Ngôn ngữ sử dụng
Cách trích dẫn
Tải xuống
Tóm tắt
Objective: To describe nursing students’ attitudes towards mental illness and mental health nursing education and examine correlations among attitude domains at Hanoi Medical University.
Methods: A descriptive cross-sectional study was conducted among 81 nursing students (response rate: 53%) who had completed both theoretical and clinical components of the mental health nursing course. Attitudes were assessed using the Mental Health Nurse Education Survey (MHNES).
Results: Most students were willing to care for people with mental illness in the same way as other patients (91.4%) and agreed that mental health nursing contributes positively to care (90.2%) and supports recovery (90.1%). Overall, 74.1% reported that theoretical education prepared them well for clinical placement, and 87.7% considered the clinical placement valuable for nursing practice. After graduation, 85.2% intended to further develop their mental health knowledge and skills, although 40.7% reported anxiety about working with people with mental health problems, and only 24.7% intended to pursue a career in mental health nursing. Preparedness for the mental health field was positively correlated with knowledge (r = 0.25, p < 0.05), perceived positive contribution (r = 0.49, p < 0.01), course effectiveness (r = 0.76, p < 0.01) and negatively correlated with negative stereotypes (r = −0.26, p < 0.05). The correlations with knowledge and negative stereotypes did not remain significant after Bonferroni adjustment.
Conclusion: Participating nursing students generally demonstrated positive attitudes towards mental illness and mental health nursing education, although anxiety and negative stereotypes persisted. Although the associations were cross-sectional, educational strategies should focus on reducing stigma and strengthening students’ preparedness for mental health care.
Từ khóa
Tài liệu tham khảo
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