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dc.contributor.authorO Brien, Niamh
dc.contributor.authorLawlor, Martin
dc.contributor.authorChambers, Fiona
dc.contributor.authorO'Brien, Wesley
dc.date.accessioned2022-04-07T10:02:58Z
dc.date.available2022-04-07T10:02:58Z
dc.date.issued2020
dc.identifier.doihttps://doi.org/10.1108/HE-09-2019-0042
dc.identifier.urihttp://hdl.handle.net/20.500.13012/69
dc.description.abstractPurpose Higher Education Institutions observe that many students are experiencing mental health issues, such as high levels of anxiety and stress. Young adults are recognised as a vulnerable group who carry the burden of mental health problems worldwide. Mental health interventions can be effective in positively influencing students' emotional and behavioural wellbeing. Design/methodology/approach In the current study, the principles of Intervention Mapping (IM) were applied to guide the development, implementation, and evaluation of a specifically tailored mental health programme for a selected student cohort in a large Higher Education Institute in Ireland. Mixed qualitative (Delphi technique and focus group discussions) and quantitative (survey) data were gathered to gain a broad perspective of mental health concerns and learning needs among a sample of higher education students (n = 99). Findings Existing evidence guided by theoretical frameworks were blended to create a specifically tailored mental health programme to meet the needs of higher education students in Ireland. Results indicate that the established six-stages of IM provide an empirical process that has the potential to effectively respond to the mental health needs of students in higher education. IM identifies the priority needs of students in higher education and ensures that suitable behaviour change techniques for mental health are addressed.
dc.description.sponsorshipThis work was supported by State of Mind Ireland (SOMI), specifically through the funding of a Ph.D. research project (2017-2020). The authors would like to thank State of Mind Ireland, University College Cork and each of the Higher Education students who participated in the research.en_US
dc.publisherHealth Educationen_US
dc.relation.urlhttps://www.emerald.com/insight/content/doi/10.1108/HE-09-2019-0042/full/htmlen_US
dc.subjectMental health, Physical activity, Education, Higher education, Mental health promotion.en_US
dc.titleMental fitness in higher education: Intervention Mapping programme designen_US
dc.typeArticleen_US
dc.source.journaltitleHealth Educationen_US
dc.source.volume122en_US
dc.source.issue3en_US
dc.source.beginpage21en_US
dc.source.endpage39en_US
html.description.abstractPurpose Higher Education Institutions observe that many students are experiencing mental health issues, such as high levels of anxiety and stress. Young adults are recognised as a vulnerable group who carry the burden of mental health problems worldwide. Mental health interventions can be effective in positively influencing students' emotional and behavioural wellbeing. Design/methodology/approach In the current study, the principles of Intervention Mapping (IM) were applied to guide the development, implementation, and evaluation of a specifically tailored mental health programme for a selected student cohort in a large Higher Education Institute in Ireland. Mixed qualitative (Delphi technique and focus group discussions) and quantitative (survey) data were gathered to gain a broad perspective of mental health concerns and learning needs among a sample of higher education students (n = 99). Findings Existing evidence guided by theoretical frameworks were blended to create a specifically tailored mental health programme to meet the needs of higher education students in Ireland. Results indicate that the established six-stages of IM provide an empirical process that has the potential to effectively respond to the mental health needs of students in higher education. IM identifies the priority needs of students in higher education and ensures that suitable behaviour change techniques for mental health are addressed.en_US


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