融入反烙印之精神衛生護理教育模式

Incorporating Anti-Stigma Training Into Psychiatric Mental Health Nursing Education

烙印，對於精神病人之復元、照護品質及全民心理健康都有負面影響，反烙印介入已蔚為世界趨勢。而即將成為職場生力軍的護生，被視為反烙印介入之重要目標族群，精神衛生護理學則為護生反烙印介入之重要課程。本文首先闡述烙印問題之重要性，評析反烙印介入於精神衛生護理教育之實證成效，並分享以復元病友為師、融入反烙印於精神衛生護理課程之教學實踐—讓習慣處於被照顧者身分之社區精神病友，以教育者角色，走入精神衛生護理課堂，提供病友及護生平等互動的接觸機會，幫助護生覺察及反思對於精神病人及精神疾病既存之價值或偏見，提供體驗與觸發經驗改造，引導其澄清及重整，達成反烙印，以此拋磚引玉，期鼓舞護理教育工作者共同激盪及推動反烙印之教育理念。

Anti-stigma interventions have become important worldwide in light of the negative consequences that the stigma of mental illness has on the recovery to health of individuals with mental illness as well as on general quality of care and public mental health. Thus, psychiatric mental health nursing courses are being targeted with early anti-stigma interventions to improve related awareness and skills among future nurses. This article firstly elaborates on the importance of the stigma issue in psychiatric care and assesses the empirical effectiveness of anti-stigma interventions in psychiatric mental health nursing education. Next, a pedagogical exemplar of integrating a“recovery patients as educators”and anti-stigma intervention into an innovative psychiatric mental health nursing course is demonstrated. Community psychiatric patients, who traditionally receive passive care from healthcare providers, were invited to attend psychiatric mental health courses with the goal of becoming educators in their communities. These courses offer nursing students and patients opportunities to interact as equals and helps these students become aware of their values, attitudes, and prejudices with regard to mental illness. This approach may help reframe their experience and learning, and guide them to clarify and integrate anti-stigma values and attitudes into their work and life. Through such experience sharing, nursing educators may be expected to brainstorm and implement the pedagogical value of anti-stigma.