A Mixed Methods Approach to Understanding Mental Health Literacy Among University Health Students

Mental health literacy (MHL) is defined as the ability to obtain, understand, and use information to identify, manage, and prevent mental health problems and helps university health students to manage mental health challenges by reducing stigma, fostering resilience, and promoting coping strategies. Objectives: To assess MHL levels in Portuguese university health students and explore its relationship with academic life and psychosocial domains; Identify knowledge gaps and educational needs regarding a targeted MHL intervention. Methods: A convergent parallel mixed-methods study, involving collecting quantitative (online cross-sectional survey) and qualitative (focus group) data simultaneously, followed by a separate and integrative analysis. Results: Twenty-four students (75% female, mean age = 25.5) were included. Overall, differences were found in the MHL domains in terms of sex (p = 0.025), mental health history variables (p = 0.020; p = 0.044; p = 0.007), and a negative relation with academic environment satisfaction (r_s = -0.571). Focus groups revealed the needs, gaps, and main characteristics for a targeted intervention. Integrative analysis used for data triangulation was possible and helped to converge and reinforce some of the data findings. Conclusions: This study highlights the importance of integrated methodological approaches to explore MHL among undergraduate health students. Also, it highlights the importance of promoting MHL through targeted interventions to enhance well-being and reduce distress in academic contexts.