Qualitative research explores nursing students' views on mental health, highlighting misconceptions and the need for enhanced education.
This research explored the variation in undergraduate nursing students' understandings of mental health (MH) at a Melbourne metropolitan university. Using phenomenography, a qualitative research methodology, the study involved interviewing 19 students at different stages of a 3‐year Bachelor of Nursing or Bachelor of Nursing and Midwifery degree. The research was undertaken as part of a PhD study undertaken between 2016 and 2020. The findings revealed seven distinct categories of understanding of MH, ranging from fear‐driven misconceptions of mental health disorder (MHD) to a holistic perspective recognising MH on a spectrum potentially fluctuating throughout an individual's lifespan. This research revealed an improvement in nursing students' understanding of MH with initial responses marked by fear and anxiety rooted in cultural beliefs and personal safety concerns. As understanding developed, students focused on physical symptoms and causality, sometimes attributing MHDs to personal misfortune or choice. The most advanced level demonstrated a sophisticated, integrated view recognising the interconnectedness of mental and physical health. These findings highlight the challenges students face in understanding MH and the critical need to address misconceptions within nursing curricula. The study recognises the importance of innovative educational strategies to enhance MH literacy among nursing students. The findings contribute valuable insights into teaching practices and the development of targeted educational interventions in MH nursing education.
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Barry et al. (2025) studied this question.