BACKGROUND Those studying nursing are at greater risk for developing mental health problems than other tertiary students. Mental Health First Aid (MHFA) training may assist students to support peers and build mental health literacy. Understanding motivation to participate in training can identify factors influencing uptake and completion. This paper explores motivators for university nursing students to participate in MHFA training and uses previous experience and confidence in assisting someone with a mental health problem to triangulate data. METHOD A randomised controlled trial was employed to measure the impact of the course for nursing students at a large Western Australian university. An online survey was administered prior to MHFA training with undergraduate nursing students (n = 140). Thematic analysis of open-ended questions explores motivators to participate and help provided to an individual. Baseline frequencies describe demographics, confidence in helping and exposure to someone with a mental health problem. A Chi Square test compared confidence in helping and exposure to someone with a mental health problem. RESULTS More than half of participants reported contact with individuals experiencing mental health problems (55%; n = 77); approximately a third (35.8%) reported limited confidence to assist. Those in previous contact with someone with a mental health problem (71.5%; n = 55) were significantly more likely to feel confident in helping (p = 0.044). Mental health literacy, helping others, career and experiences were described as training motivators. CONCLUSION Exploiting motivators, both intrinsic and extrinsic may increase MHFA training uptake and completion. Tertiary institutions would benefit from policy to embed MHFA training into nursing degrees. The training may have utility for university degrees more broadly. TRIAL REGISTRATION Australian New Zealand Clinical Trials Registry; ACTRN12614000861651. Registered 11 August 2014 (retrospectively registered).

中文翻译：

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帮助有心理健康问题的人的信心和动机：对完成心理健康急救 (MHFA) 培训的护理学生的研究经验。


背景 那些学习护理的学生比其他大学生更容易出现心理健康问题。心理健康急救 (MHFA) 培训可以帮助学生支持同伴并培养心理健康素养。了解参加培训的动机可以识别影响接受和完成培训的因素。本文探讨了大学护理学生参加 MHFA 培训的动机，并利用以前的经验和信心来帮助有心理健康问题的人对数据进行三角测量。方法 采用随机对照试验来衡量该课程对西澳大利亚一所大型大学护理专业学生的影响。在 MHFA 培训本科护理生 (n = 140) 之前进行了一项在线调查。开放式问题的主题分析探讨了参与和向个人提供帮助的动机。基线频率描述了人口统计数据、帮助和接触有心理健康问题的人的信心。卡方测试比较了帮助和接触有心理健康问题的人的信心。结果 超过一半的参与者表示曾与有心理健康问题的人有过接触（55%；n = 77）；大约三分之一 (35.8%) 的人表示对提供帮助的信心有限。那些曾经接触过有心理健康问题的人的人 (71.5%；n = 55) 更有可能对帮助他人充满信心 (p = 0.044)。心理健康素养、帮助他人、职业和经验被描述为培训动力。结论 利用内在和外在的激励因素可以提高 MHFA 培训的吸收和完成率。高等教育机构将受益于将 MHFA 培训纳入护理学位的政策。 该培训可能对更广泛的大学学位有用。试验注册澳大利亚新西兰临床试验注册中心； ACTRN12614000861651。 2014 年 8 月 11 日注册（追溯注册）。