scholarly journals Mental health burden and self-efficacy among undergraduate students in the health sciences

2021 ◽  
Vol 31 (Supplement_3) ◽  
Author(s):  
M Papadakaki ◽  
S Lioliou ◽  
V Kounali ◽  
A Liangou ◽  
J Chliaoutakis
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Life Stress ◽  
Professional Competence ◽  
Health Concern ◽  
Life Stressors ◽  
The Past

Abstract   Perceived professional competence and self-efficacy are complex terms, which have been widely identified in concurrent literature as predictive criteria of future development and settlement of higher education students. The current study aimed at exploring factors affecting perceived professional competence and self-efficacy of Social Work and Nursing students of the Hellenic Mediterranean University. The study employed a sample of 313 students (171 Social Work, 142 Nursing). The questionnaire explored participants' sociodemographic and academic factors, perceived professional competence and self-efficacy (Nursing Competency Self Efficacy (NCSE) Scale for Outgoing Nursing Students), mental health symptoms during the past month (Symptom Checklist List, SCL 90-R) and life stressors during the past year (Life Stress Inventory, LSI). A total of 67.3% of the participants reported life stressors during the past year, with 17.6% reporting the highest burden. All the mental health scales of SCL-90 were found to have a negative linear relationship with perceived professional competence and self-efficacy but no relationship was detected with regard to life stressors. Participants' age, working status, subject and year of studies, as well as prior knowledge and high preference of the study subject, were shown to be significantly related with perceived professional competence and self-efficacy. The study has several implications for the educational and the health policy. Key messages Mental illness is a major public health concern with significant impact on students’ academic achievement. University-based mental health services could reach students in need and facilitate early intervention.

scholarly journals Early teaching experiences in the field of mental health: a break from concepts/prejudices

2011 ◽  
Vol 5 (10) ◽  
pp. 2572
Author(s):  
Raionara Cristina de Araújo Santos ◽  
Rafaella Leite Fernandes ◽  
Tarciana Sampaio Costa ◽  
Francisco Arnoldo Nunes de Miranda
Keyword(s):  
Mental Health ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Graduate Program ◽  
Rio Grande ◽  
Adult Health ◽  
Mental Health Nursing ◽  
Salud Mental ◽  
Health Nursing ◽  
Nursing Course

ABSTRACTObjective: to report early experiencesin teaching resulting from practical classes in the discipline Adult Health I, under the perspective of Mental Health. Method: this is an experience report of three students from the Graduate Program in Nursing of Universidade Federal do Rio Grande do Norte (UFRN) on the participation in the practical classes in mental health, held on June 2009, in the 2nd male infirmary of Hospital Psiquiatrico Dr. João Machado (HJM), Natal, Rio Grande do Norte, Brazil, with undergraduate students at the 5th semester of the Nursing course. Results: the practical course activities of each subgroup were carried out during four days, where the individuals identified some aspects of the psychiatry history and the psychiatric reform and became responsible for the nursing care of a patient. Conclusion: the wealth of experiences gained from the practice in mental health at this hospital is highlighted, both on the part of the undergraduate students and the graduate students. Descriptors: nursing; mental health; nursing students; teaching.RESUMO Objetivo: relatar experiências iniciais na docência decorrentes das aulas práticas na disciplina de Saúde do Adulto I, na perspectiva da Saúde Mental. Método: trata-se de um relato da experiência de três alunas do Programa de Pós-Graduação em Enfermagem da Universidade Federal do Rio Grande do Norte (UFRN) acerca da participação nas aulas práticas em saúde mental, realizadas em junho de 2009, na 2ª enfermaria da ala masculina do Hospital Psiquiátrico Dr. João Machado (HJM), Natal/RN, com os acadêmicos do 5º período do curso de Enfermagem. Resultados: as práticas disciplinares de cada subgrupo ocorreram durante quatro dias, onde os indivíduos identificaram alguns aspectos da história da psiquiatria e da reforma psiquiátrica e tornaram-se responsáveis pelos cuidados de enfermagem de um paciente. Conclusão: salienta-se a riqueza de experiências advindas das práticas em saúde mental neste hospital, tanto por parte dos alunos de graduação como para as mestrandas. Descritores: enfermagem; saúde mental; estudantes de enfermagem; ensino.RESUMENObjetivo: relatar experiencias iniciales en la docencia derivadas de las clases prácticas en la disciplina de Salud del Adulto I, en la perspectiva de la Salud Mental. Método: esto es un relato de experiencia de tres alumnas del Programa de Posgrado en Enfermería de la Universidade Federal do Rio Grande do Norte (UFRN) acerca de las clases prácticas en salud mental, realizadas en junio de 2009, en la 2ª enfermería masculina del Hospital Psiquiátrico Dr. João Machado (HJM), Natal, Rio Grande do Norte, Brasil, con académicos del 5º periodo del curso de Enfermería. Resultados: las prácticas en la clase de cada subgrupo ocurrieron durante cuatro días, donde los individuos identificaron algunos aspectos de la historia de la psiquiatría y de la reforma psiquiátrica y se tornaron responsables por la atención de enfermería de un paciente. Conclusión: se destaca la riqueza de experiencias advenidas de las prácticas en salud mental en este hospital, tanto por parte de los estudiantes de graduación como de las estudiantes de postgrado. Descriptores: enfermería; salud mental; estudiantes de enfermería; enseñanza.

Attitudes of Portuguese nursing undergraduate students toward suicidal behaviour

2020 ◽  
Vol 9 (1) ◽  
pp. 41-49
Author(s):  
Kelly Graziani Giacchero Vedana ◽  
José Carlos dos Santos ◽  
Ana Carolina Guidorizzi Zanetti ◽  
Adriana Inocenti Miasso ◽  
Carla Aparecida Arena Ventura ◽  
...  
Keyword(s):  
Nursing Students ◽  
Extracurricular Activities ◽  
Undergraduate Students ◽  
Suicidal Behaviour ◽  
Professional Competence ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Related Factors ◽  
Cross Sectional ◽  
Suicide Behaviour

Background/Aims The attitudes toward suicidal behaviour and related factors are still not understood and may influence the quality of assistance. The attitudes of nursing students regarding suicide and associated factors was investigated in this study. Methods A cross-sectional study was carried out with 351 nursing students in a Portuguese higher education institution. Data were collected in 2017–2018, using a self-administered sociodemographic questionnaire and the Suicide Behaviour Attitude Questionnaire. Statistical analyses included Mann–Whitney's U-test, Student's t-test and Spearman's correlation. Results The students had more educational exposure to suicide during the undergraduate course than in extracurricular activities or interpersonal contact. Students nearing the end of the course and older students had more positive attitudes and greater perception of their professional competence. Negative attitudes were associated with condemnatory attitudes and a lower self-perception of professional competence. Condemnatory attitudes were associated with participation in scientific events. Suicidal thoughts were associated with reading about suicide and not attending a class about this subject. Conclusions This study promotes knowledge that may support future investigations and interventions regarding provisional education and support to nursing students.

scholarly journals Service line management and medical education – uncomfortable bed fellows?

2011 ◽  
Vol 35 (4) ◽  
pp. 121-123
Author(s):  
Alex Bailey ◽  
James P. Warner
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Current Method ◽  
Health Conditions ◽  
Psychiatric Training ◽  
Training And Education ◽  
Service Line ◽  
Educational Provision ◽  
The Past ◽  
The Uk

SummaryThe current method of delivery of psychiatric training and education in the UK is still almost solely based on the ‘firm’ or consultant-led system. Traditionally, these units have had fairly wide-ranging loci of clinical responsibility, ensuring a broad exposure to mental health conditions for both undergraduate students and psychiatric trainees. However, changes over the past decade, particularly in terms of functional splits within psychiatric services, have led to some limitation of this exposure. Various strategies have been employed by those responsible for educational provision within services, such as assigning trainees and students to in-patient and community ‘pairs' of teams. Although this has had some success, the introduction of more fundamental restructuring of mental health services and the advent of service lines will have even greater and more wide-ranging implications on education. This editorial examines some of these implications and looks at potential solutions to ensure that training is not forgotten in the wave of far-reaching and strategically driven reorganisations occurring within the National Health Service and more globally.

Evaluation of a Resiliency Focused Health Coaching Intervention for Middle School Students: Building Resilience for Healthy Kids Program

2020 ◽  
pp. 089011712095915 ◽  
Author(s):  
Joey A. Lee ◽  
Erin Heberlein ◽  
Emily Pyle ◽  
Thomas Caughlan ◽  
Darvi Rahaman ◽  
...  
Keyword(s):  
Mental Health ◽  
Middle School ◽  
Self Efficacy ◽  
Coping Skills ◽  
Intervention Strategy ◽  
Participation Rate ◽  
Health Coaching ◽  
Health Concern ◽  
School Students ◽  
Youth Resilience

Introduction: Youth mental health issues are a growing public health concern. Resilience has been identified as a mitigating factor for adverse mental health outcomes. Schools have shown an increasing interest in strategies to support students’ mental health. The purpose of this study was to evaluate a school-based 1:1 health coaching program designed to build resilience by teaching students coping skills and strategies to increase their self-efficacy. Study Design: Single group intervention study with pre/post measures. Setting/Participants: Sixth grade students (aged 11-12 years) attending an urban middle school. Intervention: Youth participated in up to 6 resiliency-focused, 1:1 health coaching sessions completed over 8 weeks and conducted during the school day. Health coaches utilized motivational interviewing techniques to set and work toward resilience-related goals focused on improving coping skills and self-efficacy with youth during the intervention (January through March 2020). Main Outcome Measures: The Child and Youth Resilience Measure-Revised and other mental health assessments were completed at baseline and immediately following completion of the intervention to evaluate outcomes. Paired sample t-tests and Hedges’ g effect sizes were conducted to evaluate intervention effectiveness. Student participation rates were assessed throughout the intervention. Results: 287 youth participated in the study (87% participation rate) and participated in over 85% of health coaching sessions offered. A paired samples t-test revealed the youth resilience significantly increased from pre ( M = 75.7, SD = 6.9) to post ( M = 77.6, SD = 6.8) intervention ( t[257] = 3.73, p < .001) and the size of the effect was medium ( g = 0.29, 95% CI = 0.11, 0.46). Conclusions: The findings demonstrate that health coaching can be an effective strategy for improving resiliency in youth. Future studies evaluating how to effectively disseminate this intervention strategy are planned.

scholarly journals The impact of physical fitness on resilience to modern life stress and the mediating role of general self-efficacy

2021 ◽  
Author(s):  
R. J. Neumann ◽  
K. F. Ahrens ◽  
B. Kollmann ◽  
N. Goldbach ◽  
A. Chmitorz ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Self Efficacy ◽  
Life Stress ◽  
Mediating Effect ◽  
Modern Life ◽  
Muscular Fitness ◽  
Stress Resilience ◽  
Efficacy Expectations ◽  
General Self Efficacy

AbstractSubstantial evidence shows that physical activity and fitness play a protective role in the development of stress related disorders. However, the beneficial effects of fitness for resilience to modern life stress are not fully understood. Potentially protective effects may be attributed to enhanced resilience via underlying psychosocial mechanisms such as self-efficacy expectations. This study investigated whether physical activity and fitness contribute to prospectively measured resilience and examined the mediating effect of general self-efficacy. 431 initially healthy adults participated in fitness assessments as part of a longitudinal-prospective study, designed to identify mechanisms of resilience. Self-efficacy and habitual activity were assessed in parallel to cardiorespiratory and muscular fitness, which were determined by a submaximal step-test, hand strength and standing long jump test. Resilience was indexed by stressor reactivity: mental health problems in relation to reported life events and daily hassles, monitored quarterly for nine months. Hierarchical linear regression models and bootstrapped mediation analyses were applied. We could show that muscular and self-perceived fitness were positively associated with stress resilience. Extending this finding, the muscular fitness–resilience relationship was partly mediated by self-efficacy expectations. In this context, self-efficacy expectations may act as one underlying psychological mechanism, with complementary benefits for the promotion of mental health. While physical activity and cardiorespiratory fitness did not predict resilience prospectively, we found muscular and self-perceived fitness to be significant prognostic parameters for stress resilience. Although there is still more need to identify specific fitness parameters in light of stress resilience, our study underscores the general relevance of fitness for stress-related disorders prevention.

scholarly journals Self-Efficacy and Readiness Towards Early Clinical Exposure Among Nursing Students

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Shinta Antin Kumalasari ◽  
Sri Suparti ◽  
Kala Raani
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Demographic Data ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Clinical Exposure ◽  
Early Clinical Exposure

Background: Early Clinical Exposure is a learning approach that integrates classroom learning with the clinical practice at the students' academic stage. Based on an interview with 3rd-semester Nursing Students, the results showed that they had low self-efficacy and readiness towards early clinical exposure. Objective: This study aims to evaluate self-efficacy and readiness towards early clinical exposure among nursing students of Universitas Muhammadiyah Purwokerto (UMP). The study design was a cross-sectional study involving 218 undergraduate students at a private Islamic university in their third semester. Methods: Data were collected using an online questionnaire of Google Form developed by the researcher, and the questions were valid and reliable based on a reliability test. The sampling method in this study was the total sampling technique. There were 50 questions of the item in the questionnaire and 6 items for demographic data. Result: The majority of pupils showed strong self-efficacy (98.2%) according to the findings of this study and moderate self-efficacy (1.8%). The majority of students presented high readiness (97.7%) and moderate readiness (2.3%). According to the correlation test results, a correlation (r = 0.545, p0.05) was found between self-efficacy and readiness for early clinical exposure. Conclusion: The higher the student's self-efficacy is, the more the readiness will be to face the practice of early clinical exposure.

scholarly journals Effects of Simulation-Based Learning on Nursing Students’ Learning Outcomes of a Gerontology Course

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 489-489
Author(s):  
Hsueh-Fen Kao ◽  
Minzhi Ye ◽  
Lin Chen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Perceived Competence ◽  
Learning Satisfaction ◽  
Multiple Exposures ◽  
Significant Difference ◽  
Simulation Based

Abstract Simulation-Based Learning (SBL) is beneficial to nursing education. Nevertheless, recent studies have shown a side effect of being overwhelmed by repeated exposures to simulation. Thus, how many times simulation scenarios should be provided to students remains a question. The objectives of this study were to (1) explore the changes in nursing students’ perceived competence, self-efficacy, and learning satisfaction after repeated exposures to simulations, and (2) determine the acceptable frequency of SBL in the ‘Care of Older Adults’ course. A one-group repeated measurement experimental design with self-administered questionnaires in a convenient sample of 84 senior nursing undergraduate students was used at a university in southern Taiwan, and 79 students completed all measurements. After taking the baseline measurements (T0), students were exposed to 75-mininute simulation scenarios from Time 1 (T1) to Time 3 (T3) three weeks apart throughout the semester. Students’ perceived nursing competence, self-efficacy, and learning satisfaction were measured immediately after each exposure. There were statistically significant improvements from T0 to T3 (p &lt; .001) in all three areas; however, no significant difference when comparing scores from T1 to T2 and from T2 to T3. To conclude, SBL is effective in improving nursing students’ perceived competence, self-efficacy, and learning satisfaction. While the primary changes occur at the first simulation effort, it is the accumulated multiple exposures collectively improve students’ learning outcomes. Multiple instructional strategies are recommended to maintain students’ learning interests to achieve optimal learning outcomes of the course across a semester.

Introduction

2021 ◽  
pp. 1-4
Author(s):  
Joseph Walsh
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Behavioral Problems ◽  
Evidence Based Practice ◽  
Emotional And Behavioral Problems ◽  
Evidence Based ◽  
Helping Professions ◽  
The Past ◽  
Significant Movement ◽  
Mental Health Diagnoses

In the past few decades, in social work and other helping professions, there has been a significant movement toward establishing evidence-based practice (EBP) interventions for persons who experience a variety of mental, emotional, and behavioral problems. EBP interventions are those that have been empirically tested and found to be effective with persons who receive certain mental health diagnoses (...

A Call to Intervene: Suicide Risk Among Nursing Students

2020 ◽  
Vol 26 (4) ◽  
pp. 253-255
Author(s):  
Catherine A. Stubin
Keyword(s):  
Mental Health ◽  
Nursing Students ◽  
Nursing Student ◽  
Nurse Educators ◽  
Mental Health Problems ◽  
Academic Failure ◽  
Warning Signs ◽  
Health Concern ◽  
Student Stress ◽  
Nursing Student Stress

Researchers have found that nursing students are experiencing stress and mental health issues at higher rates than the general college student population. Emphasis should be placed on assessing nursing student stress, with increased efforts toward early detection of depression, before these students experience academic failure. Nurse educators must be the first line in addressing students' mental health problems, being the “eyes and ears” in the classroom as they advocate for students. Faculty have a responsibility to be aware of warning signs of and risk factors for suicide in nursing students, and how to locate resources for at-risk students. Suicide is a preventable public health concern, and nurse educators can make a difference.

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