Stigmatizing with Discourse: The Effect of Peer Education on Student Nurses' Beliefs About Mental Illness

Year 2025, Volume: 9 Issue: x, 13 - 27

Cennet Kara Özçalık , Esra Çakal

https://doi.org/10.71230/arsagbil.1569370

Abstract

Negative beliefs toward mental illness are prevalent among nursing students, posing various risks for the future care of individuals with mental illness. The objective of this study was to examine the impact of a peer education intervention on the reduction of negative beliefs held by nursing students regarding mental illness. The study was conducted in a quasi-experimental design with a single group pre-test, post-test and follow-up test. It was conducted with 87 nursing students between December 2022 and February 2023. Data were collected using the “Participant Information Form” and the “Beliefs Toward Mental Illness Scale” (BMI) at pre-training, the first week after the training, and the second month after. The participants were first-, second-, and third-year nursing students who had not previously received education about mental illness. 79.3% of the participants were female, 72.4% lived with their families, and 67.8% had an income equal to their expenses. Furthermore, 50.6% said they would seek help from a psychologist if a relative showed mental symptoms. A significant difference was found in the BMI total and subscale scores before training, in the first week, and in the second month after training (p<0.05). Peer education applied to nursing students is effective in reducing negative beliefs toward mental illness, and the intervention’s effect continued to increase up to the second-month post-education.

Keywords

Education, Mental disorders, Nursing, Stigmatization, Student

Ethical Statement

Ethical principles were observed in the conduct of this study and necessary legal permissions were obtained.

Supporting Institution

the Scientific and Technological Research Council of Türkiye (TUBITAK)

Project Number

1919B012204859

Söylemle Damgalama: Öğrenci Hemşirelere Uygulanan Akran Eğitiminin Ruhsal Hastalığa Yönelik İnançlar Üzerine Etkisi

Abstract

Ruhsal hastalıklara yönelik olumsuz inançlar hemşirelik öğrencileri arasında yaygındır ve ruhsal hastalığı olan bireylerin gelecekteki bakımı için çeşitli riskler oluşturmaktadır. Bu çalışmada, hemşirelik öğrencilerinin ruhsal hastalıklara yönelik olumsuz inançlarını azaltmada akran eğitimi müdahalesinin etkisini araştırmak amaçlanmıştır. Araştırma, tek grup ön test, son test ve izleme testi ile yarı deneysel bir tasarımda gerçekleştirilmiştir ve Aralık 2022 - Şubat 2023 tarihleri arasında 87 hemşirelik öğrencisi ile yürütülmüştür. Veriler “Katılımcı Bilgi Formu” ve “Ruhsal Hastalığa Yönelik İnanç Ölçeği” (RHİÖ) kullanılarak eğitim öncesi, eğitim sonrası birinci hafta ve eğitim sonrasıikinci ay zaman noktalarında toplanmıştır. Katılımcılar, daha önce ruhsal hastalıklarla ilgili eğitim almamış birinci, ikinci ve üçüncü sınıf hemşirelik öğrencileriydi. Katılımcıların %79,3'ü kadındı, %72,4'ü ailesiyle birlikte yaşıyordu ve %67,8'inin geliri giderine denkti. Ayrıca, %50,6'sı bir yakını ruhsal belirtiler gösterdiğinde bir psikologdan yardım isteyeceğini söylemiştir. RHİÖ toplam ve alt ölçek puanlarında eğitim öncesi, ilk hafta ve eğitim sonrası ikinci ayda anlamlı fark bulunmuştur (p<0,05). Hemşirelik öğrencilerine uygulanan akran eğitimi, ruhsal hastalıklara yönelik olumsuz inançları azaltmada etkilidir ve müdahalenin etkisi eğitim sonrası ikinci aya kadar artarak devam etmiştir.

Keywords

Eğitim, Ruhsal bozukluklar, Hemşirelik, Damgalama, Öğrenci

Ethical Statement

Bu çalışmanın yürütülmesinde etik ilkeler gözetilmiş ve gerekli yasal izinler alınmıştır.

Supporting Institution

Türkiye Bilimsel ve Teknolojik Araştırma Kurumu, TUBITAK

Project Number

1919B012204859

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