Reducing Stigma about Mental Illness in Pharmacy Students

2012 ◽  
Author(s):  
Andrew C. H. Szeto ◽  
Aliya Kassam ◽  
Geeta Modgill ◽  
Leslie Phillips ◽  
Alfred Remillard ◽  
...  
Keyword(s):  
Mental Illness ◽  
Pharmacy Students

Understanding and promoting students’ well-being and performance in university studies – effects of a 7-week Acceptance and Commitment Therapy based course (Preprint)

2019 ◽  
Author(s):  
Henna Asikainen ◽  
Nina Katajavuori ◽  
Kirsikka Kaipainen
Keyword(s):  
Mental Illness ◽  
University Students ◽  
Acceptance And Commitment Therapy ◽  
Well Being ◽  
Pharmacy Students ◽  
Reflective Journal ◽  
Reflective Journals ◽  
Commitment Therapy ◽  
Acceptance And Commitment ◽  
And Performance

BACKGROUND Internationally there have been many studies showing that the number of university students suffering from mental illness is growing and this problem should be addressed OBJECTIVE The aim of this study was to examine 41 pharmacy students’ experiences of a small Acceptance and Commitment Therapy (ACT) -based intervention that was implemented as a 7-week course with weekly online modules. METHODS Students’ well-being, experiences of stress, organised studying and psychological flexibility were measured with questionnaires at the beginning and end of the course. Students’ experiences of the effectiveness of the course and were analysed from open-ended responses and a reflective journal. RESULTS The results show that students’ well-being and ability to manage time and effort increased during the course(p≤0.003). In their reflective journals, students described how their ability to manage stress in their studies, cope with their thoughts and feelings, focus on the things that are more important to them, and manage their time in studying and their well-being had improved. CONCLUSIONS This study showed that it is possible to foster students’ well-being in their studies. More research is needed to identify the long-lasting effects of these kind of interventions.

Movies and mental illness: A psychiatry elective for third year pharmacy students

2013 ◽  
Vol 2 (10) ◽  
pp. 314-318 ◽  
Author(s):  
Cherry W. Jackson
Keyword(s):  
Mental Illness ◽  
Psychiatric Illness ◽  
Problem Based Learning ◽  
Signs And Symptoms ◽  
Pharmacy Students ◽  
Know How ◽  
Psychiatric Illnesses ◽  
Psychiatric Setting ◽  
Elective Course

Psychiatric illnesses are common and pharmacists need to be able to recognize the signs and symptoms of the illnesses and know how they are appropriately treated. Not all pharmacy students will have an opportunity to intern in a psychiatric setting during their fourth year, and there is not adequate time in the course of a problem based learning (PBL) therapeutics curriculum to teach many of the psychiatric illnesses and their treatment. This article describes an elective course in psychiatry offered to third-year pharmacy students, which incorporates the viewing of movies and reading of books related to psychiatric illness, in order to allow students to develop a working knowledge of basic and advanced therapeutic issues related to psychiatry and psychopharmacology.

scholarly journals Effects of a psychiatric clinical rotation on pharmacy students' attitudes toward mental illness and the provision of pharmaceutical care to the mentally ill

2017 ◽  
Vol 7 (5) ◽  
pp. 194-200 ◽  
Author(s):  
Marshall E. Cates ◽  
Thomas W. Woolley
Keyword(s):  
Mental Illness ◽  
Pharmaceutical Care ◽  
Suicide Prevention ◽  
Mentally Ill ◽  
Pharmacy Students ◽  
Clinical Rotation ◽  
Care Services ◽  
Students Attitudes ◽  
Attitudes Toward Mental Illness ◽  
Attitudes Toward Suicide

Abstract Introduction: Previous studies have found ineffectiveness of psychiatric clinical rotations to change pharmacy students' attitudes toward mental illness, but those studies had various limitations that cast doubt on this conclusion. Methods: Pharmacy students who participated in a psychiatric clinical rotation over a 2-year time frame were invited to complete a survey at the beginning and end of their rotation. The survey included scales that measured attitudes toward dangerousness, social distance, stigmatization, suicide prevention, and provision of pharmaceutical care. Results: Forty-one (100%) students participated in the study. Statistically significant positive changes in total scale scores from pre-rotation to post-rotation were seen in the areas of stigmatization toward patients with schizophrenia (P = .02), attitudes toward suicide prevention (P = .05), and provision of pharmaceutical care services to patients with schizophrenia (P < .00001) and depression (P = .0006). There were no statistically significant changes on the total scores of the other scales, but there was a moderate improvement in stigmatization toward patients with depression. Discussion: Pharmacy students' participation in a psychiatric clinical rotation failed to have a major impact on their social distance from mentally ill patients. Findings were mixed in regards to stigmatization of mentally ill patients. However, pharmacy students' attitudes toward suicide prevention and providing pharmaceutical care services to mentally ill patients were significantly improved by participation in a psychiatric clinical rotation. Preceptors in the clinical setting should consider including educational techniques that address pharmacy students' attitudes toward mental illness, as improvement in such attitudes may further enhance their willingness to provide pharmaceutical care services.

scholarly journals Assessment of pharmacy student attitudes and beliefs toward patients with mental illnesses on inpatient psychiatric units

2020 ◽  
Vol 10 (1) ◽  
pp. 1-5
Author(s):  
Lauren A. Diefenderfer ◽  
Courtney Iuppa ◽  
Carrie Kriz ◽  
Leigh Anne Nelson
Keyword(s):  
Mental Illness ◽  
Student Attitudes ◽  
Pharmacy Practice ◽  
Psychiatric Hospitals ◽  
Primary Objective ◽  
Mental Illnesses ◽  
Pharmacy Students ◽  
Survey Study ◽  
People With Mental Illness ◽  
Multicenter Survey

Abstract Introduction People with mental illness continue to face stigma, despite these illnesses being common. Previous studies have demonstrated reduced stigma in pharmacy students after various exposures and education, although results have been mixed. The primary objective of this study was to evaluate the effects of an advanced pharmacy practice experience (APPE) in psychiatric pharmacy on students' stigma toward patients with mental illness using the Opening Minds Stigma Scale for Healthcare Providers (OMS-HC) at 2 psychiatric hospitals. Methods This was a prospective, multicenter survey study of pharmacy students on an APPE rotation at an inpatient psychiatric hospital conducted during 3 academic years. Prior to starting and upon completion of their rotation, participants completed the OMS-HC and provided demographic and rotation information. Results A total of 26 students participated in the prerotation survey, with 88.5% (n = 23) completing the postrotation survey. The primary outcome showed a significant decrease in total OMS-HC score (Z = −2.376, P = .017), indicating a decreased level of stigma at rotation completion. Analysis of the OMS-HC subscales for attitudes toward people with mental illness and attitudes toward self-disclosure of a mental illness also yielded significant decreases (Z = −2.425, P = .015; Z = −2.462, P = .014, respectively). Discussion This study showed that APPE rotations at inpatient psychiatric hospitals may help reduce stigma among pharmacy students. Pharmacy schools should consider increasing access to and encouraging completion of psychiatric pharmacy rotations to help reduce stigma prior to graduation.

scholarly journals Student pharmacists' social distancing toward people with mental illness

2017 ◽  
Vol 7 (5) ◽  
pp. 181-186 ◽  
Author(s):  
Victoria Seaton ◽  
Michelle Piel
Keyword(s):  
Mental Illness ◽  
Social Distance ◽  
Strong Relationship ◽  
Pharmacy Students ◽  
Further Training ◽  
Degree Relative ◽  
Social Distancing ◽  
Appropriate Care ◽  
People With Mental Illness ◽  
Sum Score

Abstract Introduction: Findings from previous studies indicated patients with mental illness feel pharmacists do not provide appropriate care. In addition, many patients with mental illness report not having a strong relationship with their pharmacist. The objective of this study was to determine the level of social distance of student pharmacists toward patients with mental illness. Methods: Student pharmacists completed an anonymous survey. Data were collected using the Bogardus Social Distance Scale (SDS). Level and correlates of social distancing were examined. Results: Incomplete surveys were excluded, resulting in 334 completed surveys. A total of 276 students (83%) had an SDS score ≥14, indicating social distancing. There was no statistical difference noted in social distancing between students and year of training (P = .482). The greatest social distancing was in relation to trusting someone with mental illness to “care for their child,” where less than 1 in 5 students (17%) were willing to do this. Most students (88%) were willing to work or be neighbors with someone with mental illness, indicating less social distancing in these domains. Regression analysis indicated a significant change in sum score with knowing someone or having a first-degree relative with mental illness. Discussion: Results indicate social distancing is prominent among pharmacy students. Results may be used in the future to help identify solutions for improving social distancing and increasing pharmacy student interaction to patients with mental illness. Further training related to mental illness may assist with decreasing social distancing among pharmacy students.

scholarly journals An Elective Psychiatric Course to Reduce Pharmacy Students’ Social Distance Toward People With Severe Mental Illness

2011 ◽  
Vol 75 (4) ◽  
pp. 72 ◽  
Author(s):  
Bethany A. Dipaula ◽  
Jingjing Qian ◽  
Niki Mehdizadegan ◽  
Linda Simoni-Wastila
Keyword(s):  
Mental Illness ◽  
Severe Mental Illness ◽  
Social Distance ◽  
Pharmacy Students

scholarly journals Effectiveness of contact-based education for reducing mental illness-related stigma in pharmacy students

2012 ◽  
Vol 12 (1) ◽  
Author(s):  
Scott B Patten ◽  
Alfred Remillard ◽  
Leslie Phillips ◽  
Geeta Modgill ◽  
Andrew CH Szeto ◽  
...  
Keyword(s):  
Mental Illness ◽  
Pharmacy Students ◽  
Related Stigma

Assessing students’ mental health crisis skills via consumers with lived experience: a qualitative evaluation

2019 ◽  
Vol 14 (5) ◽  
pp. 361-371
Author(s):  
Claire L. O’Reilly ◽  
Rebekah J. Moles ◽  
Evelyn Boukouvalas ◽  
Sarira El-Den
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Focus Groups ◽  
Lived Experience ◽  
Structured Interview ◽  
Pharmacy Students ◽  
Simulated Patients ◽  
Mental Health Crisis ◽  
Health Crisis ◽  
Content Type

Purpose Suicide is a major cause of preventable mortality and primary healthcare professionals, including pharmacists, require appropriate training to communicate with and support people at risk of suicide. Mental Health First Aid (MHFA) training teaches participants how to communicate with and support people experiencing suicidal thoughts. The purpose of this paper is to use a novel MHFA assessment approach involving simulated role-plays enacted by people with a lived experience of mental illness and explore MHFA participants’ and simulated patients’ views of participating in simulated role-plays of mental health crises. Design/methodology/approach MHFA is embedded into the Sydney School of Pharmacy curriculum. Post-MHFA training, pharmacy students were randomly allocated to participate in or observe a simulated role-play of one of three suicide crisis scenarios, with a person with a lived experience of mental illness. Two purpose-designed, semi-structured interview guides were used to conduct student focus groups and interviews with simulated patients to explore their views. Focus groups and interviews were digitally recorded, transcribed verbatim and thematically content analysed using a constant comparison approach. Findings In total, 22 pharmacy students participated in two focus groups and three simulated patients participated in interviews. Five themes emerged including: the benefits of participating; the value of having a lived experience; challenges with suicide assessment; communication; and the value of immediate feedback and debrief. Originality/value Students and simulated patients both benefited from participating in the role-plays. Students valued practicing their MHFA skills post-training with simulated patients with lived experiences. This unique approach to post-training assessment provides an opportunity to practice skills realistically and authentically, in a safe, learning environment.

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