Browsing by Author "Knook J"

Now showing 1 - 3 of 3
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    Building connections in health and wellbeing education: Qualitative findings of a study with New Zealand agricultural students
    (SAGE Publications, 2024-01-19) Hay A; Stanley-Clarke N; Maris R; Winder L; Knook J
    Background: As the burden of mental health challenges increases globally, delivering mental health education programmes to at-risk groups is critical. Important factors governing the success of health and wellbeing education include the relationships and connections formed between students and those delivering the education. This article reports on the qualitative findings from a mixed-methods study evaluating a mental health wellbeing programme delivered to first-year agricultural students across two universities in New Zealand. Design: The qualitative data that formed the basis of this article involved an exploratory approach utilising semi-structured interviews with participants who had attended a mental health wellbeing programme. Findings: The study found that feelings of connectedness in relation to the programme and the educators, as well as the material provided, improved engagement. In particular, connection was improved through the use of peer educators from within the target community, alongside considerations of timing, promotion and incentives in the delivery of programmes. Conclusions: Relationships and building connections are crucial when delivering health and wellbeing education. These findings have implications for those developing and delivering educational mental health interventions at tertiary institutions in terms of the mechanisms used to support engagement, learning and integration of knowledge.
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    Optimism bias as a barrier to accessing mental health support amongst tertiary students
    (Taylor and Francis Group, 2024-04-16) Stanley-Clarke N; Hay A; Marris R; Ryan A; Knook J; Winder L
    Student wellbeing is a key concern for those delivering tertiary education. Tertiary providers such as universities use a range of techniques to support student wellbeing through times of stress. This article reports on one finding from a mixed methods study at two New Zealand universities that explored how students enrolled in agricultural courses saw and managed their wellbeing. The findings demonstrated that students reflected an optimism bias regarding managing their own stress believing most stressful situations would resolve without the need to involve support services. Their intent was that university support services were only to be used in times of mental health crisis. Consequently, students reported that they would not engage with support and education around managing their wellbeing but did find value in learning about how to support others through times of crisis. These findings contribute to knowledge about tertiary students’ attitudes to stress and support services. They have implications for those delivering wellbeing services at tertiary institutions in terms of how best to tailor and deliver services for students experiencing stress.
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    Wellbeing education increases skills and knowledge among tertiary students in the agricultural sector: insights from a mixed methods study
    (Taylor and Francis Group, 2024-05-21) Winder L; Stanley-Clarke N; Maris R; Hay A; Knook J
    Purpose The agricultural sector is facing a myriad of financial, environmental, social, and cultural challenges which affect the mental health of those working on-farm. This study focused on a tertiary education programme designed to increase recognition of mental health issues and convey strategies to address these. Methodology To identify the effect of such a programme, and which aspects contribute to that effect, this paper applied a mixed methods approach. Quantitative propensity score matching was used to identify changes in knowledge and skills, and qualitative surveys were conducted to explore the wellbeing of students and to identify aspects of the programme contributing to change. Findings Students report an increase in (i) ability recognising signs of poor mental health in self and others; (ii) confidence talking about their own and others’ mental health; and (iii) knowing how to access mental health support services. Programme aspects contributing to this effect are peer-to-peer education and building on existing knowledge. Practical implications This paper addresses a gap in the literature by providing insights into programme aspects that lead to successful delivery. Theoretical implications This study reports on the evaluation of a tertiary education programme and provides valuable insights into whether such programmes can contribute to increased knowledge on wellbeing. Originality This research describes and analyses the effectiveness of a mental health promotion programme aimed at young adults which is rare in the literature.