Literaturnachweis - Detailanzeige
| Autor/inn/en | Reis, Arianne; Nguyen, Vivien; Saheb, Rowena; Rutherford, Erin; Sperandei, Sandro |
|---|---|
| Titel | Improving University Students' Mental Health Literacy Using Experiential Learning Opportunities |
| Quelle | In: Health Education Journal, 82 (2023) 2, S.184-199 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Reis, Arianne) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0017-8969 |
| DOI | 10.1177/00178969221147615 |
| Schlagwörter | Mental Health; College Students; Multiple Literacies; Experiential Learning; Well Being; Curriculum Design; Student Attitudes; Foreign Countries; Urban Schools; Educational Cooperation; Program Effectiveness; Australia |
| Abstract | 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. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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