Psychiatric-mental health education with integrated role-play and real-world contact can reduce the stigma of nursing students towards people with mental illness

Gu, Libin; Jiao, Wenjuan; Xia, Haozhi; Yu, Mingming

doi:10.1016/j.nepr.2021.103009

Cited by 12 publications

(5 citation statements)

References 28 publications

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“…Mental health education is one such intervention that has been found to be effective in reducing stigma in health care professionals who have little or no mental health training (Henderson et al, 2014). Additionally, a recent study has suggested that combining mental health education with role‐play and real‐world contact can be effective in reducing stigma toward mental illness and improving willingness to care for patients with mental disorders (Gu et al, 2021). Therefore, STMD is potentially modifiable for CMHWs.…”

Section: Discussionmentioning

confidence: 99%

“…Various interventions have been proposed to address stigma toward mental illness, and there is supporting evidences for their effectiveness (Bingham & O'Brien, 2018;Burns et al, 2017;Patten et al, 2012;Zhu et al, 2018) (Henderson et al, 2014). Additionally, a recent study has suggested that combining mental health education with role-play and real-world contact can be effective in reducing stigma toward mental illness and improving willingness to care for patients with mental disorders (Gu et al, 2021). Therefore, STMD is potentially modifiable for CMHWs.…”

Section: Discussionmentioning

confidence: 99%

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Stigma toward mental disorders and associated factors among community mental health workers in Wuhan, China

Chen¹,

Lin²,

Wang

et al. 2023

Asia-Pacific Psychiatry

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BackgroundStigma toward mental disorders (STMD) is a significant barrier to mental health service delivery. To improve the provision of mental health services for community‐dwelling residents in China, this study investigated STMD and its associated factors in community mental health workers (CMHWs) in Wuhan, China.MethodsIn this cross‐sectional study, a total of 3869 CMHWs (22.9% men and 37.1 ± 8.4 years old) were randomly selected through multistage sampling and invited to participate in this survey. The perceived devaluation‐discrimination scale (PDD) and the National Mental Health Literacy Questionnaire (NMHLQ) were used to assess STMD and mental health knowledge, respectively. The presence of STMD was indicated by a mean item score of 3.0 or higher on the PDD. Multiple logistic regression was used to identify factors associated with STMD.ResultsOf the CMHWs, 41.9% had poor mental health knowledge (NMHLQ score < 80), and 18.5% exhibited STMD. In multiple regression analysis, factors significantly associated with STMD were social workers (vs. primary care physicians, OR = 1.44, p < .001), poor self‐rated capacity to handle common mental health problems (vs. good, OR = 1.57, p < .001), and poor mental health knowledge (vs. NMHLQ score ≥ 80, OR = 1.46, p < .001).ConclusionSTMD is common among Chinese CMHWs. To reduce STMD among CMHWs, training programs in mental health care skills and mental health education may be necessary.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Stigma toward mental disorders and associated factors among community mental health workers in Wuhan, China

Chen¹,

Lin²,

Wang

et al. 2023

Asia-Pacific Psychiatry

View full text Add to dashboard Cite

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“…This statement is corroborated in the present study where there are significant differences between the attitude towards people with mental disorder and the way of relating, in which scores were more positive for people who know someone versus those who do not. Therefore, directly knowing people who have a mental disorder can also help reduce stigma as several studies of de-stigmatization programs have shown (Alexander & Link, 2003;Crisp et al, 2005;Gu et al, 2021). Therefore, direct contact experiences with people with mental disorder should be included in educational interventions to reduce stigma.…”

Section: Discussionmentioning

confidence: 99%

Reducing stigma towards mental disorder in social education students through case studies and problem-based learning

Ozamiz-Etxebarria¹,

Azúa²,

Gorrotxategi³

et al. 2022

Behav. Psychol.

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Mental disorders are one of the most stigmatized conditions in our society, which is a barrier to recovery for these individuals. However, stigmatizing attitudes can change, and education and personal experience with people who have a mental disorder can reduce stigmatizing attitudes. The present study assessed 111 social education students' stigma toward people with mental disorders and knowledge about mental disorders before and after an educational intervention involving active case studies and problem-based learning methodologies. Self-reports were used to measure attitudes toward mental disorder and knowledge about mental health. Negative attitudes towards mental disorders were reduced and knowledge increased after the intervention (p< .05). These results demonstrate the effectiveness of this type of active educational interventions in reducing stigma towards people with mental disorders. However, it is important to continue conducting studies of this type to increase the scientific evidence.

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“…which support student autonomy) have been found to decrease stigmatising attitudes (Perlman et al, 2020). Authentic role plays where nursing students acted an exaggerated stigmatising response towards people with mental illness, and real-world contact with stable patients, decreased stigmatising attitudes among Chinese nursing students (Gu et al, 2021). A study of Indian nursing students found that while students held positive attitudes towards people with mental illness, they still maintained negative stereotypes about mental illness (Poreddi et al, 2015).…”

Section: Stigmamentioning

confidence: 99%

Conceptualising Recovery in Mental Health Nursing: A Word, A Journey or A Philosophy of Nursing Care?

Treloar¹,

Bleus²

2021

J Probl Based Learn

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Purpose: It is important for undergraduate mental health nursing students to develop an understanding of what recovery means in contemporary mental health nursing in order to practise in accordance with current models of care. However this concept can prove challenging for some. This paper looks at one particular undergraduate mental health nursing course with the aim of evaluating how effectively recovery is embedded in the course. Methods: Course material related to recovery and possible barriers to understanding of recovery, including both those contained in this particular undergraduate mental health nursing course and those which come from external factors, are discussed. Results: Ways to promote a better understanding of recovery-oriented mental health nursing care are suggested. Conclusions: To promote a greater understanding of recovery in mental health nursing there needs to be a better match between the consumer experience, educational materials provided in the course, tutor perspectives, student focus and assessment methods.

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Psychiatric-mental health education with integrated role-play and real-world contact can reduce the stigma of nursing students towards people with mental illness

Cited by 12 publications

References 28 publications

Stigma toward mental disorders and associated factors among community mental health workers in Wuhan, China

Stigma toward mental disorders and associated factors among community mental health workers in Wuhan, China

Reducing stigma towards mental disorder in social education students through case studies and problem-based learning

Conceptualising Recovery in Mental Health Nursing: A Word, A Journey or A Philosophy of Nursing Care?

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