Improving University Students' Mental Health Literacy Using Experiential Learning Opportunities
In: Health Education Journal, Jg. 82 (2023-03-01), Heft 2, S. 184-199
Online
academicJournal
Zugriff:
Objectives: University students represent a vulnerable population to mental health and wellbeing issues. However, young people are likely to delay or fail to engage in help-seeking behaviours. Embedding mental health learning opportunities in curriculum design may improve the mental health and wellbeing of students, but there are challenges to embedding this material in non-health disciplines where students' intrinsic interests may not align with mental health-themed coursework. To explore this challenge, the present study involved embedding mental health literacy learning into an Event Management course through an experiential learning opportunity. Design: A quasi-experimental design involving university students divided into intervention groups (n = 40) and control groups (n = 83). Setting: Students in the intervention groups managed events across campuses of a major Australian university in support of a University Mental Health and Wellbeing Day. Students in the control groups managed non-mental health events. Method: Pre- and post-event surveys compared students' perceptions of experiential learning, of the effectiveness of student-led events in promoting mental health literacy and help-seeking behaviours in themselves and peers, and of embedding mental health learning into an experiential learning framework. Results: Results suggest that experiential learning opportunities that contain mental health literacy content in addition to course content can be valuable without interruption to core learning aims. Conclusion: This study is one of the first to evaluate the impact of innovative curriculum designs that embed mental health literacy in non-health disciplines, highlighting the opportunities for creative approaches to improving mental health education in universities.
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Improving University Students' Mental Health Literacy Using Experiential Learning Opportunities
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Autor/in / Beteiligte Person: | Reis, Arianne ; Nguyen, Vivien ; Saheb, Rowena ; Rutherford, Erin ; Sperandei, Sandro |
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Zeitschrift: | Health Education Journal, Jg. 82 (2023-03-01), Heft 2, S. 184-199 |
Veröffentlichung: | 2023 |
Medientyp: | academicJournal |
ISSN: | 0017-8969 (print) ; 1748-8176 (electronic) |
DOI: | 10.1177/00178969221147615 |
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