the PD. The findings suggest that, such as providing information about how to access to professional services and promoting disorder recognition to the international students, may help them develop their psychological well-being and good mental health care decisions.
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Affiliation(s)
- Fanmin Zeng
- Mental Health Education Centre of Southwest Minzu University, Chengdu, China.
| | - Wong Chee Meng John
- Department of Psychological Medicine, National University Hospital & National University of Singapore, Singapore, Singapore
| | - Dan Qiao
- International Office, Wuhan University of Technology, Wuhan, Hubei, China
| | - Xueli Sun
- Mental Health Centre of West China Hospital in Sichuan University, Chengdu, China
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Queroue M, Pouymayou A, Pereira E, Tzourio C, González-Caballero JL, Montagni I. An interactive video increasing French students' mental health literacy: a mixed-methods randomized controlled pilot study. Health Promot Int 2023; 38:daab202. [PMID: 34897453 DOI: 10.1093/heapro/daab202] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Mental health literacy (MHL) is a determinant of psychological well-being in young people. A randomized controlled design was used to evaluate the appreciation and effectiveness of an interactive video on French University students' MHL (knowledge about depression and suicidal behavior, mental health help-seeking behaviors, stigma and misconceptions about mental health). At the baseline, all participants (n = 101) completed a questionnaire including several scales on MHL. One month after, participants were randomly assigned to two homogeneous groups (intervention, n = 50 or control, n = 51) and again completed the questionnaire on MHL. Through a mixed-methods approach, semi-structured interviews were also conducted with the intervention group to collect information on the appreciation of the interactive video. Quantitative data indicated that MHL scores increased or remained stable in the intervention group. Comparison with the control group and multivariate logistic regression models did not show statistically significant differences, due to the small sample of the study. According to qualitative data, users appreciated the content and the format of the intervention. It was suggested that the video could be disseminated in other University campuses in France and internationally to promote MHL among students.
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Affiliation(s)
- Marine Queroue
- Bordeaux Population Health Research Center (UMR 1219), Team HEALTHY, University of Bordeaux, 146 rue Léo Saignat, 33000 Bordeaux, France
| | - Aude Pouymayou
- Bordeaux Population Health Research Center (UMR 1219), Team HEALTHY, University of Bordeaux, 146 rue Léo Saignat, 33000 Bordeaux, France
| | - Edwige Pereira
- Bordeaux Population Health Research Center (UMR 1219), Team HEALTHY, University of Bordeaux, 146 rue Léo Saignat, 33000 Bordeaux, France
| | - Christophe Tzourio
- Bordeaux Population Health Research Center (UMR 1219), Team HEALTHY, University of Bordeaux, 146 rue Léo Saignat, 33000 Bordeaux, France
| | | | - Ilaria Montagni
- Bordeaux Population Health Research Center (UMR 1219), Team HEALTHY, University of Bordeaux, 146 rue Léo Saignat, 33000 Bordeaux, France
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Tambling RR, D'Aniello C. Mental health literacy and relational health literacy among college students. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023:1-9. [PMID: 37399581 DOI: 10.1080/07448481.2023.2228428] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 05/02/2023] [Accepted: 06/11/2023] [Indexed: 07/05/2023]
Abstract
Objective: The aim of the present study was to examine MHL and RHL in a sample of college students in the United States, and to explore linkages among literacies and related constructs. Participants: Participants were 169 (N = 169) participants who were adult college students at a state university in the southern United States. Participants were recruited through an online recruitment management system that allows college students to participate in research studies for participation credit. Method: We analyzed online survey data using descriptive analysis. In effort to develop a measurement tool to measure relational mental health literacy, we conducted an exploratory factor analysis on the Relational Health Literacy Scale (RHLS) that was developed for the present study. Results: Results suggest that college students would be willing to seek mental health resources from some professional sources. Participants were able to more easily identify symptoms of anxiety and depression, and struggled to accurately identify symptoms of mania, bipolar disorder and schizophrenia. Respondents also demonstrated some awareness of relationship health issues. Conclusions: Implications for further research, practice and policy making are presented and discussed.
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Kågström A, Juríková L, Guerrero Z. Developmentally appropriate mental health literacy content for school-aged children and adolescents. Glob Ment Health (Camb) 2023; 10:e25. [PMID: 37854395 PMCID: PMC10579665 DOI: 10.1017/gmh.2023.16] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/17/2022] [Revised: 02/22/2023] [Accepted: 04/26/2023] [Indexed: 10/20/2023] Open
Abstract
Although improving the mental health of children and adolescents has become a global priority, resources outlining developmentally appropriate content for improving mental health literacy (MHL) across school-aged children are scarce. A comprehensive, life-course approach to building MHL is needed to address the evolving competencies, needs, capacities, and risk factors for mental health, especially to establish school-based interventions that can be equitably and sustainably implemented. We conducted a theoretical review highlighting the relation of research and practice in building MHL through developmentally appropriate knowledge and competencies for children and adolescents. A two-pronged review of the literature was conducted to provide an overview of (1) research with a focus on neurobiological, psychological, cognitive, and social developmental milestones of school-aged children relevant for building MHL and (2) evidence-based and theory-driven content for the development of universal MHL interventions for children and adolescents considering the four components of MHL. A map of relevant key milestones highlights the range of development that occurs and ample opportunity for increasing universal MHL during these sensitive years primed for learning. We reflect on current understandings and global considerations for MHL interventions with an emphasis on applying developmental science to the future strengthening of intervention development, uptake, adaptation, implementation, evaluation, and scale-up.
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Affiliation(s)
- Anna Kågström
- Department of Public Mental Health, National Institute of Mental Health, Klecany, Czech Republic
- WHO Collaborating Center for Public Mental Health Research and Service Development, National Institute of Mental Health, Klecany, Czech Republic
| | - Laura Juríková
- Department of Public Mental Health, National Institute of Mental Health, Klecany, Czech Republic
- Department of Psychology, Faculty of Arts, Charles University, Prague, Czech Republic
| | - Zoe Guerrero
- Department of Public Mental Health, National Institute of Mental Health, Klecany, Czech Republic
- WHO Collaborating Center for Public Mental Health Research and Service Development, National Institute of Mental Health, Klecany, Czech Republic
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Evaluation of a training program to support the implementation of a community pharmacist-led support service for people living with severe and persistent mental illness. J Am Pharm Assoc (2003) 2023; 63:807-816.e2. [PMID: 36788042 DOI: 10.1016/j.japh.2023.01.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Revised: 01/06/2023] [Accepted: 01/10/2023] [Indexed: 01/15/2023]
Abstract
BACKGROUND With appropriate training, community pharmacists can support people living with severe and persistent mental illness (SPMI) by identifying and managing medication-related issues and physical health concerns. The Bridging the Gap between Physical and Mental Illness in Community Pharmacy (PharMIbridge) randomized controlled trial (RCT) tested the impact of an individualized, pharmacist-led support service for people living with SPMI. OBJECTIVE(S) To evaluate the impact of the PharMIbridge training program on pharmacy participants' knowledge and confidence, as well as stigma and attitudes, in relation to supporting, and providing services to, people living with SPMI; compared to Mental Health First Aid (MHFA) training alone. METHODS Pharmacy staff (n = 140) from 55 community pharmacies across four RCT regions attended face-to-face training. Both intervention group (IG) and comparator group (CG) participants received MHFA training while IG participants received additional PharMIbridge training, involving role-plays and mental health consumer educators (MHCEs). A questionnaire including validated instruments was administered at baseline, after training and after 12 months. Comparative analyses included paired t tests and mixed between/within analysis of variance (ANOVA). RESULTS Pre and post-training surveys were completed by 136 participants, most of which were pharmacists. Both IG and CG participants had significant reductions in stigma (P < 0.001) post-training. IG participants' confidence and knowledge regarding metabolic monitoring significantly improved compared to CG (P < 0.001). IG participants were significantly more confident and comfortable in providing medication counseling, compared to CG participants (P < 0.05). CONCLUSION MHFA training reduced participants' stigma toward mental health. However, the purpose-designed PharMIbridge training program provided pharmacists with additional knowledge and skills to confidently support the physical health care needs of people living with SPMI. The inclusion of role-plays and MHCEs allowed pharmacists to self-reflect and practice skills in safe, supportive environments. Future studies should continue to involve MHCEs in pharmacy training and explore whether these improvements are sustainable.
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Qin Z, Ma X. Exploring Tech-Savviness and Digital Mental Health: The moderating role of Innovation Adoption and Digital Nudging. Am J Health Behav 2022; 46:753-767. [PMID: 36721282 DOI: 10.5993/ajhb.46.6.17] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
Objectives: Employees in China face significant difficulties in adapting to the dynamism of organizational culture. Organizational culture standards have improved due to the modernization and integration of technology. The purpose of this study was to examine the relationship between tech-savviness (TS) and digital mental health (DMH) as moderated by innovation adoption (IA) and digital nudging (DN). Methods: A total of 900 questionnaires were delivered using a random sampling technique to collect primary data on the Likert scale questionnaire. Employees of private-sector manufacturing businesses in the Chinese province of Shanghai constitute the research population. Results: The study finds that the organizational culture in China can be improved with the use of IA and DN by providing DMH services for employees. Conclusion: This study provides a substantial theoretical framework of significant variables that describe the link between TS and DMH in Chinese organizational culture. Additionally, the research has important theoretical implications for knowledge and practical consequences for enhancing employee performance in China.
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Affiliation(s)
- Zheng Qin
- Zheng Qin, General Education Department, Wuhan Science and Professional Technology School, Wuhan, Hubei, 430000, China
| | - Xi Ma
- Xi Ma, School of Communication Hankou University, Wuhan, Hubei, 430212, China;,
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Raji F, Morsi N, Mahsoon A, Sharif LS. Assessment of health sciences academic advisors' mental health literacy and their experiences with students facing mental health problems. BELITUNG NURSING JOURNAL 2022; 8:511-520. [PMID: 37554229 PMCID: PMC10405645 DOI: 10.33546/bnj.2247] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2022] [Revised: 09/12/2022] [Accepted: 11/07/2022] [Indexed: 08/10/2023] Open
Abstract
Background Owing to everyday educational activities, academic advisors often have to deal with mental health problems among students. Therefore, their mental health literacy must be assessed to determine whether they can detect mental health problems when working with the students. Objective This study aimed to assess health sciences academic advisors' mental health literacy and their experiences dealing with university students facing mental health challenges. Methods A cross-sectional descriptive study was undertaken among a convenience sample of 133 health sciences academic advisors at the medical campus of a public university in Jeddah, Saudi Arabia. An electronic self-administered questionnaire using the Mental Health Literacy Scale (MHLS) was used to appraise participants' recognition, knowledge, and attitudes toward ways to solve mental health difficulties. Data collection was completed from November 2020 to February 2021. Descriptive statistics, Student's t-test for independent samples, One-Way Analysis of Variance (ANOVA), and Tukey's test were selected for data analysis. Results Academic advisors were found to be highly literate about matters of mental health. The mean mental health literacy score was statistically significantly higher in those advisors who were lecturers, assistant professors, associate professors, and professors (p <0.001). Additionally, the mean scores were significantly higher among advisors with a teaching role of lecturer rather than those who did not have the teaching role of a clinical supervisor (t = -2.331; p = 0.021). Conclusions The academic advisors had an elevated level of mental health literacy, and the highly experienced academic advisors could deal better with students having mental health problems. Hence, it is essential to continue to provide educational programs and training on mental health literacy to academic advisors, as it helps them identify the signs of mental health complications. Furthermore, it improves their skills and confidence when they offer student support in coping with mental health issues.
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Affiliation(s)
- Fatimah Raji
- 6 Zone, Ministry of Health (MOH), Madinah Health Cluster, Madinah, Saudi Arabia
| | - Nahed Morsi
- Psychiatric and Mental Health Nursing Department, Faculty of Nursing, Tanta University, Egypt
- Psychiatric and Mental Health Nursing Department, Faculty of Nursing, King Abdulaziz University, Saudi Arabia
| | - Alaa Mahsoon
- Psychiatric and Mental Health Nursing Department, Faculty of Nursing, King Abdulaziz University, Saudi Arabia
| | - Loujain S. Sharif
- Psychiatric and Mental Health Nursing Department, Faculty of Nursing, King Abdulaziz University, Saudi Arabia
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15
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Arthur YA, Boardman GH, Morgan AJ, McCann TV. Cluster randomised controlled trial of a problem-solving, Story-bridge mental health literacy programme for improving Ghanaian community leaders' knowledge of depression. J Ment Health 2022; 31:748-756. [PMID: 32755441 DOI: 10.1080/09638237.2020.1793122] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
BACKGROUND Low levels of mental health literacy about depression in the community impact negatively on attitudes towards people with the disorder and their help-seeking. AIMS The aim of this study was to assess the effectiveness of a problem-solving, Story-bridge mental health literacy programme, in improving community leaders' knowledge about helpful interventions for, and recognition of, depression. METHODS A cluster randomised controlled trial involving 140 assembly members, intervention (n = 70) and control (n = 70) groups. The intervention group received a three-hour mental health literacy programme. The control group received a plain language basic brochure about mental health issues. Data were collected at baseline and 12-week follow-up. RESULTS The intervention group demonstrated greater improvement in knowledge about helpful interventions for, and recognition of, depression compared to the control group at follow-up; however, the differences in both measures were small and not statistically significant. CONCLUSION The programme has the potential to improve participants' knowledge about helpful interventions for, and recognition of, depression. Positive outcomes have public mental health implications as they might enhance early help-seeking and contribute to better outcomes for individuals with mental health problems. TRIAL REGISTRATION ACTRN12617000033347. Date of registration - 9 January 2017.
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Affiliation(s)
- Yaw Amankwa Arthur
- Discipline of Nursing and Midwifery, Institute for Health and Sport, Victoria University, Melbourne, Australia
| | - Gayelene H Boardman
- Discipline of Nursing and Midwifery, Institute for Health and Sport, Victoria University, Melbourne, Australia
| | - Amy J Morgan
- Centre for Mental Health, Melbourne School of Population and Global Health, The University of Melbourne, Melbourne, Australia
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Tariku Seboka B, Hailegebreal S, Negash M, Mamo TT, Ali Ewune H, Gilano G, Yehualashet DE, Gizachew G, Demeke AD, Worku A, Endashaw H, Kassawe C, Amede ES, Kassa R, Tesfa GA. Predictors of Mental Health Literacy and Information Seeking Behavior Toward Mental Health Among University Students in Resource-Limited Settings. Int J Gen Med 2022; 15:8159-8172. [PMID: 36389023 PMCID: PMC9664927 DOI: 10.2147/ijgm.s377791] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Accepted: 11/03/2022] [Indexed: 09/03/2023] Open
Abstract
BACKGROUND This paper investigated mental health literacy level and information seeking behavior, and mental health-related information sources in limited-resource settings, in the case of Ethiopian university students. METHODS A cross-sectional, self-administered web-based survey was conducted among Dilla University students, from 1 January to 29 February 2022, with a total of 780 respondents. We presented descriptive statistics using mean, standard deviations, and proportions. Bivariate and multivariate logistic regression were employed to identify factors associated with mental health literacy and information seeking behavior of students. Further, path analysis was also employed. RESULTS The result showed 71 (9.1%) respondents had a diagnosed history of mental illness. Overall, 397 (50.9%) respondents were identified as having adequate mental health literacy and 420 (53.8%) sought mental health information. In multivariate analysis, mental health literacy was significantly associated with: being female (AOR = 2.8; 95% CI (1.5-5.4)), higher digital health literacy (AOR=2.8; 95% CI (1.5-5.4), seeking mental health-related information (AOR=1.6; 95% CI: (1.1-2.5)), having family with mental illness, and students in health-related programs (AOR = 2.1; 95% CI (1.0-4.2)). Furthermore, health-related programs, level of mental health literacy, exposure to mental health problems in the family, and were associated with information seeking behavior regarding mental health. Further, path analysis revealed significant positive associations of information seeking behavior and digital health literacy with mental health literacy. CONCLUSION The result indicated the status of university students' mental health literacy level and information seeking behavior were low and inadequate. This study suggests the need to improve students' digital health competencies by designing mental health literacy programs by collaboration of different stakeholders, and mental health literacy programs need to optimize access to internet and online resources in the university settings.
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Affiliation(s)
| | | | - Misrak Negash
- Department of Psychiatry, Dilla University, Dilla, Ethiopia
| | | | | | - Girma Gilano
- Department of Health Informatics, Arbaminch University, Arbaminch, Ethiopia
| | | | | | | | - Aynadis Worku
- Department of Health Informatics, Debre Markos University, Debre Markos, Ethiopia
| | | | | | | | - Reta Kassa
- School of Public Health, Dilla University, Dilla, Ethiopia
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Akgün Ş, Tokur Kesgin M, Hançer Tok H. The correlation between health literacy and mental health literacy in Turkish Society. Perspect Psychiatr Care 2022; 58:2950-2961. [PMID: 36053021 DOI: 10.1111/ppc.13146] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Revised: 07/27/2022] [Accepted: 07/30/2022] [Indexed: 11/27/2022] Open
Abstract
PURPOSE The study aims to determine the correlation between health literacy (HL) and mental health literacy (MHL) in Turkish society. DESIGN AND METHODS This study was a cross-sectional survey, a form of quantitative research. Data were collected from participants with the personal information form, Turkish Health Literacy Scale, and Mental Health Literacy Scale. FINDINGS The study found that 48.2% of the individuals had insufficient-limited HL and that 46.2% had a low level of MHL. A positive weak relationship was found between HL and MHL. PRACTICE IMPLICATIONS As HL and MHL are correlated concepts, community health nurses can prepare their nursing action plans accordingly.
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Affiliation(s)
- Şenay Akgün
- Department of Public Health Nursing, Faculty of Health Sciences, Alanya Alaaddin Keykubat University, Alanya, Antalya, Turkey
| | - Makbule Tokur Kesgin
- Department of Public Health Nursing, Faculty of Health Sciences, Bolu Abant Izzet Baysal University, Bolu, Turkey
| | - Hümeyra Hançer Tok
- Bolu Department of Mental Health and Diseases Training and Research Hospital, Bolu, Turkey
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18
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Halladay J, Woock R, Xu A, Boutros Salama M, Munn C. Professor Hippo-on-Campus: Developing and evaluating an educational intervention to build mental health literacy among university faculty and staff. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2022:1-12. [PMID: 36170384 DOI: 10.1080/07448481.2022.2115305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Revised: 06/29/2022] [Accepted: 08/15/2022] [Indexed: 06/16/2023]
Abstract
Objective: The development and evaluation of the Professor Hippo-on-Campus Student Mental Health Education Program, a mental health literacy intervention for post-secondary faculty and staff, is described. It includes 3-hour virtual, asynchronous e-modules and an optional 2-hour, synchronous workshop. Participants: All faculty and staff in a single university were invited to participate (February 2020-January 2021). Methods: Pre-and post-module and post-workshop surveys were conducted, assessing knowledge, attitudes, stigma, behavioral intentions, and confidence. Paired t-tests and regressions assessed change. Satisfaction was assessed through closed and open-ended questions, analyzed descriptively and through qualitative content analysis. Results: Four hundred and fifty staff and faculty completed the pre-survey, 262 completed the post-survey, and 122 completed a workshop survey. Participation resulted in improvements in knowledge, attitudes, stigma, and confidence with high levels of satisfaction. Conclusion: The program provides tailored student mental health training to post-secondary staff and faculty, which appears to increase their mental health literacy.
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Affiliation(s)
- Jillian Halladay
- Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
| | - Rachel Woock
- Department of Health, Aging, and Society, McMaster University, Hamilton, Ontario, Canada
- Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, McMaster University, Hamilton, Ontario, Canada
| | - Annie Xu
- Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, McMaster University, Hamilton, Ontario, Canada
| | - Marina Boutros Salama
- Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, McMaster University, Hamilton, Ontario, Canada
- Department of Life Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Catharine Munn
- Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Ontario, Canada
- Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, McMaster University, Hamilton, Ontario, Canada
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario, Canada
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Montagni I, González Caballero JL. Validation of the Mental Health Literacy Scale in French University Students. Behav Sci (Basel) 2022; 12:bs12080259. [PMID: 36004830 PMCID: PMC9404754 DOI: 10.3390/bs12080259] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Revised: 07/19/2022] [Accepted: 07/25/2022] [Indexed: 12/04/2022] Open
Abstract
Background: Mental health literacy is a determinant of mental health, which can facilitate early detection of psychological problems and endorse timely access to care. Instruments to measure mental health literacy exist, but not in French. Assessment of mental health literacy in young adults is essential to tailor appropriate educational interventions promoting psychological wellbeing and preventing mental health problems in this vulnerable population. The aim of this study was to validate the French version of the Mental Health Literacy Scale (MHLS-FR) in university students. Methods: A total of 482 students from the University of Bordeaux, France, completed the translated version of the scale. Collected data were used to validate the MHLS-FR through psychometric analyses: descriptive statistics, item distribution, test-retest reliability, exploratory structural equation model, confirmatory factor analysis, Cronbach’s alpha and McDonald’s omega coefficients, and hypothesis testing. Results: The final scale included 26 items covering 6 dimensions. Cronbach’s alpha and McDonald’s omega coefficients were 0.744 and 0.961, respectively. With test-retest, about 50% of items had intraclass correlation coefficients superior to 0.5. Conclusions: The MHLS-FR can be considered as a valid and reliable instrument for measuring mental health literacy in French students.
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Affiliation(s)
- Ilaria Montagni
- Bordeaux Population Health Research Center UMRS1219, University of Bordeaux, Inserm, F-33000 Bordeaux, France
- Correspondence:
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20
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Sampson K, Priestley M, Dodd AL, Broglia E, Wykes T, Robotham D, Tyrrell K, Ortega Vega M, Byrom NC. Key questions: research priorities for student mental health. BJPsych Open 2022; 8:e90. [PMID: 35535504 PMCID: PMC9169497 DOI: 10.1192/bjo.2022.61] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/01/2022] Open
Abstract
BACKGROUND The high prevalence of mental distress among university students is gaining academic, policy and public attention. As the volume of research into student mental health increases, it is important to involve students to ensure that the evidence produced can translate into meaningful improvements. AIMS For the first time, we consult UK students about their research priorities on student mental health. METHOD This priority setting exercise involved current UK university students who were asked to submit three research questions relating to student mental health. Responses were aggregated into themes through content analysis and considered in the context of existing research. Students were involved throughout the project, including inception, design, recruitment, analysis and dissemination. RESULTS UK university students (N = 385) submitted 991 questions, categorised into seven themes: epidemiology, causes and risk factors, academic factors and work-life balance, sense of belonging, intervention and services, mental health literacy and consequences. Across themes, respondents highlighted the importance of understanding the experience of minority groups. CONCLUSIONS Students are interested in understanding the causes and consequences of poor mental health at university, across academic and social domains. They would like to improve staff and students' knowledge about mental health, and have access to evidence-based support. Future research should take a broad lens to evaluate interventions; considering how services are designed and delivered, and investigating institutional and behavioural barriers to accessibility, including how this varies across different groups within the student population.
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Affiliation(s)
- Katie Sampson
- Institute of Psychiatry, Psychology and Neurosciences, King's College London, UK
| | | | - Alyson L Dodd
- Department of Psychology, Northumbria University, UK
| | - Emma Broglia
- School of Psychology, University of Sheffield, UK
| | - Til Wykes
- Institute of Psychiatry, Psychology and Neurosciences, King's College London, UK
| | | | | | | | - Nicola C Byrom
- Department of Psychology, Institute of Psychiatry, Psychology and Neurosciences, King's College London, UK
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21
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Meng S. Role of politically motivated internet addiction and ideological passion in linking college student's mental health education and wellbeing. Front Psychiatry 2022; 13:973520. [PMID: 36032253 PMCID: PMC9412914 DOI: 10.3389/fpsyt.2022.973520] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/20/2022] [Accepted: 07/25/2022] [Indexed: 11/30/2022] Open
Abstract
College students are increasingly reporting common mental health issues like depression and anxiety, raising severe concerns for students' psychological wellbeing. Specifically, after the emergence of Post-COVID-19, digitization caused a potential role in mitigating students' psychological concerns. Therefore, the role of mental health education has been regarded as a topic of interest in managing the issue of Chinese college students' mental wellbeing. This study intends to look into the relationship between mental health education and psychological wellbeing, along with the moderating role of politically motivated internet addiction and the ideological passion of college students. For the given reason, the random sampling method was employed for collecting data from target respondents. The study uses 750 questionnaires prepared on a five-point Likert scale that were distributed to the respondents with an expected response rate of 50%. The partial least square (PLS) software was used to analyze the data for this study. The study concludes that there is a significant moderating role of politically motivated internet addiction and ideological passion in the relationship between college students' mental health and wellbeing. The study meaningfully contributes to the body of knowledge by establishing the unique, positive moderating role of Politically motivated internet addition in strengthening the relationship which undoubtedly will assist in improving the psychological wellbeing of college students through mental health education policies and implications.
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Affiliation(s)
- Shuyu Meng
- Admissions and Employment Office, Xinyang Normal University, Xinyang, China.,School of Marxism, China University of Political Science and Law, Beijing, China
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22
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Hu Y, Ye B, Tan J. Stress of COVID-19, Anxiety, Economic Insecurity, and Mental Health Literacy: A Structural Equation Modeling Approach. Front Psychol 2021; 12:707079. [PMID: 34858248 PMCID: PMC8631766 DOI: 10.3389/fpsyg.2021.707079] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2021] [Accepted: 09/30/2021] [Indexed: 12/23/2022] Open
Abstract
The COVID-19 pandemic is currently a global health threat attributed to negatively affecting the mental health and well-being of people globally. The purpose of the current study is to examine the mediating roles of economic insecurity and mental health literacy in the relationship between stress about COVID-19 and anxiety. Results from the current study using a large sample of Chinese college students (N = 1,334) showed that stress of COVID-19 was positively associated with economic insecurity and anxiety while negatively associated with mental health literacy, which in turn was negatively associated with anxiety. These results elucidate our understanding of the role of mediators in stress about COVID-19 and anxiety. The findings are useful in terms of providing evidence for tailoring interventions and implementing preventative approaches to mitigate anxiety due to stress of COVID-19. Based on the present findings and within the context of COVID-19, the potential utility of promoting MHL to reduce the psychopathological consequences of COVID-19 is discussed.
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Affiliation(s)
- Yangxiu Hu
- School of Psychology, Center of Preschool Education, Jiangxi Normal University, Nanchang, China
- Center of Mental Health Education, Anhui Health College, Chizhou, China
| | - Baojuan Ye
- School of Psychology, Center of Preschool Education, Jiangxi Normal University, Nanchang, China
| | - Jiawen Tan
- School of Arts and Education, Chizhou University, Chizhou, China
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Kurki M, Gilbert S, Mishina K, Lempinen L, Luntamo T, Hinkka-Yli-Salomäki S, Sinokki A, Upadhyaya S, Wei Y, Sourander A. Digital mental health literacy -program for the first-year medical students' wellbeing: a one group quasi-experimental study. BMC MEDICAL EDUCATION 2021; 21:563. [PMID: 34742258 PMCID: PMC8571980 DOI: 10.1186/s12909-021-02990-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Accepted: 10/20/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Medical students are prone to mental disorders, such as depression and anxiety, and their psychological burden is mainly related to their highly demanding studies. Interventions are needed to improve medical students' mental health literacy (MHL) and wellbeing. This study assessed the digital Transitions, a MHL program for medical students that covered blended life skills and mindfulness activities. METHODOLOGY This was a one group, quasi-experimental pretest-posttest study. The study population was 374 first-year students who started attending the medical faculty at the University of Turku, Finland, in 2018-2019. Transitions was provided as an elective course and 220 students chose to attend and 182 agreed to participate in our research. Transitions included two 60-minute lectures, four weeks apart, with online self-learning material in between. The content focused on life and academic skills, stress management, positive mental health, mental health problems and disorders. It included mindfulness audiotapes. Mental health knowledge, stigma and help-seeking questionnaires were used to measure MHL. The Perceived Stress Scale and General Health Questionnaire measured the students' stress and health, respectively. A single group design, with repeated measurements of analysis of variance, was used to analyze the differences in the mean outcome scores for the 158 students who completed all three stages: the pre-test (before the first lecture), the post-test (after the second lecture) and the two-month follow-up evaluation. RESULTS The students' mean scores for mental health knowledge improved (-1.6, 95% Cl -1.9 to -1.3, P<.001) and their emotional symptoms were alleviated immediately after the program (0.5, 95% Cl 0.0 to 1.1, P=.040). The changes were maintained at the two-month follow up (-1.7, 95% Cl -2.0 to -1.4, P<.001 and 1.0, 95% Cl 0.2 to 1.8, P=.019, respectively). The students' stress levels reduced (P=.022) and their attitudes towards help-seeking improved after the program (P<.001), but these changes were not maintained at the two-month follow up. The stigma of mental illness did not change during the study (P=.13). CONCLUSIONS The digital Transitions program was easily integrated into the university curriculum and it improved the students' mental health literacy and wellbeing. The program may respond to the increasing global need for universal digital services, especially during the lockdowns due to the COVID-19 pandemic. TRIAL REGISTRATION The trial was registered at the ISRCTN registry (26 May 2021), registration number 10.1186/ ISRCTN10565335 ).
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Affiliation(s)
- Marjo Kurki
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland.
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland.
- ITLA Children's Foundation, Porkkalankatu 24, 00180, Helsinki, Finland.
| | - Sonja Gilbert
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
| | - Kaisa Mishina
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
- Department of Nursing Science, University of Turku, Joukahaisenkatu 3-5, FI-20014, Turku, Finland
| | - Lotta Lempinen
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
| | - Terhi Luntamo
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
- Turku University Hospital, PO Box 52, 20521, Turku, Finland
| | - Susanna Hinkka-Yli-Salomäki
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
| | - Atte Sinokki
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
| | - Subina Upadhyaya
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
| | - Yifeng Wei
- Department of Psychiatry, Faculty of Medicine and Dentistry, University of Alberta, 1E1 Walter Mackenzie Health Sciences Centre (WMC), 8440 112 St NW, Edmonton, AB, T6G 2B7, Canada
| | - Andre Sourander
- Department of Child Psychiatry, University of Turku, Lemminkäisenkatu 3, FI-20014, Turku, Finland
- Finland INVEST Research Flagship, University of Turku, FI-20014, Turku, Finland
- Turku University Hospital, PO Box 52, 20521, Turku, Finland
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Farooq S, Lakhdir MPA, Parpio YN, Haider SI, Rahim S, Nathwani AA, Arthur D. The effect of a culturally sensitive mental well-being module on Pakistani nursing students' knowledge and beliefs regarding their own mental health and illness. Int J Ment Health Nurs 2021; 30:1193-1209. [PMID: 34056814 DOI: 10.1111/inm.12870] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Revised: 03/09/2021] [Accepted: 03/23/2021] [Indexed: 11/27/2022]
Abstract
This study examined the effect of a mental well-being module on undergraduate nursing students' knowledge and beliefs regarding causes and treatment of mental health and illness, and explored the relationship between these variables and depression and anxiety. The one group design incorporated pre-intervention, intervention and post-intervention phases, in a consecutive sample of 246 students in a 4-year BScN programme in Pakistan. A culturally sensitive, interactive mental well-being module of four hours length was delivered to three groups of approximately 40 students per group. Repeated measures ANOVA was performed to assess the difference in the mean knowledge scores. Paired t-tests investigated between-group differences on the factor scores. A total of 112 students screened positive for anxiety and depression symptoms. Repeated measures ANOVA showed a significant difference in the mean knowledge scores regarding mental illness (P < 0.001). Factor analysis resulted in four factors for the aetiology items. Paired t-test showed significant differences (P < 0.001) between psycho-social and environmental factors, supernatural and religious beliefs, and neuro-genetics. For treatment, significant differences (P < 0.001) were found between all factors - Professional and Help from others, Religiosity and Socialization, and Alternative and Medical Treatment. There was a significant and positive change in students' mental health knowledge, beliefs and mental health-seeking behaviour and diminished stigmatized beliefs. Based on the findings, it is highly recommended to incorporate the mental well-being program in the curriculum.
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Affiliation(s)
- Salima Farooq
- School of Nursing and Midwifery, Aga Khan University, Karachi, Pakistan
| | | | | | - Sonia Ijaz Haider
- Department for Educational Development, Faculty of Health Sciences, Medical College, Aga Khan University, Karachi, Pakistan
| | - Shirin Rahim
- School of Nursing and Midwifery, Aga Khan University, Karachi, Pakistan
| | - Apsara Ali Nathwani
- Department of Pediatric and Child Health, Aga Khan University, Karachi, Pakistan
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The Impact of Mental Health Literacy Training Programs on the Mental Health Literacy of University Students: a Systematic Review. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2021; 23:648-662. [PMID: 34272642 DOI: 10.1007/s11121-021-01283-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/06/2021] [Indexed: 01/07/2023]
Abstract
Student mental health is of growing concern for the university education sector. Supporting opportunities to increase mental health literacy of students is one strategy in which universities and colleges are actively investing to support students build their capacity to be well. This study is a systematic review of mental health literacy training (MHLT) programs, other than Mental Health First Aid training, to examine their impact on the mental health literacy of university students. The review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) (Online Resource 1) and A Measurement Tool to Assess Systematic Reviews (AMSTAR2) guidelines. Search terms related to mental health literacy concepts, mental health literacy training and university students were used in four major databases (i.e. EBSCOhost, Ovid, ProQuest and Web of Science), retrieving a total of 1219 articles, with 44 studies selected for full-text review, and a final number of 24 studies included for review based on pre-determined eligibility criteria. Results were reported against three main themes: types of MHLT offered; common practices, processes and implementation elements; and effectiveness of intervention. Results indicate a high level of variability in approaches to mental health literacy interventions and measures of assessment and reporting. Additionally, reported benefits to mental health literacy failed to report on comparable units of improvement or the sustainability of benefits. Although it is in the best interest of universities to prioritise early intervention programs to address mental health and improve wellbeing, more robust data is required to establish the effectiveness of MHLT programs in achieving this aim.
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Mitchell AEP. Resilience and mindfulness in nurse training on an undergraduate curriculum. Perspect Psychiatr Care 2021; 57:1474-1481. [PMID: 33355935 DOI: 10.1111/ppc.12714] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/30/2020] [Revised: 11/25/2020] [Accepted: 12/06/2020] [Indexed: 11/29/2022] Open
Abstract
PURPOSE The aim is to investigate what relationships exist between resilience and mindfulness in undergraduate nurse training and how these might contribute to well-being. DESIGN AND METHODS One hundred and six students participated in this cross-sectional study. Multivariate and bivariate procedures were utilized to assess the differences between students' demographics, academic resilience, and mindfulness. FINDINGS The findings suggested that acceptance and attention within mindfulness were important for resilience. Students who had higher levels of academic resilience also had higher indexes of mindfulness. PRACTICE IMPLICATIONS A key implication is that learning and practice areas should ensure that well-being, mindfulness, and resilience literacy are key issues for students in training. This is at a time when mental health support and staff retention are foremost in policymakers' minds.
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Affiliation(s)
- Andrew E P Mitchell
- Faculty of Health & Social Care, Department of Mental Health & Learning Disabilities, University of Chester, Chester, UK
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Bullivant B, Rhydderch S, Griffiths S, Mitchison D, Mond JM. Eating disorders "mental health literacy": a scoping review. J Ment Health 2020; 29:336-349. [PMID: 32041463 DOI: 10.1080/09638237.2020.1713996] [Citation(s) in RCA: 35] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Background: While it is apparent that much has been learned about "mental health literacy" (MHL) relating to certain mental health problems, such as depression, in recent years, what has been learned about MHL relating to eating disorders (ED-MHL) is unclear.Aims: A scoping review was conducted to inform the current state of knowledge in this field.Methods: A systematic search of relevant literature published between 1997 and 2017 was followed by a narrative synthesis of the findings.Results: The number of eligible studies increased from 32 in 1997-2001 to 98 in 2012-2017 (total = 264). Most studies originated from North America or Europe, recruited individuals with EDs receiving treatment or college students and included both female and male or only female participants. The majority of studies examined MHL relating to anorexia nervosa or bulimia nervosa and examined attitudes which facilitate recognition and appropriate help-seeking and knowledge and beliefs about professional help available.Conclusion: Interest in ED-MHL is increasing and there is now a considerable body of research addressing some aspects of ED-MHL in a range of study populations. Notable gaps in the literature exist, including a paucity of information about ED-MHL relating to EDs other than anorexia nervosa and bulimia nervosa, ED behaviour in males and the use of self-help interventions. We hope the findings will provide an incentive to further research in these and other aspects of ED-MHL.
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Affiliation(s)
- Bianca Bullivant
- Faculty of Medicine, Boden Institute of Obesity, Nutrition, Exercise and Eating Disorders, The University of Sydney, Sydney, Australia.,Department of Psychology, Macquarie University, Sydney, Australia
| | - Suzie Rhydderch
- Department of Psychology, Macquarie University, Sydney, Australia
| | - Scott Griffiths
- Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, Australia
| | - Deborah Mitchison
- Department of Psychology, Macquarie University, Sydney, Australia.,School of Medicine, Western Sydney University, Sydney, Australia
| | - Jonathan M Mond
- Department of Psychology, Macquarie University, Sydney, Australia.,Centre for Rural Health, University of Tasmania, Launceston, Australia
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Ibrahim N, Mohd Safien A, Siau CS, Shahar S. The Effectiveness of a Depression Literacy Program on Stigma and Mental Help-Seeking Among Adolescents in Malaysia: A Control Group Study With 3-Month Follow-Up. INQUIRY: The Journal of Health Care Organization, Provision, and Financing 2020; 57:46958020902332. [PMID: 32009506 PMCID: PMC7288814 DOI: 10.1177/0046958020902332] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This study evaluated the effectiveness of a depression literacy program on
depression literacy, mental health stigma, and help-seeking attitude among
adolescents with a monthly household income of RM3900 a month or less (B40) in
Malaysia. The program included a lecture, mental awareness activities, and a
short video on depression. Residents from a boarding school for lower income
families were involved in this study (N = 101); 53 of them underwent the program
and another 48 served as the control group. There were significant improvements
for all variables in the intervention group (better depression literacy, reduced
self-stigma, reduced negative beliefs on mental health, and increased
help-seeking) at posttest. However, the results were sustained at 3-month
follow-up only for the depression literacy, mental help-seeking attitude, and
self-stigma of seeking help variables when compared with the control group. The
findings highlight the need to improve the program to enhance the effectiveness
and sustainability of the outcomes.
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Affiliation(s)
| | | | | | - Suzana Shahar
- Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
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Abstract
AIMS Mental disorders in children are a significant and growing cause of morbidity worldwide. Although interventions to help overcome barriers along the pathway to accessing health care for children with mental disorders exist, there is no overview of randomised controlled trials (RCTs) on these interventions as yet. This study aimed to systematically identify RCTs of interventions to improve access to mental health care for children and synthesise them using a conceptual framework of access to health care. METHODS This systematic review was performed following a predefined protocol registered with PROSPERO (ID: CRD42018081714). We searched the databases MEDLINE, EMBASE, PsycINFO and CENTRAL for RCTs up to 15 May 2019 using terms related to the concepts 'young people,' 'mental disorders' and 'help-seeking interventions' and scanned reference lists from relevant studies. Two reviewers independently screened all identified articles in a two-stage process, extracted results on outcomes of interest (knowledge, attitudes, intentions, help-seeking, accessing care, mental health outcomes and satisfaction), assessed the risk of bias and conducted meta-analyses where deemed appropriate. RESULTS After screening 5641 identified articles, 34 RCTs were eligible for inclusion. Eighty per cent of universal school-based interventions measuring knowledge (n = 5) and 67% measuring attitudes (n = 6) reported significantly better results compared with controls on those outcomes, whereas 20% measuring access to care (n = 5) and none measuring mental health outcomes (n = 7) did. In contrast, 71% of interventions targeting at-risk individuals (n = 21) reported better access to care compared with controls, while just 33% (n = 6) did for mental health outcomes. For satisfaction with care, this proportion was 80% (n = 5). Meta-analyses of interventions measuring initial appointment attendance yielded combined odds ratios of 3.11 (2.07-4.67) for appointment reminder interventions and 3.51 (2.02-6.11) for treatment engagement interventions. The outcomes for universal school-based interventions were heterogeneous and could not be summarised quantitatively through meta-analysis. CONCLUSIONS To have a population-level effect on improving children's access to mental health care, two-stage interventions that identify those in need and then engage them in the health-care system may be necessary. We need more evidence on interventions to target contextual factors such as affordability and infrastructural barriers.
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Mental Health Services for Canadian University Student-Athletes: An Exploratory Survey. JOURNAL OF CLINICAL SPORT PSYCHOLOGY 2019. [DOI: 10.1123/jcsp.2018-0048] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
University student-athletes are equally vulnerable to mental health challenges compared to their non-athlete peers, but they access mental health services with less frequency. This study sought to explore the mental health issues experienced by Canadian student-athletes in order to address the question: how can Canadian universities better meet the mental health needs of student-athletes? An electronic survey was distributed to student-athletes at a large Canadian university. Data from 113 respondents were analyzed using descriptive statistics and content analysis. Stress and pressure were reported as the most prevalent contributors to mental health issues, and 47% of respondents indicated that there was a time in which they wanted to seek services for their mental health, but chose not to. Respondents identified mental health education for coaches and designating a healthcare professional within the athletic department as beneficial resources. Findings from this study can inform local and national mental health service planning for student-athletes.
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Wong PWC, Arat G, Ambrose MR, Qiuyuan KX, Borschel M. Evaluation of a mental health course for stigma reduction: A pilot study. COGENT PSYCHOLOGY 2019. [DOI: 10.1080/23311908.2019.1595877] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Affiliation(s)
- Paul W. C. Wong
- The Department of Social Work and Social Administration, The University of Hong Kong, Pokfulam, Hong Kong SAR, P.R. China
| | - Gizem Arat
- Faculty of Social Sciences, The University of Hong Kong, Pokfulam, Hong Kong SAR, P.R. China
| | - Martina Rehnu Ambrose
- The Department of Social Work and Social Administration, The University of Hong Kong, Pokfulam, Hong Kong SAR, P.R. China
| | - Kathy Xie Qiuyuan
- The Department of Social Work and Social Administration, The University of Hong Kong, Pokfulam, Hong Kong SAR, P.R. China
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Furnham A, Swami V. Mental Health Literacy: A Review of What It Is and Why It Matters. ACTA ACUST UNITED AC 2018. [DOI: 10.1037/ipp0000094] [Citation(s) in RCA: 49] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
An increasing number of scholarly works have attempted to understand the reasons for poor rates of help-seeking for symptoms of mental health disorders all around the world. One particular body of work has focused on “mental health literacy” (MHL), defined as knowledge about mental health disorders that is associated with their recognition, management, and prevention. In this article, we report a nonsystematic review of studies on MHL, to give nonexpert academics, policymakers, and practitioners an understanding of the field. We find that studies consistently show that the general public have relatively poor recognition of the symptoms of mental health disorders and appear to emphasize self-help over traditional medical treatments. In addition, we find that there are age, gender, educational, urban−rural, and cross-cultural differences in MHL, which may differentially affect rates of help-seeking in different contexts. Implications and future directions for research are considered in conclusion.
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Affiliation(s)
- Adrian Furnham
- Department of Leadership and Organizational Behavior, Norwegian Business School
| | - Viren Swami
- School of Psychology and Sports Science, Anglia Ruskin University
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