| Obj ectives(1)Based on the theory of planned behavior,the intervention program of mental health literacy of nursing students was constructed.(2)Through empirical research,evaluate its effect on improving the mental health literacy of nursing students,and provide scientific basis and guidance for follow-up related practiceMethodsBased on the theory of planned behavior,an intervention program for mental health literacy was developed and refined through literature review,expert inquiry,and pre-experimental procedures.Similar experimental research was conducted to explore the program’s effectiveness.From September 2022 to November 2022,a study was conducted on 80 first-year nursing students from a comprehensive university in Hangzhou.Simple random grouping was used to divide the students into a control group and an intervention group,each consisting of 40 participants.Five participants withdrew from the intervention group,and three participants withdrew from the control group,leaving 35 participants in the intervention group and 37 participants in the control group.The control group received routine course learning,while the intervention group received 3-week mental health literacy training in addition to their routine course learning.The intervention effect was evaluated using the Mental Health Literacy Scale(MHLS),the Attitude to Seek Professional Psychological Help Scale(ATSPPH),and the Professional Psychological Help Stigma Scale(SSPPH)at three time points:before the intervention(T0),after the intervention(T1),and one month after the intervention(T2).Data from 72 nursing students were analyzed using SPSS 26.0 statistical analysis software,including chi-square tests,two-independent sample ttests,single-factor repeated measurement analysis of variance,and two-factor repeated measurement analysis of variance.Results1 Construction of mental health literacy intervention program1.1 Literature review:After screening,a total of 13 articles were included.1.2 Expert inquiry:The experts included one male and nine females,with an average age of(46.39 ± 6.63)years old and an average length of service of(23.40 ±8.79)years.The expert familiarity coefficient(Cs)was 0.72,the expert judgment basis(Ca)was 0.86,and the expert authority coefficient(Cr)was 0.79.The coefficient of variation(Cv)for each item was 0.04-0.23,and the coordination degree of expert advice(W)was 0.198 and 0.575.1.3 The final version of the mental health literacy intervention program for nursing students:The program comprises four elements and six intervention objectives:behavioral attitude,which aims to improve the cognitive attitude of nursing students towards mental health and reduce the stigma associated with mental illnesses(6 items);perceptual behavior control,which summarizes the factors that promote or hinder mental health among nursing students and provides methods to promote mental health and enhance self-confidence(4 items);subjective norms,which focus on the support of important people or groups around nursing students for mental health(3 items);and behavioral intention,which promotes the intention to change into actions to improve mental health(2 items).2 Application of mental health literacy intervention program2.1 Comparison of scores of mental health literacy between two groups of nursing students(1)The results of the two-factor repeated measures analysis of variance showed significant interaction effects and time effects on the recognition of common mental diseases,attitudes towards improving cognitive level and self-help behavior,knowledge of self-treatment of patients with mental diseases,and scores on the knowledge dimension of common treatment methods between the two groups of nursing students at different measurement time points.In addition,there was a significant grouping effect(P<0.05)on the scores of attitudes towards improving cognitive level and self-help behavior and knowledge dimensions of common treatment methods.The mental health literacy scores of nursing students in the intervention group increased from pre-training(T0)to post-training(T1),whereas the scores of nursing students in the control group did not show significant changes.(2)The results of one-way repeated measurement analysis of variance showed that the nursing students in the intervention group demonstrated significant differences in all dimensions at various measurement time points,except for the knowledge of disease risk and access to professional treatment,as well as the knowledge of how to access mental health information(P<0.05).Paired comparisons revealed significant differences in the recognition of common psychological diseases,the attitude towards improving cognitive level and self-help behavior,and the scores of knowledge dimensions of common treatment methods before and after training(T0-T1),and before and one month after training(T0-T2)(P<0.05).(3)A comparison between the two independent sample t-test groups revealed that the scores of recognition of common psychological diseases,the attitude towards improving cognitive level and self-help behavior,and the knowledge dimension of common treatment methods of nursing students in the intervention group were significantly higher than those in the control group after training(T1)and one month after training(T2)(P<0.05).2.2 Comparison of Attitudes towards Seeking Professional Psychological Help and Professional Psychological Help Stigma Scores between Two Groups of Nursing Students(1)The two-factor repeated measurement analysis of variance results showed that the scores of confidence in mental health experts and interpersonal openness for the two groups of nursing students were affected by time effects,grouping effects,and interaction effects(P<0.05).The intervention group’s scores for seeking professional psychological help showed an increase from pre-training(T0)to post-training(T1)and a slight decrease from post-training(T1)to 1 month after training(T2).However,each dimension’s score in the control group did not significantly change.The stigma of professional psychological help for both groups showed a decrease from pre-training(T0)to 1 month after training(T2).(2)The one-way repeated measurement analysis of variance results showed that the intervention group’s scores for confidence in mental health experts,self-cognition of the need for psychological help,and interpersonal openness had significant differences at different measurement time points(P<0.05).Paired comparison results found that the scores for confidence and interpersonal openness for nursing students in the intervention group towards mental health experts were statistically different before and after training(T0-T1)and before training and one month after training(T0-T2)(P<0.05).However,there was no significant difference in the professional psychological help stigma of nursing students in the intervention group at different measurement points(P>0.05).(3)The comparison between the two independent sample t-test groups showed that the intervention group’s nursing students’ scores for confidence in mental health experts,interpersonal openness,and self-cognition of the need for psychological help were significantly higher than those of the control group after training(T1)(P<0.05).There was no significant difference in the professional psychological help stigma between the intervention group and control group at each measurement point after the intervention(P>0.05).ConclusionsThe mental health literacy intervention program for nursing students,based on the theory of planned behavior,demonstrated scientific validity,effectiveness,and durability in this study.It significantly improved the mental health knowledge literacy of nursing students and enhanced their willingness to seek professional psychological help.However,the program was not effective in improving the stigma of seeking professional psychological help.Consequently,the research team plans to concentrate on enhancing the program’s effectiveness in reducing the stigma of seeking professional psychological help in the follow-up training of nursing students’ mental health literacy. |
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