Our experiences gained through the development of social, mental health competences within the family among healthcare BSc students

Abstract

Introduction: Today's powerful tendency is, not only in Hungary, but in almost all parts of the world, to intensify individualism, and opposing attitudes towards classical, nuclear family-systems. We are convinced, however, that disintegration of families is destructiveboth for individuals and the society. Numerous research show that family-systems, long-term relationships have not only mental, but somatic preventive capacity, therefore, family is one of the basic sources of social capital.
Objective: Families are essential settings for socialization and the development of social competencies. In addition, the educational system has fundamental role in this process. Later on, healthcare workers have a prominent role in forming family-related relationships. Therefore, our goal was to develop and implement a curriculum in a health care educational establishment to strengthen social and mental health competencies in partnerships, relationships. Our further aim was to summarize our experiences of several years of education.
Methodology: Initially we designed an optional course-unit (two terms per year, 14 contact hours per terms). Later it was integrated into the relevant chapters of the Public Health course. We prepared the whole documentation of the of course-unit and learning subjects. The subject has been running continuously since 2012 (a frontal lecture is performed regularly in the first half of the year and then in the form of small group trainings in the second semester). Feedback on education and student satisfactionwas examined by questionnaire surveys.
Results: The feedback has clearly demonstrated the importance of the subject in our education system. More than half of students found that the acquired knowledge has fundamentally influenced, positively changed their competencies in this subject.
Conclusions: Overall, based on our experience of the last few years, we are convinced that young university students have an extremely open mind on discussing issues related to relationships and marriage. As healthcare professionals, beyond developing positive personal attitudes, they can make good use of their acquired, strengthened competencies and skills in improving the quality of mental health of families. Thus, we believe that our training also contributes to the wider exploitation of families as a part of social capital.