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    This study introduced an anti-stigma curriculum for mental health nursing students, incorporating direct contact with individuals experiencing mental illness and reflective exercises to reduce prejudice and improve care.

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    Area of Science:

    • Nursing Education
    • Mental Health Nursing
    • Psychosocial Nursing

    Background:

    • Stigma towards individuals with mental illness is widespread within society and among healthcare professionals.
    • This stigma leads to significant health disparities, discrimination, and a shortage of mental health providers.
    • Addressing stigma in nursing education is crucial for improving patient care and outcomes.

    Purpose of the Study:

    • To describe an evidence-based anti-stigma curriculum innovation in undergraduate mental health nursing.
    • To evaluate the impact of contact-based education and reflective activities on nursing students' perceptions of mental illness.
    • To provide implications for nursing practice and education.

    Main Methods:

    • Implemented a 2-year curriculum change in an undergraduate mental health nursing course.
    • Incorporated contact-based education with volunteers sharing recovery experiences.
    • Integrated reflective activities for students to examine personal biases and perceptions of stigma.

    Main Results:

    • The curriculum combined direct interaction with individuals with mental illness and introspective exercises.
    • Students engaged in reflection before, during, and after the contact-based education series.
    • The study details the implementation and potential impact of this innovative approach.

    Conclusions:

    • Anti-stigma interventions in nursing education are essential for combating prejudice.
    • Contact-based education and reflective practices can foster more positive attitudes towards mental illness.
    • This curriculum innovation offers a model for improving mental health nursing education and practice.