American journal of pharmaceutical education · 2026
From Anxiety to Action: Mental Health Education Transforming Pharmacy Students' Self-Care and Resilience.
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Hsu Chun-Lun, Huang Chih-Chung, Chao Cheng-Yi, Pan Hsiang-Yi, Kao Li-Ting
Аннотация
OBJECTIVE: Pharmacy students experience alarmingly high rates of mental health challenges, with 18% to 60% reporting depressive symptoms, 21% to 50% experiencing anxiety, and up to 17% reporting suicidal ideation. Despite recognizing the importance of self-care, students struggle to prioritize their well-being, creating a critical knowledge-behavior gap, while professional resilience declines throughout training.
METHODS: This study examined how a 2-session mental health educational intervention was associated with reported shifts in pharmacy students' cognition of stress, self-care, and professional resilience, exploring mechanisms that bridge the knowledge-behavior gap. Qualitative thematic analysis examined 39 reflective assignments from students completing a 2-session mental health educational intervention integrating 7 evidence-based components grounded in cognitive-behavioral therapy and role modeling theory: young pharmacist instruction, data-driven education, case-based analysis, action-oriented recommendations, safe reflection, cognitive restructuring, and behavioral change strategies.
RESULTS: Six interconnected themes emerged, demonstrating a transformation from anxiety to action: (1) anxiety-driven learning to intrinsically motivated growth; (2) validating suffering and legitimizing help-seeking, thereby reducing stigma; (3) reframing stress as normative and manageable; (4) reconceptualizing self-care as a professional competency; (5) building resilience through realistic role modeling; and (6) transformation through psychologically safe pedagogy. Students demonstrated metacognitive awareness, sought support, and developed adaptive professional identities integrating well-being with competence.
CONCLUSION: Comprehensive mental health education combining role modeling with psychologically safe pedagogy facilitated transformative cognitive-behavioral shifts, successfully bridging the knowledge-behavior gap by reconceptualizing well-being as professionally essential. However, individual interventions must be complemented by organizational changes addressing structural stressors. Mental health literacy represents a foundational competency in pharmacy education, essential for thriving during training and providing quality patient care.
METHODS: This study examined how a 2-session mental health educational intervention was associated with reported shifts in pharmacy students' cognition of stress, self-care, and professional resilience, exploring mechanisms that bridge the knowledge-behavior gap. Qualitative thematic analysis examined 39 reflective assignments from students completing a 2-session mental health educational intervention integrating 7 evidence-based components grounded in cognitive-behavioral therapy and role modeling theory: young pharmacist instruction, data-driven education, case-based analysis, action-oriented recommendations, safe reflection, cognitive restructuring, and behavioral change strategies.
RESULTS: Six interconnected themes emerged, demonstrating a transformation from anxiety to action: (1) anxiety-driven learning to intrinsically motivated growth; (2) validating suffering and legitimizing help-seeking, thereby reducing stigma; (3) reframing stress as normative and manageable; (4) reconceptualizing self-care as a professional competency; (5) building resilience through realistic role modeling; and (6) transformation through psychologically safe pedagogy. Students demonstrated metacognitive awareness, sought support, and developed adaptive professional identities integrating well-being with competence.
CONCLUSION: Comprehensive mental health education combining role modeling with psychologically safe pedagogy facilitated transformative cognitive-behavioral shifts, successfully bridging the knowledge-behavior gap by reconceptualizing well-being as professionally essential. However, individual interventions must be complemented by organizational changes addressing structural stressors. Mental health literacy represents a foundational competency in pharmacy education, essential for thriving during training and providing quality patient care.