首頁(yè) 資訊心理健康急救培訓(xùn)和模擬精神病護(hù)理角色扮演對(duì)藥學(xué)教育的評(píng)估。

心理健康急救培訓(xùn)和模擬精神病護(hù)理角色扮演對(duì)藥學(xué)教育的評(píng)估。

來(lái)源：泰然健康網(wǎng) 時(shí)間：2025年08月02日 21:18

心理健康急救培訓(xùn)和模擬精神病護(hù)理角色扮演對(duì)藥學(xué)教育的評(píng)估。

IF 3.5 4區(qū) 教育學(xué) Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Tina X. Ung, Claire L. O’Reilly, Rebekah J. Moles, Jack C. Collins, Ricki Ng, Lily Pham, Bandana Saini, Jennifer A. Ong, Timothy F. Chen, Carl R. Schneider, Sarira El-Den

引用次數(shù): 0

摘要

研究目的本研究探討了心理健康急救（MHFA）培訓(xùn)和模擬精神病護(hù)理角色扮演對(duì)藥劑學(xué)專業(yè)學(xué)生在為出現(xiàn)心理健康癥狀或危機(jī)的人提供支持時(shí)的恥辱感、自信心和行為的影響：方法：為藥劑學(xué)專業(yè)畢業(yè)班學(xué)生提供 MHFA 培訓(xùn)。MHFA培訓(xùn)結(jié)束后，學(xué)生應(yīng)邀參加了模擬精神病護(hù)理角色扮演（與精神健康相關(guān)人員共同設(shè)計(jì)并對(duì)內(nèi)容進(jìn)行了驗(yàn)證）。同學(xué)、導(dǎo)師和心理健康消費(fèi)者教育者（MHCEs）對(duì)角色扮演進(jìn)行了觀察。學(xué)生立即與同伴、輔導(dǎo)員和心理健康消費(fèi)者教育者進(jìn)行自我評(píng)估、反饋和匯報(bào)討論。對(duì)每個(gè)評(píng)分者（自我評(píng)分者、輔導(dǎo)員評(píng)分者、心理健康消費(fèi)者教育者評(píng)分者）和每個(gè)情景（n=3）的評(píng)分進(jìn)行了定量分析（方差分析和卡方檢驗(yàn)）。學(xué)生們?cè)谌齻€(gè)時(shí)間點(diǎn)（心理健康教育培訓(xùn)前、心理健康教育培訓(xùn)后、角色扮演后）完成了一項(xiàng) 15 個(gè)項(xiàng)目的調(diào)查，以探討心理健康恥辱感和心理健康自信心。調(diào)查得分采用配對(duì) t 檢驗(yàn)進(jìn)行分析：在 209 名接受過(guò) MHFA 培訓(xùn)的學(xué)生中，有 86 人參加了角色扮演。自我評(píng)估的平均得分最低，MHCEs 的平均得分最高。接受 MHFA 培訓(xùn)后，14 個(gè)調(diào)查項(xiàng)目的得分明顯提高，這意味著在提供思覺(jué)失調(diào)護(hù)理方面的恥辱感有所減輕，信心有所增強(qiáng)。角色扮演后的得分表明，12 個(gè)調(diào)查項(xiàng)目有所改善：精神病護(hù)理角色扮演與藥劑學(xué)學(xué)生在 MHFA 培訓(xùn)后恥辱感和心理健康自信心的短期改善有關(guān)；學(xué)生的自我評(píng)估得分低于導(dǎo)師和心理健康教育專家。建議今后的研究進(jìn)一步將觀察行為與自我報(bào)告數(shù)據(jù)相結(jié)合，并在臨床實(shí)踐中使用模擬患者來(lái)縱向評(píng)估 MHFA 的結(jié)果。

本文章由計(jì)算機(jī)程序翻譯，如有差異，請(qǐng)以英文原文為準(zhǔn)。

Evaluation of Mental Health First Aid Training and Simulated Psychosis Care Role-Plays for Pharmacy Education

Objective

This study explored the impact of Mental Health First Aid (MHFA) training and simulated psychosis care role-plays on pharmacy students’ stigma, confidence, and behaviors when supporting people experiencing mental health symptoms or crises.

Methods

MHFA training was delivered to final year pharmacy students. Post-MHFA training, students were invited to participate in simulated psychosis care role-plays (co-designed and content validated with mental health stakeholders) with trained actors. Role-plays were observed by peers, tutors, and mental health consumer educators (MHCEs). Students immediately engaged in self-assessment, feedback, and debrief discussions with peers, tutors, and MHCEs. Quantitative analyses (ANOVA and chi-square tests) were conducted on scores awarded by each rater (self, tutor, MHCE) and for each scenario (n = 3). Students completed a 15-item survey exploring mental health stigma and mental health confidence, at 3 timepoints (pre-MHFA training, post-MHFA training, and post-role-plays). Survey scores were analyzed using paired t tests.

Results

Of 209 MHFA-trained students, 86 participated in role-play. The self-assessment mean score was the lowest and the MHCEs’ mean score highest. Post-MHFA training, 14 survey item scores significantly improved, implying reduced stigma and increased confidence in providing psychosis care. Post-role-play scores suggested improvements in 12 survey items.

Conclusion

Psychosis care role-plays are associated with short-term improvements in pharmacy students’ stigma and mental health confidence post-MHFA training; students’ self-assessment scores are lower than tutors and MHCEs. It is recommended that future studies further integrate observed behaviors with self-reported data and use simulated patients in clinical practice to evaluate MHFA outcomes longitudinally.

來(lái)源期刊

American Journal of Pharmaceutical Education

CiteScore

4.30

自引率

15.20%

發(fā)文量

114

期刊介紹： The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors. After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.

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