Abstract
Depression is an important public health issue that affects many university students worldwide. It causes a wide range of physiological impairments, resulting in high mortality and morbidity rates. Regardless of the severity of the situation, a lack of knowledge about depression prevents university students from seeking help. Videos are an effective method to disseminate information because their visual content increases engagement, improves the learning experience, and aligns with university students’
preferred way of accessing information. However, research into developing psychoeducational videos to improve depression literacy among university students in Malaysia is limited. Hence, this study was conducted to address this research gap. The study’s conceptual framework was based on the theoretical framework of mental health literacy, guidelines for video production, and the principles of psychoeducation. It was carried out in four phases from October 2022 to November 2023. The first phase involved translating and validating the Depression Literacy Questionnaire (D-Lit) into Malay,
following the guidelines of Wild et al. Item number five was dropped due to cultural considerations related to its relevance in the Malaysian context. Thus, the Malay D-Lit consisted of 21 questions, one less than the original version. Subsequently, structural equation modelling was conducted among 584 participants, resulting in a total of 17 items and six factors. It had strong internal consistency (Cronbach alpha = 0.704) and test-retest reliability (ICC = 0.702). Phase two comprised a need assessment study involving 717 end-users. A self-developed questionnaire was used to determine their preferences for the
video’s development. 87.3% of the participants preferred videos ranging from five to seven minutes, and 95% preferred subtitles in English and Malay. On the other hand, phase three involved using Diefenbach et al.’s video production technique to develop the psychoeducational video based on the results of the needs assessment survey. This technique included preproduction, production, and postproduction processes. A panel of nine experts and 30 end-users then validated the video. The final phase involved
conducting a quasi-experimental study with a total of 161 bachelor of chemical engineering students to determine the effectiveness of the psychoeducational video. Assessments were carried out using the translated Malay version of D-Lit from phase one of the study. Participants in the intervention group were shown the psychoeducational video, whereas those assigned to the control group received a single session of mental health talk, which excluded any information on depression. An analysis of covariance
was used to evaluate the effectiveness of the intervention. The results indicated that the level of D-Lit was similar at baseline in both the control and intervention groups, with mean scores of 7.74 and 7.63, respectively. The post-test findings revealed a statistically significant increase in D-Lit of 10.63 in the intervention group, compared to 8.44 in the control group. In conclusion, the psychoeducational video has proven to be a valid tool for improving students' understanding of depression. Thus, it can be utilised to promote mental health and wellbeing, which aligns with the National Strategic Plan for Mental
Health and helps to achieve Sustainable Development Goal No. 3.
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BibTeX (Download)
@phdthesis{drph-Mohd-Zahiruddin-2024,
title = {The Development and Effectiveness of a Psychoeducational Video in Improving Depression Literacy Among University Students},
author = {Mohd Zahiruddin Mohd Khairi},
year = {2024},
date = {2024-09-30},
urldate = {2024-09-30},
abstract = {Depression is an important public health issue that affects many university students worldwide. It causes a wide range of physiological impairments, resulting in high mortality and morbidity rates. Regardless of the severity of the situation, a lack of knowledge about depression prevents university students from seeking help. Videos are an effective method to disseminate information because their visual content increases engagement, improves the learning experience, and aligns with university students’
preferred way of accessing information. However, research into developing psychoeducational videos to improve depression literacy among university students in Malaysia is limited. Hence, this study was conducted to address this research gap. The study’s conceptual framework was based on the theoretical framework of mental health literacy, guidelines for video production, and the principles of psychoeducation. It was carried out in four phases from October 2022 to November 2023. The first phase involved translating and validating the Depression Literacy Questionnaire (D-Lit) into Malay,
following the guidelines of Wild et al. Item number five was dropped due to cultural considerations related to its relevance in the Malaysian context. Thus, the Malay D-Lit consisted of 21 questions, one less than the original version. Subsequently, structural equation modelling was conducted among 584 participants, resulting in a total of 17 items and six factors. It had strong internal consistency (Cronbach alpha = 0.704) and test-retest reliability (ICC = 0.702). Phase two comprised a need assessment study involving 717 end-users. A self-developed questionnaire was used to determine their preferences for the
video’s development. 87.3% of the participants preferred videos ranging from five to seven minutes, and 95% preferred subtitles in English and Malay. On the other hand, phase three involved using Diefenbach et al.’s video production technique to develop the psychoeducational video based on the results of the needs assessment survey. This technique included preproduction, production, and postproduction processes. A panel of nine experts and 30 end-users then validated the video. The final phase involved
conducting a quasi-experimental study with a total of 161 bachelor of chemical engineering students to determine the effectiveness of the psychoeducational video. Assessments were carried out using the translated Malay version of D-Lit from phase one of the study. Participants in the intervention group were shown the psychoeducational video, whereas those assigned to the control group received a single session of mental health talk, which excluded any information on depression. An analysis of covariance
was used to evaluate the effectiveness of the intervention. The results indicated that the level of D-Lit was similar at baseline in both the control and intervention groups, with mean scores of 7.74 and 7.63, respectively. The post-test findings revealed a statistically significant increase in D-Lit of 10.63 in the intervention group, compared to 8.44 in the control group. In conclusion, the psychoeducational video has proven to be a valid tool for improving students\' understanding of depression. Thus, it can be utilised to promote mental health and wellbeing, which aligns with the National Strategic Plan for Mental
Health and helps to achieve Sustainable Development Goal No. 3. },
keywords = {},
pubstate = {published},
tppubtype = {phdthesis}
}
