Michal Itzhaki1, Orit Meridan2, Tammy Sagiv-Schifter3, Sivia Barnoy4. 1. Tel Aviv University, Tel Aviv, Israel. itzhakim@post.tau.ac.il. 2. Assaf Harofe School of Nursing, Beer Yaacov, Israel. 3. The Academic College of Tel-Aviv-Yaffo, Yaffo, Israel. 4. Tel Aviv University, Tel Aviv, Israel.
Abstract
OBJECTIVES: The authors examined changes in attitudes and intention to work with mentally ill patients (treat, specialize, or work in the field) among nursing students after a planned intervention consisting of a mental health course. METHODS: Data were collected before and after a planned intervention. The nature of the intervention was educational, for third year undergraduate nursing students. The core intervention included lectures on mental illness, encounters with people coping with mental illness, simulations, and a film on coping with mental illness. Behavioral intention to work with mentally ill patients and three dimensions of nursing students' attitudes (perceived functional characteristics, perceived danger, and value diminution of mentally ill patients) were measured before and after the intervention. The post-intervention impact of the intervention on participants' attitudes and behavioral intention was measured. RESULTS: One hundred and one undergraduate third year nursing students studying at four nursing schools in Israel participated in the study. The planned intervention improved the students' attitudes towards mentally ill patients but did not improve their intention of working with them. Post-intervention, older and less religious students had more intention to work with mentally ill patients. Moreover, older and Jewish students held better attitudes towards the functional characteristics of mentally ill patients. Being older was also correlated with the perception of mentally ill patients as less dangerous and male students ascribed to them more value diminution. CONCLUSIONS: Students' attitudes towards mentally ill patients and their behavioral intention to work in the psychiatry field should be addressed during the initial training and in continuing education. Teaching methods should include theoretical learning on multicultural mental health practice concurrently with clinical placements.
OBJECTIVES: The authors examined changes in attitudes and intention to work with mentally illpatients (treat, specialize, or work in the field) among nursing students after a planned intervention consisting of a mental health course. METHODS: Data were collected before and after a planned intervention. The nature of the intervention was educational, for third year undergraduate nursing students. The core intervention included lectures on mental illness, encounters with people coping with mental illness, simulations, and a film on coping with mental illness. Behavioral intention to work with mentally illpatients and three dimensions of nursing students' attitudes (perceived functional characteristics, perceived danger, and value diminution of mentally illpatients) were measured before and after the intervention. The post-intervention impact of the intervention on participants' attitudes and behavioral intention was measured. RESULTS: One hundred and one undergraduate third year nursing students studying at four nursing schools in Israel participated in the study. The planned intervention improved the students' attitudes towards mentally illpatients but did not improve their intention of working with them. Post-intervention, older and less religious students had more intention to work with mentally illpatients. Moreover, older and Jewish students held better attitudes towards the functional characteristics of mentally illpatients. Being older was also correlated with the perception of mentally illpatients as less dangerous and male students ascribed to them more value diminution. CONCLUSIONS: Students' attitudes towards mentally illpatients and their behavioral intention to work in the psychiatry field should be addressed during the initial training and in continuing education. Teaching methods should include theoretical learning on multicultural mental health practice concurrently with clinical placements.
Authors: E Missouridou; A Zartaloudi; C Dafogianni; J Koutelekos; E Dousis; E Vlachou; E Evagelou; E Papageorgiou Journal: Adv Exp Med Biol Date: 2021 Impact factor: 2.622
Authors: Laura Nyblade; Melissa A Stockton; Kayla Giger; Virginia Bond; Maria L Ekstrand; Roger Mc Lean; Ellen M H Mitchell; La Ron E Nelson; Jaime C Sapag; Taweesap Siraprapasiri; Janet Turan; Edwin Wouters Journal: BMC Med Date: 2019-02-15 Impact factor: 8.775