公共衛生領域學生的心理健康素養課程介入成效研究
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2022
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研究背景：心理健康素養為公共心理衛生的重要議題，提升心理健康素養有助於提升個體及群體的心理健康，目前尚未有針對公共衛生領域學生之心理健康素養介入研究。研究目的：本研究欲探討公共衛生領域學生在實施心理健康素養相關課程介入的之立即效果及延宕效果。研究方法：本研究對象為大臺北地區兩所大學中公共衛生領域科系大學部之學生 (n = 48)，所有學生皆參與心理健康素養課程介入，課程為期十八週、每週一次、每次兩節課（共 100 分鐘）。本研究使用健康專業領域學生心理健康素養量表 (mental health literacy scale for healthcare students, MHLS-HS) 進行施測，問卷施測共計三次，分別在介入前（基線）、介入後（立即後測）及介入後六週（後後測）實施，並以成對樣本 t 檢定分析心理健康素養課程介入後之立即及延宕效果。研究結果：關於前測及後測分數的改變程度，心理健康素養總分提升達到統計顯著差異 (p< .001)，後測分數 (M = 108.08, SD = 9.30) 高於前測分數 (M = 103.25, SD = 8.38)，具有中度的效果量 (d = 0.55)，在心理健康素養五大面向中，關於精神疾病的辨識與認識 (p < .01)、尋求協助效能 (p < .05) 及尋求協助態度 (p < .05) 的前測與後測分數達統計上顯著差異；檢驗前測及後後測分數的改變程度，心理健康素養總分變化同樣達到統計顯著差異 (p < .01)，後後測分數 (M = 108.60, SD = 9.83) 高於前測分數 (M = 103.25, SD = 8.38)，具有中度的效果量 (d = 0.59)，在心理健康素養五大面向關於維持正向心理健康 (p < .05) 及精神疾病去污名態度 (p < .001) 的前測與後後測分數達到統計上顯著差異。心理健康素養課程介入對於公共衛生領域學生的心理健康素養具有立即及延宕效果，有助於公共衛生領域學生提升心理健康素養。
研究結論：本研究結果顯示公共衛生領域學生可以透過心理健康素養介入課程提升自身的心理健康素養，為公共衛生教育的心理健康素養專業課程發展與實施提供實證研究基礎。
Background: Mental health literacy (MHL) is an important issue of public mental health. Improvement of MHL can promote mental health at individual and public level. There are no published studies assessing the effectiveness of MHL curriculum intervention among undergraduate public health students. Objective: The present study aimed to explore the immediate and delayed effects of MHL curriculum among undergraduate public health students. Methods: The participants were undergraduates from the department of public health among two universities in Taipei Metro Area (n = 48). All students participated in an 18-week MHL curriculum, with 100 minutes per week. Mental Health Literacy Scale for Healthcare Students was used to measure level of MHL. Three waves of measures were conducted,including pre-test, post-test and six-week follow-up. Paired sample t-test was used to examine the immediate and delayed effects of MHL curriculum.Results: Regarding the degree of change between the pre-test and post-test scores, the change of total MHL scores was reached a significant difference (p< .001), and the post-test scores (M = 108.08, SD = 9.30) was higher than pre-test scores (M = 103.25, SD = 8.38), with a moderate effect size (d = 0.55). There were statistically significant differences in the recognition of mental illness (p < .01), help-seeking efficacy (p < .05) and help-seeking attitude (p < .05) in the five components of MHL. Regarding the degree of change in the pre-test and follow-up scores, the change of total MHL scores was also reached a significant difference (p < .01), and the follow-up scores (M = 108.60, SD = 9.83) was higher than pre-test scores (M = 103.25, SD = 8.38), with a moderate effect size (d = 0.59). There were statistically significant differences in the obtaining and maintaining positive mental health (p< .05) and reducing mental illness stigma (p < .001) in the five components of MHL. The results indicated that after taking the MHL curriculum, there were immediate and delayed effects on MHL among undergraduate public health students. Conclusions: Our findings showed that MHL curriculum could increase the level of MHL among undergraduate public health students. Our findings provide evidence for the development and implementation of an MHL curriculum for public health education.
Background: Mental health literacy (MHL) is an important issue of public mental health. Improvement of MHL can promote mental health at individual and public level. There are no published studies assessing the effectiveness of MHL curriculum intervention among undergraduate public health students. Objective: The present study aimed to explore the immediate and delayed effects of MHL curriculum among undergraduate public health students. Methods: The participants were undergraduates from the department of public health among two universities in Taipei Metro Area (n = 48). All students participated in an 18-week MHL curriculum, with 100 minutes per week. Mental Health Literacy Scale for Healthcare Students was used to measure level of MHL. Three waves of measures were conducted,including pre-test, post-test and six-week follow-up. Paired sample t-test was used to examine the immediate and delayed effects of MHL curriculum.Results: Regarding the degree of change between the pre-test and post-test scores, the change of total MHL scores was reached a significant difference (p< .001), and the post-test scores (M = 108.08, SD = 9.30) was higher than pre-test scores (M = 103.25, SD = 8.38), with a moderate effect size (d = 0.55). There were statistically significant differences in the recognition of mental illness (p < .01), help-seeking efficacy (p < .05) and help-seeking attitude (p < .05) in the five components of MHL. Regarding the degree of change in the pre-test and follow-up scores, the change of total MHL scores was also reached a significant difference (p < .01), and the follow-up scores (M = 108.60, SD = 9.83) was higher than pre-test scores (M = 103.25, SD = 8.38), with a moderate effect size (d = 0.59). There were statistically significant differences in the obtaining and maintaining positive mental health (p< .05) and reducing mental illness stigma (p < .001) in the five components of MHL. The results indicated that after taking the MHL curriculum, there were immediate and delayed effects on MHL among undergraduate public health students. Conclusions: Our findings showed that MHL curriculum could increase the level of MHL among undergraduate public health students. Our findings provide evidence for the development and implementation of an MHL curriculum for public health education.
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心理健康素養, 介入成效, 公共衛生領域學生, 效果量, 成對樣本 t 檢定, mental health literacy, effectiveness of intervention, undergraduate public health students, effect size, paired sample t-test