Academic Journal
Transforming Nursing Students' Learning Experiences Toward Mental Illness Through a Dual-Contact Pedagogical Intervention: A Mixed Methods Study.
| Τίτλος: | Transforming Nursing Students' Learning Experiences Toward Mental Illness Through a Dual-Contact Pedagogical Intervention: A Mixed Methods Study. |
|---|---|
| Συγγραφείς: | Shih YH; Department of Nursing, National Tainan Junior College of Nursing, Tainan City, Taiwan, (ROC)., Yeh MY; Department of Nursing, Chang Gung University of Science and Technology, Taoyuan City, Taiwan, (ROC)., Chuang LY; Department of Nursing, Fooyin University, Kaohsiung City, Taiwan, (ROC). |
| Πηγή: | International journal of mental health nursing [Int J Ment Health Nurs] 2026 Aug; Vol. 35 (4), pp. e70317. |
| Τύπος έκδοσης: | Journal Article |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: Blackwell Pub Country of Publication: Australia NLM ID: 101140527 Publication Model: Print Cited Medium: Internet ISSN: 1447-0349 (Electronic) Linking ISSN: 14458330 NLM ISO Abbreviation: Int J Ment Health Nurs Subsets: MEDLINE |
| Imprint Name(s): | Publication: Carlton, Vic. : Wiley-Blackwell : Blackwell Pub. Original Publication: Carlton, Vic. : Blackwell Pub., c2002- |
| Ιατρικοί όροι (MeSH): | Mental Disorders*/nursing , Mental Disorders*/psychology , Psychiatric Nursing*/education , Students, Nursing*/psychology , Problem-Based Learning*/methods, Humans ; Female ; Taiwan ; Male ; Focus Groups ; Young Adult ; Attitude of Health Personnel ; Adult ; Curriculum |
| Περίληψη: | This study aimed to evaluate the effectiveness of interventions involving a dual contact pedagogical intervention on nursing students' attitudes toward mental illness, and to further explore their learning experiences and perspectives. A mixed methods approach using an explanatory sequential design was applied with a single group quasi-experimental design, and a qualitative deductive approach guided by Kolb's experiential learning theory. The dual-contact intervention involving both inpatients and individuals in recovery was integrated into the psychiatric nursing curriculum. Forty-four nursing students enrolled in a five-year junior college in southern Taiwan participated in the intervention group, including 13 who took part in three focus groups. Quantitative data from three self-report scales assessing attitudes, perceived stigma and social distance were analysed using repeated one-way analysis of variance, while qualitative data from focus group interviews conducted after students completed their psychiatric nursing practicum were analysed using content analysis. There were significant differences in attitudes and social distance, particularly after contact with the individuals in recovery. Qualitative data analysis identified that the Dual Learning Strategies with Meaningful Contacts category was associated with these changes, which encompassed three subcategories: (1) Reflective learning experiences, (2) Transforming experiential insights into clinical practice and (3) Debriefing of contacts across phases of psychiatric care. Both contact-based interventions improved attitudes. Notably, engaging with individuals in recovery significantly reduced perceived stigma and social distance. Interaction with inpatients reinforced theoretical knowledge integrating clinical contexts, while engaging with individuals in recovery cultivated empathy and caregiving competencies. Both contact-based interventions provided complementary learning benefits. (© 2026 John Wiley & Sons Australia, Ltd.) |
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| Grant Information: | PMN1136175 Ministry of Education, Taiwan |
| Contributed Indexing: | Keywords: education; mental disorders; mixed methods research; nursing |
| Entry Date(s): | Date Created: 20260722 Date Completed: 20260722 Latest Revision: 20260722 |
| Update Code: | 20260722 |
| DOI: | 10.1111/inm.70317 |
| PMID: | 42482625 |
| Βάση Δεδομένων: | MEDLINE |
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