Valentim Olga, Correia Tânia, Moutinho Lídia, Seabra Paulo, Querido Ana, Laranjeira Carlos
Nursing School of Lisbon (ESEL), Av. Prof. Egas Moniz, 1600-096 Lisboa, Portugal.
Nursing Research, Innovation and Development Centre of Lisbon (CIDNUR), Av. Prof. Egas Moniz, 1600-096 Lisboa, Portugal.
Nurs Rep. 2024 Oct 12;14(4):2956-2974. doi: 10.3390/nursrep14040216.
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.
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).
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, < 0.05), a decrease in intergroup anxiety (IAS: Z = -3.42, < 0.05), and reductions in the perceptions of patients as dangerous (AQ27-Dangerousness: Z = -2.399, < 0.05) and fear (AQ27-Fear: Z = -2.415, < 0.05). Additionally, there was an improvement in empathy, specifically in Perspective Taking (JSPE: Z = -2.555, < 0.05).
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.
针对护理专业学生的污名教育仅侧重于减少污名，研究表明态度有暂时改善。然而，护理教育研究还应强调批判性反思和自我反思对于增强态度、信念、主题理解及学习满意度的重要性。本研究旨在评估 “这就是我” 干预措施对本科高年级护理专业学生在应对与精神疾病相关污名方面的知识、态度和沟通技巧的有效性。
本研究采用心理教育干预以减少精神疾病污名，通过问卷调查评估干预前后的效果，2022年5月16日至7月15日期间，37名符合条件的护理专业学生在精神科服务部门接受临床培训。工具包括社会人口统计学和健康问题、用于评估学生对精神疾病态度的MICA - 4量表、用于测量心理健康知识的MAKS、共情量表（JSPE - S）、群体间焦虑量表（SS - 12）以及归因问卷（AQ - 27）。
大多数学生为女性（73.0%）且单身（70.3%），平均年龄约29岁。实施心理教育项目后，总体污名相关知识有统计学显著增加（MAKS：Z = -1.99，<0.05），群体间焦虑减少（IAS：Z = -3.42，<0.05），对患者危险性的认知降低（AQ27 - 危险性：Z = -2.399，<0.05）以及恐惧降低（AQ27 - 恐惧：Z = -2.415，<0.05）。此外，共情能力有所改善，特别是在观点采择方面（JSPE：Z = -2.555，<0.05）。
该项目可能有助于提高与污名相关的心理健康素养，对治疗关系以及与精神疾病患者的沟通产生积极影响，并带来更有效的护理实践。
