Sonnia Ahinasi-Kater, DNP, MSN, PMHNP-BC
Class of 2025
Embedded Files
Abstract:
Abstract:
Background: African American nurses face unique challenges related to mental health literacy and stigma, compounded by systemic racism, cultural mistrust, and inadequate training in culturally sensitive mental health care. Depression and anxiety, particularly exacerbated by the COVID-19 pandemic, remain underdiagnosed and undertreated in this population due to structural inequities and persistent stigma. These challenges not only affect the nurses themselves but also impact the quality of care delivered to their communities. Objectives: This Doctor of Nursing Practice (DNP) Scholarly Project aimed to evaluate the effectiveness of a culturally tailored, four-hour mental health training program in improving mental health literacy and reducing stigma among African American nurses. The intervention sought to foster greater awareness, reduce self-stigma, and improve readiness to assess and manage mental health issues. Methods: A one-group, pretest-posttest design was used with assessments at baseline, immediately post-intervention, and one-month follow-up. Seventeen African American nurses participated in the program. Data were collected using validated instruments: the Mental Health Literacy Scale (MHLS) and the Stigma and Self-Stigma Scales (SASS). Quantitative analysis included paired t-tests, Wilcoxon Signed-Rank Tests, and effect size calculations. Qualitative data were collected through open-ended feedback and analyzed thematically to explore participant perspectives. Results: Statistically significant improvements were found in MHLS scores from the pre-test (M = 108.18) to the post-test (M = 135.76) and follow-up (M = 139.94), with large effect sizes (Cohen’s d > 1.4). Notable reductions in stigma were observed in the domains of social distance, self-stigma, and anticipated stigma. However, no significant changes were found in stigma toward others, avoidant coping, or help-seeking behaviors. Qualitative findings reinforced these outcomes, with participants reporting enhanced confidence, emotional resonance, and increased cultural relevance of the training. Conclusion: The culturally tailored intervention significantly improved mental health literacy and reduced specific dimensions of stigma among African American nurses. These results highlight the importance of culturally congruent training in promoting equitable care and empowering nurses to serve as mental health advocates in their communities. Future research should explore longitudinal impacts, include larger samples, and integrate system-level changes to sustain progress and expand applicability.
Background: African American nurses face unique challenges related to mental health literacy and stigma, compounded by systemic racism, cultural mistrust, and inadequate training in culturally sensitive mental health care. Depression and anxiety, particularly exacerbated by the COVID-19 pandemic, remain underdiagnosed and undertreated in this population due to structural inequities and persistent stigma. These challenges not only affect the nurses themselves but also impact the quality of care delivered to their communities. Objectives: This Doctor of Nursing Practice (DNP) Scholarly Project aimed to evaluate the effectiveness of a culturally tailored, four-hour mental health training program in improving mental health literacy and reducing stigma among African American nurses. The intervention sought to foster greater awareness, reduce self-stigma, and improve readiness to assess and manage mental health issues. Methods: A one-group, pretest-posttest design was used with assessments at baseline, immediately post-intervention, and one-month follow-up. Seventeen African American nurses participated in the program. Data were collected using validated instruments: the Mental Health Literacy Scale (MHLS) and the Stigma and Self-Stigma Scales (SASS). Quantitative analysis included paired t-tests, Wilcoxon Signed-Rank Tests, and effect size calculations. Qualitative data were collected through open-ended feedback and analyzed thematically to explore participant perspectives. Results: Statistically significant improvements were found in MHLS scores from the pre-test (M = 108.18) to the post-test (M = 135.76) and follow-up (M = 139.94), with large effect sizes (Cohen’s d > 1.4). Notable reductions in stigma were observed in the domains of social distance, self-stigma, and anticipated stigma. However, no significant changes were found in stigma toward others, avoidant coping, or help-seeking behaviors. Qualitative findings reinforced these outcomes, with participants reporting enhanced confidence, emotional resonance, and increased cultural relevance of the training. Conclusion: The culturally tailored intervention significantly improved mental health literacy and reduced specific dimensions of stigma among African American nurses. These results highlight the importance of culturally congruent training in promoting equitable care and empowering nurses to serve as mental health advocates in their communities. Future research should explore longitudinal impacts, include larger samples, and integrate system-level changes to sustain progress and expand applicability.
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