"This Is Me" an Awareness-Raising and Anti-Stigma Program for Undergraduate Nursing Students: A Pre-Post Intervention Study.

IF 2.4 Q1 NURSING Nursing Reports Pub Date : 2024-10-12 DOI:10.3390/nursrep14040216

Olga Valentim, Tânia Correia, Lídia Moutinho, Paulo Seabra, Ana Querido, Carlos Laranjeira

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Abstract

Background: Stigma education for nursing students has focused solely on stigma reduction, with studies showing temporary improvements in attitudes. However, nursing education research should also emphasize the importance of critical reflection and self-reflection to enhance attitudes, beliefs, topic comprehension, and learning satisfaction. This study aimed to evaluate the effectiveness of the "This is me" intervention regarding knowledge, attitudes, and communication skills of senior undergraduate nursing students in responding to mental illness-related stigma.

Methods: This study employed a psychoeducational intervention for reducing mental illness stigma, using a questionnaire survey to assess pre- and post-intervention effects, with 37 eligible nursing students undergoing clinical training in psychiatric services between 16 May and 15 July 2022. Instruments included sociodemographic and health questions, the MICA-4 scale to evaluate students' attitudes toward mental illness, the MAKS to measure mental health knowledge, the Empathy Scale (JSPE-S), the Intergroup Anxiety Scale (SS-12), and the Attribution Questionnaire (AQ-27).

Results: Most students were female (73.0%) and single (70.3%), with a mean age of around 29 years. After implementing the psychoeducational program, there was a statistically significant increase in overall stigma-related knowledge (MAKS: Z = -1.99, p < 0.05), a decrease in intergroup anxiety (IAS: Z = -3.42, p < 0.05), and reductions in the perceptions of patients as dangerous (AQ27-Dangerousness: Z = -2.399, p < 0.05) and fear (AQ27-Fear: Z = -2.415, p < 0.05). Additionally, there was an improvement in empathy, specifically in Perspective Taking (JSPE: Z = -2.555, p < 0.05).

Conclusions: This program may contribute to mental health literacy related to stigma, positively impacting therapeutic relationships and communication with people with mental illness and resulting in more effective care practices.

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针对护理专业本科生的 "这就是我 "提高认识和反羞辱计划：前后期干预研究。

背景：针对护理专业学生的污名化教育只侧重于减少污名化，研究表明，这种教育能暂时改善学生的态度。然而，护理教育研究还应强调批判性反思和自我反思的重要性，以增强态度、信念、主题理解力和学习满意度。本研究旨在评估 "这就是我 "干预对高年级本科护生应对精神疾病相关污名化的知识、态度和沟通技巧的有效性：本研究采用了一种心理教育干预方法来减少对精神疾病的成见，通过问卷调查来评估干预前后的效果。调查工具包括社会人口学和健康问题、评估学生对精神疾病态度的MICA-4量表、测量精神健康知识的MAKS量表、移情量表（JSPE-S）、群体间焦虑量表（SS-12）和归因问卷（AQ-27）：大多数学生为女性（73.0%）和单身（70.3%），平均年龄约为 29 岁。在实施心理教育计划后，与成见相关的总体知识（MAKS：Z =-1.99，P < 0.05）有了统计学意义上的显著增加，群体间焦虑（IAS：Z =-3.42，P < 0.05）有所减少，对病人危险性的认知（AQ27-危险性：Z =-2.399，P < 0.05）和恐惧感（AQ27-恐惧感：Z =-2.415，P < 0.05）有所降低。此外，移情能力也有所提高，特别是在透视能力（JSPE：Z = -2.555，p < 0.05）方面：结论：该项目有助于提高与污名化相关的心理健康素养，对治疗关系和与精神病患者的沟通产生积极影响，并能带来更有效的护理实践。

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来源期刊

Nursing Reports NURSING-

CiteScore

2.50

自引率

4.20%

发文量

期刊介绍： Nursing Reports is an open access, peer-reviewed, online-only journal that aims to influence the art and science of nursing by making rigorously conducted research accessible and understood to the full spectrum of practicing nurses, academics, educators and interested members of the public. The journal represents an exhilarating opportunity to make a unique and significant contribution to nursing and the wider community by addressing topics, theories and issues that concern the whole field of Nursing Science, including research, practice, policy and education. The primary intent of the journal is to present scientifically sound and influential empirical and theoretical studies, critical reviews and open debates to the global community of nurses. Short reports, opinions and insight into the plight of nurses the world-over will provide a voice for those of all cultures, governments and perspectives. The emphasis of Nursing Reports will be on ensuring that the highest quality of evidence and contribution is made available to the greatest number of nurses. Nursing Reports aims to make original, evidence-based, peer-reviewed research available to the global community of nurses and to interested members of the public. In addition, reviews of the literature, open debates on professional issues and short reports from around the world are invited to contribute to our vibrant and dynamic journal. All published work will adhere to the most stringent ethical standards and journalistic principles of fairness, worth and credibility. Our journal publishes Editorials, Original Articles, Review articles, Critical Debates, Short Reports from Around the Globe and Letters to the Editor.