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Accessible Summary: What is already known about this topic?: Individuals with severe mental illness (SMI) have elevated risks for physical health problems and low screening rates.No previous studies have compared the physical health promotion needs of people with SMI using the same screening tool across different international settings. What this paper adds to existing knowledge?: It appears feasible to use the HIP to profile and compare physical health‐related risks in people with SMI across different international settings.The HIP tool identified significant differences in areas of risk across the four countries. What are the implications for practice?: The HIP could be used to identify unique clusters of health promotion needs in different countries.Use of HIP health checks may support implementation of individualized interventions. Introduction: To date, no studies have contrasted physical health profiles of people with severe mental illness (SMI) in different countries. Aim: To evaluate feasibility of using the Health Improvement Profile (HIP) to compare and contrast physical health and health behaviours of people with SMI from four countries. Method: An observational feasibility study using secondary analysis of pooled health state and lifestyle data. Physical health checks using modified versions of HIP were administered in four countries. Results: Findings suggest feasibility of HIP screening to profile and compare physical health and health behaviours of people with SMI across international settings. High overall numbers of risk items (red flags) were identified in all but the Thailand sample. Despite some commonalities, there were important differences in health profiles across countries. Discussion: This is the first study to demonstrate feasibility of the HIP to compare health risks in individuals with SMI across countries. Future multi‐national HIP studies should recruit a fully powered stratified random sample of people with SMI that is representative of each setting. Implications for practice: It appears feasible to utilize the HIP to identify specific areas of health risk in different countries, which may help to better focus nursing interventions and use of resources. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject: Stigma towards psychiatry and people with serious mental illness (SMI) is prevalent among healthcare providers and can adversely affect patient care.Internalized stigma among nurses can affect personal self‐care and limit help‐seeking behaviours.Stigma around mental health nursing can adversely affect recruitment into this already underserved field. What the paper adds to existing knowledge: This is the first report on the adaptation and use in a nursing student sample of two widely used stigma‐related instruments that have been normed among medical students.The attitudes to psychiatry (ATP‐30) and the attitudes to mental illness (AMI) instruments proved sensitive to change and can be useful in tracking specific anti‐stigma curricular interventions.Interactive and participatory student activities in courses such as ours (that include simulation with standardized patients, clinical placements and patient interaction) need to be complemented by exposure to individuals with lived experience with mental illness in order to address stigmatized views of SMI.Nursing educators and fellow nurses willing to share their own experiences with mental illness—including diagnosis, health–seeking, treatment and recovery—may prove especially powerful and germane during nursing school. What are the implications for practice: Even a strong academic curriculum is not sufficient to change stigmatized perceptions about mental illness, psychiatric care and mental health nursing as a profession.Comparison and potential synergy between ATP‐30, AMI and OMS‐HC (Opening Minds Scale for Health Care Providers) could prove fruitful in identifying a more comprehensive approach to stigma assessment over time.The addition of validated instruments, such as the Self‐Compassion Scale–Short Form (SCS–SF) and the Self‐Stigma of Seeking Help (SSOSH), which tap into internalized stigma and into health‐seeking behaviours and intervening barriers could prove particularly useful in evaluating innovative interventions for stigma‐decreasing initiatives in nursing education.Interactive and participatory didactic offerings need to be complemented by exposure to individuals with lived experience with mental illness and ideally to nursing educators and practicing nurses willing to share their histories of diagnosis, help‐seeking, treatment and recovery. Introduction: Stigma towards psychiatry and to people with serious mental illness (SMI) is prevalent among healthcare providers and can adversely affect patient care. Such stigmatized views can adversely affect recruitment into the already underserved field of mental health nursing. Aim/question: We adapted two stigma‐related instruments in a sample of nursing students and examined change in scores after participation in an eight‐week preclinical psychiatry curriculum. Our goal was to identify stigma‐malleable opportunities that would inform refinements in future iterations of a preclinical psychiatry curriculum in nursing. Method: We made minor adaptations to the attitudes to psychiatry (ATP‐30) and the attitudes to mental illness (AMI) instruments. We invited first‐year nursing students to complete assessments at two time points: before and after completion of an eight‐week core course in preclinical psychiatry. Results: Seventy‐one students completed the assessment at both time points. ATP‐30 and three of its eight subscale scores improved by course's endpoint. By contrast, AMI scores did not change. Compared with medical student published norms, nursing students in our sample had higher (less stigmatized) average scores. Discussion: The ATP‐30 and the AMI can be easily adapted to a nursing student population and may prove useful in tracking specific anti‐stigma educational interventions. Implications for practice: A general psychiatry course during nursing school is, it and of itself, unlikely to change biased views about SMI and should be enhanced with exposure to, and interaction with individuals with lived experiences of mental illness, ideally by nurse educators and practicing nurses. [ABSTRACT FROM AUTHOR]

Accessible summary: What is known on the subject?: Individuals with eating disorders (EDs) experience hopelessness, suicidal thoughts and behaviours at elevated rates compared to the general population.Current knowledge of recovery from EDs does not address nurse engendered hope.This study aimed to explore differences between patients' and nurses' perceptions of hope‐engendering nurse actions and the relationship actions have with patients' perception of hope. What the paper adds to existing knowledge?: This is the first study to explore differences between patients' and nurses' perceptions of hope‐engendering nurse actions in an inpatient ED facility and find significant differences; nurses' scores were higher than patients' scores.The study explored the relationship perceived self‐reported nurse hope‐engendering actions have with patients' and nurses' perception of hope. There were no significant relationships.This study provides additional evidence to support that there are common patient needs for nurse hope‐engendering practices such as caring and providing for patients; supporting and encouraging patients' connection to others; facilitating patients' adaptive belief systems; and helping to set goals and attain resources for patients. What are the implications for mental health nursing practice?: Nurses who work with patients who have EDs should be prepared to work with patients who are feeling hopeless about their future. Thus, nursing continuing education should focus on strategies that enable nurses to deliver care that reduces hopelessness, improves connection, and inspires hope in those who are recovering from EDs.The results revealed that nurses perceived that they offered patients with EDs hope‐engendering actions more often and effectively than patients believed; this finding pinpoints a future direction for research that may improve care for patients.Patient feedback identified ways nurses may improve care to engender hope: providing an open caring environment, nurse presence, comfort/pain relief, and involving patients in their care. Actions by nurses aimed to enhance interpersonal connection and nurse presence could facilitate hope in patients with ED. Introduction: Individuals with eating disorders (EDs) experience suicidal thoughts and behaviours at elevated rates compared to the general population. Hope‐engendering nursing actions may increase patients' levels of hope for the future, improve coping self‐efficacy, and possibly reduce suicidality. Although nursing staff are integral ED treatment team members, little is known about nursing actions targeting hopefulness. Aim: Explore differences between patients' and nurses' perceptions of hope‐engendering nurse actions and the relationship actions have with patients' perception of hope. Methods: Descriptive, cross‐sectional, comparative, correlational research design was used. Responses for 97 ED patients and 10 nurses were entered into analysis. Hope‐engendering nurse intervention and hope questionnaires were administered and analysed. Results: Nurses' total hope‐engendering nurse intervention and hope scores were higher than patients' scores. Discussion: Patients reported that the most effective nursing actions were providing an open caring environment, comfort/pain relief, and involving patients in their care and treatment. Nurses perceived that they offered patients hope‐engendering actions more often and effectively than the patients believed. Implications for Practice: Findings indicate that patients with EDs have low levels of hope. Nursing educators should further develop strategies that enable nurses to deliver care that inspires hope and improves connectedness in those who have EDs. [ABSTRACT FROM AUTHOR]

Accessible summary: What is known on the subject?: Many nursing students have inadequate preparation for practice in mental health nursing in the United States and China. The concept of mental illness has different connotations in different cultures. Studies differ from country to country concerning the influence of nursing education on students’ knowledge about and attitudes towards mental disorders. There is a lack of cross‐cultural research that takes a broad perspective to explore how nursing students’ knowledge and beliefs about mental disorders are influenced by the culture within education and healthcare systems. What this paper adds to existing knowledge?: Nursing students in the United States and China shared similar views on a broad range of intervention options including professional help, psychotropic medications and activity interventions for managing depression and schizophrenia. The major difference between the two nursing student groups was that the Chinese students showed more preference to occasional alcohol consumption and specialized therapies including cognitive‐behavioural therapy and electroconvulsive therapy and the US students held less skepticism towards traditional and religious practices as possible treatment options for depression and schizophrenia. What are the implications for practice?: The Chinese nursing students need to be educated about safe alcohol consumption guidelines adopted by the National Health and Family Planning Commission. The US nursing students need to increase their awareness of national practice guidelines for managing mental disorders, particularly with respect to the use of specialized therapies such as cognitive‐behavioural therapy and electroconvulsive therapy. We support professional and psychosocial interventions in caring for patients with mental disorders. Abstract: INTRODUCTION: Nursing students in the United States and China have reported inadequate preparedness for practice in mental health nursing. It is important to investigate nursing students’ mental health literacy levels for a better understanding of their practice readiness in mental health field upon completion of their education. Aim: This study was aimed at developing an understanding of American and Chinese nursing students’ mental health literacy regarding the effectiveness of specific interventions for managing depression and schizophrenia. Method: The “Australian National Mental Health Literacy Survey” was completed by a group of 310 nursing students including 152 Americans and 158 Chinese between April 2016 and April 2017 to compare students’ rated intervention options on two provided vignettes. Results: The two student groups reached consensus on many intervention options. However, the Chinese students showed more preference to occasional alcohol consumption and specialized therapies and the US students held less skepticism towards traditional practices as treatment options for depression and schizophrenia. Discussion and implications for practice: The findings support professional and psychosocial interventions in caring for patients with mental disorders. There is a significant need for specific education on safe alcohol consumption guidelines for Chinese nursing students and clinical practice guidelines for managing mental disorders for American nursing students. [ABSTRACT FROM AUTHOR]