A quasi-randomised cohort study to assess the impact of an educational intervention on perceptions of knowledge of schizophrenia, aspects of explicit stigma and implicit stereotypes in student nurses

• Main Author: Stewart, David
• Published: University of Reading 2013
• Subjects: 616.890071
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602417

The main aim of this thesis was to develop and evaluate a theory and evidence-based "focused educational intervention", that could be delivered in less than two hours, to improve stigmatizing attitudes in a population of student nurses in the context of schizophrenia. Additionally the thesis reports the development of two new major measures to assess "explicit" aspects of stigma and "implicit" negative stereotypes. A shorter measure was also developed to record "perceptions of knowledge" in relation to schizophrenia. In order to overcome the methodological shortcomings identified in previous work a quasi-randomised cohort study was implemented using rigorous processes including randomisation, an "appropriate" control condition, and a follow-up assessment point three months after the main trial. Prior to implementing the main trial it was necessary to clarify the concept of stigma in relation to schizophrenia. The findings from a literature review and a series of focus groups elicited a new definition where stigma is seen as a broad mix of stereotypes, health beliefs, attributions, and negative emotional and behavioural reactions. It is argued that this more detailed description is more relevant and applicable to contemporary mental health and social care contexts than the earlier, broader theories of stigma found in the psychological and sociological literature.