Nursing students’ experiences of mental health first aid training: A qualitative descriptive study
Author(s)
Author(s)
Lam, S. K. K.
Date Issued
2019
Publisher
Elsevier
Journal
Collegian
Volume
26
Issue
5
Start page
534
End page
540
Abstract
Background
With the increasing prevalence of mental illnesses worldwide, nurses’ competence and preparedness in addressing patients’ mental health needs warrant particular attention. However, nurses who receive general nursing training may have inadequate knowledge and beliefs about mental health disorders. Although Mental Health First Aid (MHFA) training is considered relevant in improving participants’ mental health literacy, the benefits of incorporating the training into general nursing education have not yet been clearly defined in the literature.
Aim
The present study aimed to explore undergraduate nursing students’ perceptions and experiences of participating in MHFA training.
Methods
The study adopted a qualitative descriptive method. Twenty-five nursing students in a Baccalaureate nursing programme in Hong Kong who had completed a 12-h MHFA training course were recruited. Data were collected through semi-structured, face-to-face, individual interviews and analysed using thematic analysis.
Findings
Five overarching themes regarding the participants’ experiences of the MHFA training were identified from the data: (1) reinforced knowledge and understanding, (2) enhanced techniques and skills, (3) rectified beliefs and values, (4) improved self-awareness of personal mental health status and (5) a heightened sense of achievement and satisfaction.
Discussion
In addition to enhancing nursing students’ competence and readiness in managing individuals with mental health conditions, Mental Health First Aid training could strengthen nursing students’ awareness of their own mental health.
Conclusion
The findings provide a greater understanding of the practical and experiential benefits of MHFA training for nursing students, and highlight the relevance of incorporating this training into the undergraduate general nursing curriculum.
SFU Affiliated Publication
No
Availability at SFU Library
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