Sağlık Bilimleri Fakültesi Öğrencilerinin Ruh Sağlığı Okuryazarlığı ve Ruhsal Hastalıklara Yönelik Damgalayıcı Tutumları

Year 2024, Issue: 10, 11 - 18, 23.12.2024

Tuğçe Doğrul Meltem Meriç

https://doi.org/10.58252/artukluhealth.1558320

Abstract

Giriş: Ruh sağlığı okuryazarlığı, bireylerin ruhsal hastalıklar hakkında bilgi edinmesi ve damgalayıcı tutumları azaltması açısından önemlidir. Bu çalışmanın amacı, sağlık bilimleri fakültesi öğrencilerinin ruh sağlığı okuryazarlığı düzeyleri ile ruhsal bozukluklara yönelik damgalayıcı tutumlarını incelemek ve aralarındaki ilişkiyi belirlemektir.
Yöntem: Araştırmanın evrenini, 2022-2023 eğitim yılında bir üniversitenin sağlık bilimleri fakültesinde öğrenim gören 954 öğrenci oluşturmuştur. Örneklem büyüklüğü %95 güven düzeyi ve %5 hata payı ile 274 kişi olarak belirlenmiş, veri kaybını önlemek için çalışma 294 öğrenci ile tamamlanmıştır. Veriler, kişisel bilgi formu, ruh sağlığı okuryazarlığı ölçeği ve sağlık profesyonellerine yönelik ruhsal hastalık damgalama ölçeği kullanılarak toplanmıştır. Tanımlayıcı istatistiklerin yanı sıra t-Testi ve ANOVA analizleri yapılmıştır.
Bulgular: Katılımcıların yaş ortalaması 22, %83.7’si kadın, %94.9’u bekar ve %29.9’u 4. sınıf öğrencisidir. Ruh sağlığı okuryazarlığı puan ortalaması 101.163±16.570, damgalama puan ortalaması ise 58.344±11.884’tür. Ruh sağlığı okuryazarlığı ile damgalama arasında negatif ve yüksek düzeyde bir ilişki bulunmuştur (r=-0.75; p<0.05).
Sonuç: Ruh sağlığı okuryazarlığının artması, ruhsal hastalıklara yönelik damgalama düzeyini azaltmaktadır.

Keywords

Ruh sağlığı okuryazarlığı, Damgalama, Üniversite öğrencileri

Mental Health Literacy and Stigmatizing Attitudes Towards Mental Illness Among Faculty of Health Sciences Students

Abstract

Introduction: Mental health literacy plays a crucial role in enabling individuals to understand mental illnesses and reduce stigmatizing attitudes. This study aimed to assess the mental health literacy levels of health sciences faculty students, evaluate their stigmatizing attitudes toward mental disorders, and determine the relationship between these variables.
Method: The study population consisted of 954 students enrolled in the faculty of health sciences at a university during the 2022-2023 academic year. Using a 95% confidence level and a 5% margin of error, the sample size was calculated as 274 students, and data collection was completed with 294 participants to account for potential data loss. Data were collected using a personal information form, the Mental Health Literacy Scale, and the Mental Illness Stigma Scale for health professionals. Descriptive statistics, t-tests, and ANOVA were applied for data analysis.
Results: The mean age of the participants was 22 years; 83.7% were female, 94.9% were single, and 29.9% were fourth-year students. The mean mental health literacy score was 101.163±16.570, while the mean stigmatization score was 58.344±11.884. A significant negative and strong correlation was found between mental health literacy and stigmatization (r=-0.75; p<0.05).
Conclusion: Higher levels of mental health literacy are associated with lower levels of stigmatization toward mental illnesses

Keywords

Mental health literacy, Stigmatization, University students

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