scholarly journals Developing undergraduate nursing mental health and addictions teaching: Practice and education perspectives

2021 ◽  
pp. 14-23
Author(s):  
Judith Honeyfield
Keyword(s):  
Mental Health ◽  
Teaching Practice ◽  
Undergraduate Nursing

scholarly journals MENTAL HEALTH NURSING EDUCATION IN BRAZIL: PERSPECTIVES FOR PRIMARY HEALTH CARE

2020 ◽  
Vol 29 ◽  
Author(s):  
Maria do Perpétuo Socorro de Sousa Nóbrega ◽  
Cinthia Mariotto Martins Venzel ◽  
Ellen Santos de Sales ◽  
Alessandro Coldibelli Próspero
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Primary Health Care ◽  
Nursing Education ◽  
Mental Health Policy ◽  
Mental Health Nursing ◽  
Undergraduate Nursing ◽  
Primary Health ◽  
Primary Care Education ◽  
Nursing Courses

ABSTRACT Objective: To analyze the limitations, strategies, importance and obstacles in mental health education in undergraduate nursing, focused on the role of nurses in Primary Health Care. Method: An exploratory descriptive study conducted with 103 professors in the mental health area of Bachelor/Postgraduate nursing courses from 89 public Higher Education Institutions in the five regions of Brazil. Results: Only 23.3% (24) of the professors teach mental health classes only in primary health care. Of the sample, the limitations to teaching in primary care education are few class hours (46.6%), faculty to expand teaching beyond specialty settings (38.8%), and prioritization of other scenarios (48.5%). When teaching, the strategies used are home visits (43.7%), educational actions (34.0%) and active search for mental health cases (29.1%). The professors consider them important to support mental health actions (58.3%); and the barriers are the lack of articulation between the Collective Health and Health disciplines to conduct teaching (87.5%). Conclusion: It is suggested that the institutions, courses and professors make the commitment and focus efforts to overcome the gaps, which hinder the nurse’s education process regarding primary knowledge in mental health, so that they can offer care to patients in psychological distress in the context of the community, as well as strengthen national mental health policy.

scholarly journals Stigma associated with and attitude regarding mental health help-seeking among undergraduate nursing students in Karachi, Pakistan

2021 ◽  
Author(s):  
Salima Farooq ◽  
Yasmin Parpio ◽  
Saadia Sattar ◽  
Zahra Ali ◽  
Shirin Rahim ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Nursing Students ◽  
Living Arrangements ◽  
Help Seeking ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
History Of ◽  
Seeking Help ◽  
The Mean

Abstract Background Globally, the prevalence of mental illness amongst university students is a major concern; same is the case with nursing students. Unaddressed mental illness stigma contributes towards hiding of symptoms hampers timely identification of the disease, and leads to reluctance in attitude towards seeking help. This study determined personal and perceived depression stigma and attitude towards help-seeking behaviors and its associated factors, among undergraduate nursing students at a private nursing institution in Karachi, Pakistan. Methods We conducted a cross-sectional study by recruiting 246 first and second-Year undergraduate nursing students using consecutive sampling. Data were collected using the Depression Stigma Scale (DSS) and the Attitude toward Seeking Professional Psychological Help Scale (ATSPPHS), along with a demographic questionnaire. Chi-square test, Fischer’s exact test and student T test were used to determine significance of difference of each response between first and second year students. Multiple linear regression was employed to determine predictors of DSS and ATSPPHS. Approval was obtained from the university’s Ethics Review Committee. Results The study findings revealed that the mean scores of the personal and perceived stigma scales were 29.7 ± 4.9 and 24.3 ± 6.1, respectively. The mean score of ATSPPHS was 16.5 ± 3.8. The participants reported a mean openness score of7.8 ± 2.6 and a value scale score of 8.7 ± 3.0. A history of psychiatric illness, current living arrangements, and personal depression stigma were found to be significant predictors of ATSPHHS. The year of study was a significant predictor of personal depression stigma whereas both years of study and the current living arrangements were significantly associated with perceived depression stigma. Conclusion Attitude towards seeking help for mental illness was significantly influenced by personal and perceived stigma. Moreover, previous history of psychiatric illness and living arrangements also predicted attitudes towards seeking help. In order to encourage positive attitudes towards seeking help for students’ well-being, it is essential to destigmatize mental health issues by adapting context-based, individualized, and group mental health interventions.

Undergraduate Nursing Curriculum Content Focuses on Emerging Issues that Influence Health

2016 ◽  
pp. 182-199
Author(s):  
Helen Mary Bingham
Keyword(s):  
Mental Health ◽  
Workforce Development ◽  
Undergraduate Education ◽  
Well Being ◽  
Early Years ◽  
Nursing Curriculum ◽  
Undergraduate Nursing ◽  
Close Relationship ◽  
Emerging Issues ◽  
Health And Well Being

Undergraduate education content could hold the key to nursing workforce development. A professional's attitudes and beliefs are developed during these years, along with the ability to use knowledge and skills to promote mental health and well-being, and work with people experiencing mental health and addiction issues. Historically undergraduate education has targeted the support of illness as opposed to developing and supporting health and well-being. In the past decade research shows there is a close relationship between mental illness and addiction with physical health and early brain development. This chapter explores how the Modern Apprenticeship nursing curriculum prepares undergraduate nurses to critically think about a person or family's health at every encounter using a biopsychosocial framework by understanding that all of health is connected and the development of the brain in the early years is key to health and well-being.

scholarly journals Application of Experiential Teaching in the Reform of College Students’ Mental Health Course from the Perspective of Life Education

2021 ◽  
Vol 5 (8) ◽  
pp. 12-17
Author(s):  
Jiaojiao Li ◽  
Mei Chen
Keyword(s):  
Mental Health ◽  
College Students ◽  
Teaching Practice ◽  
Real Life ◽  
Experiential Teaching ◽  
Health Course ◽  
Traditional Lectures ◽  
Healthy Growth ◽  
Life Education ◽  
Education Courses

In recent years, the phenomenon of college students’ indifference to life occurs frequently which seriously damages the healthy growth of college students. Life education should be integrated into mental health education courses in colleges.  Experiential teaching is a type of teaching activity that is characterized by students’ personal experiences and initiative, focusing on the participation of practical activities. Compared with traditional lectures, it improves students’ interest and enthusiasm. In the mental health course, experiential teaching applies theoretical knowledge to real life and promote the improvement of students’ mental health to shape stable and mature personalities and eventually, promotes the development of life. College students’ mental health course should be integrated with experiential teaching practice in the perspective of life education, so as to better improve the teaching effect and guide students to form a correct outlook of life.

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