Proposal for an Educational Tool to Address the Educational Gap in Depressive Disorder

This proposal aims to address the educational gap in depressive disorder by suggesting an educational tool. The proposal identifies the lack of proper knowledge pertaining to depression as the educational gap and highlights the impact of inadequate understanding on the patient's condition. The proposal suggests a PowerPoint presentation as an educational tool and identifies the target audience as patients, family members, and primary care nurses. The presentation will cover the perception of depression, reasons for depression, and effective care delivery.

Task description:
Identify an area of specialisation in the health setting which interests you. Using research,
identify a gap in education which has an impact on outcomes. Write a proposal for an
education tool to help close this gap.
Criterion 1:
Identifies an area of specialty within the health setting 50 words 6%
Depressive disorder is characterized as a health issue with severe sadness and reduced
pleasure in activities. Depressive disorder generally occurs at the age group of 20, 30.
Within the primary care setting, 30 percent of the patients have reported to behaving
depressive symptoms. However, less than 10 percent have major depression (Ripke et al.
2013).
Criterion 2:
Relevant research of a high level is used to identify an educational gap within this
specialty area 300-400 words 15%
Major depression is considered to be a major mental disorder. The prevalence of
depression varies across countries and the variation is considerable. The people that
suffer from depression also have to cope with the public stigma and also with the
depressive disorder. it has been found that there are 5 different types of stigma and it
consists of discrimination, status loss, separation, stereotyping, labelling. While
discrimination and prejudice are the two most common stereotypes that are linked with
the depression. These stereotypes are attached because they represent individuals with
the type of depressive disorder which reduces the competency of a person to make
decision for themselves. Study carried out by Munizza et al. (2013), on the participants
and are asked about the causes of depression and the potential causes of depression. the
participants were presented with two different type of potential cause and it included the
biological and psychological causes. The biological causes included the genetic heredity,
physical illness and predisposition. While the psychological cause includes the
separation/divorce from spouse, traumatic event, and stress. Majority of the participant
have replied that according to them depression is a general consequence of traumatic
event and a stressful situation. While many respondents have said that depression is
linked with a specific life stressor. The stressors include the mourning for over a family
member or a friend, separation or divorce, and serious illness. Three questions were also
asked to the respondents regarding the awareness of depression, definition of
depression, and estimation of the number of people suffering from depression. The
results of the study showed that 98 percent of the respondents are aware of depression,
one third of the respondents were unable to detect depression in people suffering from
depression. While respondents have mentioned that depression is a commonplace illness
and a state of anxiety (excessive) (Munizza et al. 2013).
Coles, M.E., Ravid, A., Gibb, B., George-Denn, D., Bronstein, L.R. and McLeod, S., 2016.
Adolescent mental health literacy: Young people's knowledge of depression and social
anxiety disorder. Journal of Adolescent Health, 58(1), pp.57-62.
Evans-Lacko, S., Henderson, C. and Thornicroft, G., 2013. Public knowledge, attitudes and
behaviour regarding people with mental illness in England 2009-2012. The British Journal
of Psychiatry, 202(s55), pp.s51-s57.
Hadlaczky, G., Hökby, S., Mkrtchian, A., Carli, V. and Wasserman, D., 2014. Mental Health

First Aid is an effective public health intervention for improving knowledge, attitudes, and
behaviour: A meta-analysis. International Review of Psychiatry, 26(4), pp.467-475.
Henderson, C., Evans-Lacko, S. and Thornicroft, G., 2013. Mental illness stigma, help
seeking, and public health programs. American journal of public health, 103(5), pp.777-
780.
Melas, P.A., Tartani, E., Forsner, T., Edhborg, M. and Forsell, Y., 2013. Mental health
literacy about depression and schizophrenia among adolescents in Sweden. European
Psychiatry, 28(7), pp.404-411.
Munizza, C., Argentero, P., Coppo, A., Tibaldi, G., Di Giannantonio, M., Picci, R.L. and
Rucci, P., 2013. Public beliefs and attitudes towards depression in Italy: a national survey.
PloS one, 8(5), p.e63806.
Ripke, S., Wray, N.R., Lewis, C.M., Hamilton, S.P., Weissman, M.M., Breen, G., Byrne, E.M.,
Blackwood, D.H., Boomsma, D.I., Cichon, S. and Heath, A.C., 2013. A mega-analysis of
genome-wide association studies for major depressive disorder. Molecular psychiatry,
18(4), p.497.
Schomerus, G., Schwahn, C., Holzinger, A., Corrigan, P.W., Grabe, H.J., Carta, M.G. and
Angermeyer, M.C., 2012. Evolution of public attitudes about mental illness: a systematic
review and meta analysis.‐ Acta Psychiatrica Scandinavica, 125(6), pp.440-452.
Tanielian, T., Woldetsadik, M.A., Jaycox, L.H., Batka, C., Moen, S., Farmer, C. and Engel,
C.C., 2016. Barriers to engaging service members in mental health care within the US
military health system. Psychiatric Services, 67(7), pp.718-727.
Yokoya, S., Maeno, T., Sakamoto, N., Goto, R. and Maeno, T., 2018. A brief survey of
public knowledge and stigma towards depression. Journal of clinical medicine research,
10(3), p.202.
Criterion 3:
Analysis of impact of educational gap undertaken 200-300 words 25%
Educational gap within the depressive disorder is the lack of proper knowledge pertaining
to depression and it highly occurs in people that have mental illness. Depression is termed
to have caused the major disability worldwide. Thus, it is necessary that the people that
have depression must receive proper treatment in a timely and uninterrupted manner. In
order for people to return to normal life that are suffering from depression, such people
must have a proper access to knowledge and understanding along with proper support. it
has been highlighted by Yokoya et al. (2018), that inadequate understanding can actively
interrupt the patient’s condition and it is necessary for the patient to receive proper rest
during the acute phase of depression. If the patient does not receive proper care, then
the health conditions may deteriorate and increase the number of visit to the outpatient
clinics. Depression and its inadequate understanding includes the lack of stigma and
knowledge. Stigma consists of the self-stigma and public stigma. Self-stigma are the
internal experiences of a person affected with depression. While public stigma includes
the discriminatory behaviour towards the stigmatised person, stereotypical belief, and
prejudice. It is important to mention that the public stigma increases the rate of suicides
and at the same time reduces the intake of anti-depressant usage. Self-stigma inhibits a
person from seeking help from other person and it interferes with the treatment
procedure and it acts as a barrier with the proper integration into the society. Thus,
improve the mental health condition it is necessary to remove stigma, misunderstanding,
lack of knowledge and lower the several barriers (Evans-Lacko, Henderson and

Thornicroft 2013).
Criterion 4:
Target audience for education tool clearly identified 100 words 14%
The lack of knowledge is the most important educational gap clinical health setting of
depressive disorder. The lack of knowledge is not seen within the physicians and nurses.
That is why the educational will be exclusively targeted for the patient and their families.
The educational tool will be framed for the patients and their families so that they can
gain the fundamental knowledge that are necessary for the mental being and proper care
delivery administered by the family members or the primary caregivers. However, it has
been seen that in certain cases the knowledge of the nurses affects the care delivery. That
is why the target audience the nurses.
Criterion 5:
Provides clear details of proposed education tool 250 words 30%
Educational tool is a vital tool for imparting education and conducting the training
regarding a subject or topic. It is important to mention that the education tool selected
for this study is a short PowerPoint presentation. The rationale for selecting a PowerPoint
presentation is because presentations are the best of conveying ideas and knowledge to a
large number of people. The entire concept can be designed in a way so that it can be
include patients, family members (primary caregivers) and primary care nurses. The
PowerPoint presentation can be organized separately for these 3 categories of
individuals. In the first category, a group of patients that are suffering from depression
can be grouped together and presentation session can be organized regarding perception
of depression. The presentation will generally consist of the education materials
emphasising on the reasons of depression and how to reduce them without undergoing
into heavy medication. Secondly, patients will be motivated so that they do not skip the
medications. The second categories will consist of the family members of the patients.
The family members are the primary caregivers and due to these the proper procedure of
caring and supporting the patients will be imparted to the family members. Active
question answering session can also be organized so that the queries can be resolved
effectively. The third category will include the primary care nurses and their education
will mainly emphasise on the effective care delivery of the patients, respecting the
demands of the patients and their family members.
Template for use with CNA347 assessment 1