Winkler Petr, Janoušková Miroslava, Kožený Jiří, Pasz Jiří, Mladá Karolína, Weissová Aneta, Tušková Eva, Evans-Lacko Sara
Department of Social Psychiatry, National Institute of Mental Health, Topolová 748, Klecany, 250 67, Czech Republic.
Institute of Psychiatry, Psychology and Neuroscience, King's College London, 16 De Crespigny Park, London, SE5 8AF, UK.
Soc Psychiatry Psychiatr Epidemiol. 2017 Dec;52(12):1549-1557. doi: 10.1007/s00127-017-1449-y. Epub 2017 Nov 3.
We aimed to assess whether short video interventions could reduce stigma among nursing students.
A multi-centre, randomised controlled trial was conducted. Participating schools were randomly selected and randomly assigned to receive: (1) an informational leaflet, (2) a short video intervention or (3) a seminar involving direct contact with a service user. The Community Attitudes towards Mental Illness (CAMI) and Reported and Intended Behaviour Scale (RIBS) were selected as primary outcome measures. SPANOVA models were built and Cohen's d calculated to assess the overall effects in each of the trial arms.
Compared to the baseline, effect sizes immediately after the intervention were small in the flyer arm (CAMI: d = 0.25; RIBS: d = 0.07), medium in the seminar arm (CAMI: d = 0.61; RIBS: d = 0.58), and medium in the video arm (CAMI: d = 0.49 RIBS: d = 0.26; n = 237). Effect sizes at the follow-up were vanishing in the flyer arm (CAMI: d = 0.05; RIBS: d = 0.04), medium in the seminar arm (CAMI: d = 0.43; RIBS: d = 0.26; n = 254), and small in the video arm (CAMI: d = 0.22 RIBS: d = 0.21; n = 237).
Seminar had the strongest and relatively stable effect on students' attitudes and intended behaviour, but the effect of short video interventions was also considerable and stable over time. Since short effective video interventions are relatively cheap, conveniently accessible and easy to disseminate globally, we recommend them for further research and development.
我们旨在评估短视频干预措施是否能够减少护理专业学生的污名化观念。
开展了一项多中心随机对照试验。随机选取参与研究的学校，并随机分配其接受：(1)一份信息传单；(2)一次短视频干预；或(3)一场与服务使用者直接接触的研讨会。选择“社区对精神疾病的态度”(CAMI)和“报告及预期行为量表”(RIBS)作为主要结局指标。构建SPANOVA模型并计算科恩d值，以评估各试验组的总体效果。
与基线相比，干预后即刻的效应量在传单组较小（CAMI：d = 0.25；RIBS：d = 0.07），在研讨会组中等（CAMI：d = 0.61；RIBS：d = 0.58），在视频组中等（CAMI：d = 0.49；RIBS：d = 0.26；n = 237）。随访时的效应量在传单组消失（CAMI：d = 0.05；RIBS：d = 0.04），在研讨会组中等（CAMI：d = 0.43；RIBS：d = 0.26；n = 254），在视频组较小（CAMI：d = 0.22；RIBS：d = 0.21；n = 237）。
研讨会对学生的态度和预期行为具有最强且相对稳定的效果，但短视频干预的效果也相当可观且随时间推移较为稳定。由于简短有效的视频干预相对便宜、易于获取且便于在全球传播，我们建议对其进行进一步研究和开发。
