Exploring undergraduate student perceptions of the appropriateness of standardized mental health screening measures: a qualitative descriptive study.
Hews-Girard JC., Duffy A., Cullen E., Qiao T., Furlani N., Brill K., Patten S., King N., Thannhauser JE., Szeto ACH., Dimitropoulos G.
OBJECTIVES: Stepped care models (SCM) for mental health support use standardized measures to assess post-secondary students' mental health and assign care. Understanding students' perceptions of these measures and data use is essential for effective outcomes. This study explored students' views regarding utility of standardized measures and their recommendations for data use by providers. PARTICIPANTS: Eighteen Canadian undergraduates who completed a survey with standardized measures and a diagnostic interview. METHODS: Semi-structured Zoom interviews. Codebook thematic analysis identified key themes. RESULTS: Most participants self-identified as female and South/East Asian or Canadian. Three themes emerged: Enhanced Engagement and Empowerment, Greater Responsiveness to Diversity and Context, and Data-Driven Improvement. Students reported that completing measures increased self-awareness and engagement. Students wanted their data to inform improvements to campus-based services. CONCLUSIONS: Standardized measures can enhance student self-awareness and empowerment. The ability to contextualize experiences and using student data to inform care may inform more effective support.