Andi Ardiansyah Nurdin, Delita Septialti

Correlation Between Mental Health Literacy and Mental Health Status among Health Students

Introduction

Correlation between mental health literacy and mental health status among health students. Investigate the correlation between mental health literacy and mental health status among health students. A study of 380 students reveals a significant link, emphasizing mental health education in curriculum.

Abstract

Mental health constitutes a fundamental and essential component of overall well-being. Particular attention must be given to mental health concerns, especially among vulnerable adolescent populations. Epidemiological data indicate a cyclical rise in the prevalence of mental health problem, which may be mitigated through improved mental health literacy. This study aims to examine the relationship between mental health literacy and mental health status among health students. A cross-sectional survey was conducted involving 380 health students from three health polytechnic institutions. Instruments included the SRQ-20 and the Mental Health Literacy Questionnaire (MHLq-SVa). The findings indicate a statistically significant association between mental health literacy levels and reported symptoms of mental-emotional disorders (p = 0.025). These results underscore the importance of integrating mental health literacy into the health education curriculum to promote early recognition and appropriate help-seeking behaviors.

Review

This study addresses a highly pertinent and critical issue: the correlation between mental health literacy (MHL) and mental health status among health students. The foundational premise, that MHL can play a significant role in mitigating the rising prevalence of mental health challenges, is well-established and particularly relevant for this population. Health students, as future healthcare professionals, are not only vulnerable to mental health issues but also ideally positioned to act as advocates and providers of mental health support. The clearly stated aim to examine this relationship within this specific demographic is a valuable contribution to the existing literature. The methodology employed, a cross-sectional survey involving 380 health students from three polytechnic institutions, appears robust for an initial exploratory study. The use of validated instruments, the SRQ-20 for assessing mental-emotional disorders and the Mental Health Literacy Questionnaire (MHLq-SVa) for MHL levels, enhances the reliability of the collected data. The key finding, a statistically significant association between mental health literacy levels and reported symptoms of mental-emotional disorders (p = 0.025), provides compelling evidence of this crucial link, thereby confirming the study's central hypothesis. The results strongly underscore the importance of fostering greater mental health literacy among future healthcare professionals. The study's practical implication, advocating for the integration of mental health literacy into health education curricula, is a timely and actionable recommendation. Such curriculum enhancements could empower students with improved self-awareness, enhance their ability for early symptom recognition, and promote appropriate help-seeking behaviors. While the cross-sectional design limits causal inference, these findings provide a strong empirical basis for developing targeted educational interventions to improve the mental well-being of health students and, by extension, their future patients.

Full Text

Comments

You need to be logged in to post a comment.