Nursing students’ depiction of mental disorder
| Published date | 11 September 2017 |
| DOI | https://doi.org/10.1108/JMHTEP-12-2016-0057 |
| Date | 11 September 2017 |
| Pages | 323-330 |
| Author | José Carlos Marques Carvalho,Cláudia Mara Melo Tavares |
| Subject Matter | Health & social care,Mental health,Mental health education |
Nursing students’depiction of
mental disorder
José Carlos Marques Carvalho and Cláudia Mara Melo Tavares
Abstract
Purpose –Fighting the stigma of mental disorder is the core focus of nursing teachers closely working with
mental health institutions and patients. The sharing of experiences calls attention to common motivations and
concerns leading researchers to explore this universal phenomenon. The purpose of this paper is to evaluate
the symbolic representation of mental disorder by undergraduate nursing students and to develop an
instrument that contributes to reduce stigma.
Design/methodology/approach –Cross-cultural study, using a quantitative and qualitative analysis and of
descriptiveand exploratory nature,on the categorizationof drawings made by undergraduatenursing students
in Brazil and Portugal–to graphically representmentally ill patients. The researchwas performed throughout a
period of two school years,involving a total of 187 students. All ethicalrecommendations were considered.
Findings –Approximately, 50 different symbols were identified and sorted into categories. The most
representative ones were “Interrogation”and “The World.”The study makes noteworthy contributions to raise
awareness and enhance understanding on how future nursing graduates experience and perceive mental disorder.
Originality/value –Despite the cultural differences and geographical distance of participants, the study
revealed similarities on how mental disorder is perceived. Students have still a little knowledge of new
practices, of the profound changes in psychiatry and the major efforts of all mental health professionals to
fight social exclusion of mentally ill persons. Drawing is a powerful educational tool to understand how people,
namely, nursing students, feel and respond to mental illness.
Keywords Stigma, Creativity, Mental health, Education, Symbolism, Psychiatric nursing
Paper type Research paper
Introduction
Mental disorders are usually associated with a significant social and occupational discomfort or
deficit directly resulting from this condition or potentially interfering with other main activities
(American Psychiatric Association, 2013). Mental disorders encompass a variety of conditions
with different symptoms, which are generally characterized by an abnormal combination of
thoughts, emotions and behaviors.
The concept of mental disorder and its associated behaviors can be understood as a product of
cultural beliefs. Increased knowledge have altered people’s behaviors and perception toward the
mental illness (Townsend, 2014).
The stigma is often related to unjustified beliefs, commonly associated with a lack of knowledge
and can lead to prejudice, discrimination and a desire of social distance from the person with a
mental illness.
There is a common pattern of lack of knowledge associated with the mental condition and
people tend to have a negative perception of the mentally ill person and even experience fear.
Thus, education is of paramount importance when addressing the stigma and ways to reduce
stigmatizing attitudes. Stigma is defined as endorsing prejudicial attitudes about the mental
illness leading to discriminatory behaviors (Fokuo et al., 2016).
Stigmatization related to the mental illness is still an important societal challenge. The word itself
generally carries a negative connotation (Rössler, 2016). The prevalence of lack of knowledge
Received 9 December 2016
Revised 22 March 2017
Accepted 13 July 2017
Conflict of interests: the authors
declare no conflict of interests.
Funding: this research received
no specific grant from any funding
agency in the public, commercial,
or non-profit sectors.
Image on page 328 is by Maria
José Gomes (V.N. Gaia, Portugal).
José Carlos Marques Carvalho
is an Adjunct Professor at the
Escola Superior de
Enfermagem do Porto, Porto,
Portugal and CINTESIS –
Center for Research in Health
Technologies and Health
Services, Porto, Portugal.
Cláudia Mara Melo Tavares is a
Full Professor at the
Department of Maternal-Infant
and Psychiatric Nursing,
Aurora Nursing School of
Afonso Costa, Universidade
Federal Fluminense, Niteroi,
Brazil.
DOI 10.1108/JMHTEP-12-2016-0057 VOL. 12 NO. 5 2017, pp. 323-330, © Emerald Publishing Limited, ISSN 1755-6228
j
THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
j
PAGE323
To continue reading
Request your trial