Health Education For Students Research Articles

Special education teachers' involvement and perceived barriers to delivering oral health education for students with disabilities-A cross-sectional study.

Dental caries is prevalent among children, including those with disabilities. Although the World Health Organization recommends school-based oral health promotion (OHP) programmes involving teachers, limited research has explored teachers' roles and perspectives. To assess special education teachers' involvement and difficulties regarding oral health education (OHE), attitudes towards OHP and barriers to oral healthcare access for students with disabilities (SWDs). This descriptive cross-sectional study, conducted in Al-Ahsa, Saudi Arabia, involved 264 special education teachers using a validated, self-administered questionnaire, and descriptive and analytical statistics were used for data analysis. Only 39% of teachers incorporated OHE into their teaching, and just 20.8% received training for OHE delivery. Teachers showed strong support for integrating OHE into the curriculum (84.1%) and a no-sugar policy (78%). There was, however, less support for school-based toothbrushing (39%). OHE barriers included insufficient resources (56.1%), limited knowledge (29.2%) and misconceptions about primary teeth removal (47.4%). The three most common barriers to oral healthcare access were extended waiting lists (75.0%), long waiting times (73.1%) and fear of dental equipment (67.4%). This study highlights the need for collaboration between healthcare professionals, educators and parents to enhance OHE and reinforce OHP for SWDs within special education and beyond.

Evaluation of female university students’ knowledge, attitudes, and practices toward human papillomavirus infection and vaccination. Multicenter cross-sectional study

IntroductionHaving good knowledge and a favorable attitude toward human papillomavirus (HPV) and HPV vaccinations is the cornerstone for increasing the use of HPV vaccinations and preventing cervical cancer. The objective of this study was to evaluate the level of knowledge, attitudes, and practices regarding HPV and HPV vaccinations, as well as to identify associated factors among female undergraduate health science students at both the University of Gondar (UoG) and Bahir Dar University (BDU), Amhara, Ethiopia.MethodsInstitutional-based multicenter descriptive cross-sectional study was conducted from June 1, 2023, to July 30, 2023. A multistage sampling technique was used to select 633 female undergraduate health science students, and data were collected using a structured, self-administered questionnaire. The data were coded, entered in Epi-data, and exported to SPSS for analysis. Variables with a P-value < 0.25 in the bivariate analysis were inserted in a multivariate logistic regression model, and those with a P-value of < 0.05 in the multivariate binary logistic regression were considered statistically significant factors for knowledge, attitude, and practice regarding HPV and vaccine against it.ResultsThe study included 600 participants with a mean age of 20.8 ± 0.75 years. Using Bloom’s cutoff points for the KAP study, among the participants, 436 (72.7%) had good knowledge about HPV, whereas 315 (52.5%) had good knowledge about HPV vaccinations. More than half of the participants, 359 (59.8%) heard about HPV vaccinations in Ethiopia. More than half of the participants, 342 (57%) had favorable attitudes toward HPV vaccinations. Only 261 (43.5%) participants believed the HPV vaccine was safe and effective. All participants had never been tested for HPV, and 471 (78.5%) refused to have their samples for regular HPV testing. The factors like ages between 21 and 23 years (AOR, 2.12, 95% CI: 1.22–3.09) and favorable attitudes toward HPV vaccinations (AOR: 1.88; 95%, CI: 1.15–3.41) were associated with the participant’s knowledge about HPV vaccinations. Having good knowledge about the virus (AOR: 1.92; 95%, CI: 1.11–5.88) and its vaccine (AOR:1.60; 95%CI: 1.07–2.47) were factors associated with the attitude of the participants about HPV vaccinations. Additionally, HPV vaccination practice was significantly associated with the attitude of the participants toward HPV vaccinations (AOR: 1.85; 95%CI: 1.15–3.45), knowledge about HPV (AOR: 1.18; 95%CI: 0.55–5.50), and HPV vaccinations (AOR: 1.85; 95%CI: 1.08–2.44).ConclusionThis study revealed that half of the students had good knowledge and a favorable attitude toward HPV vaccinations, but there was poor HPV vaccination practice. There is still a need for continued health education, training, and counseling services for students to strengthen HPV vaccination practices, improve students’ attitudes and knowledge about the benefits of vaccination, and improve counseling abilities against HPV-induced cancer.

The Relationship Between Self-control and Psychological Stress among College Students

The intensification of competition for further education and employment brought about by the development of the times has led to a sharp increase in psychological pressure on contemporary college students. The mental health of college students has become a social issue of common concern for parents and various groups in society. This article focuses on the relationship between self-control and psychological stress among college students. Through analysis of existing literature and research, it is found that college students with high levels of self-control are able to demonstrate stronger adaptability and lower psychological distress when facing academic, interpersonal, and economic pressures. This is mainly because individuals with higher self-control abilities have more disposable self-control resources compared to those with lower self-control abilities, so the resources allocated to psychological stress are more sufficient and can better control psychological stress. This study has important reference significance for alleviating psychological stress among college students and promoting the strengthening and improvement of student mental health education by the government and various social groups. In the future, further refinement can be made in the operationalization of the aforementioned variables to facilitate in-depth research on this topic.

Research on the Dilemma and Path of Mental Health Education for College Students from the Perspective of Home-School Cooperation

With the development of society and the advancement of education, the state has increasingly emphasized the importance of mental health education for college students. Mental health education for college students serves as an effective vehicle for psychological education in universities, with family and school education being the two critical fronts. To ensure the smooth implementation of mental health education for college students, it is imperative for schools and families to collaborate and cooperate closely, thus effectively promoting the healthy growth and comprehensive development of students. Given the current challenges such as inadequate awareness of home-school cooperative education, lack of mechanisms for home-school cooperation, and a singular platform for home-school cooperation, we need to comprehensively improve the overall quality of mental health education by unifying the ideology of home-school cooperative education, establishing a sound mechanism for home-school cooperation, innovating the platform for home-school cooperation, and enriching the content of home-school cooperation.

Digital Health Education and Training for Undergraduate and Graduate Nursing Students: Scoping Review.

As technology will continue to play a pivotal role in modern-day health care and given the potential impact on the nursing profession, it is vitally important to examine the types and features of digital health education in nursing so that graduates are better equipped with the necessary knowledge and skills needed to provide safe and quality nursing care and to keep abreast of the rapidly evolving technological revolution. In this scoping review, we aimed to examine and report on available evidence about digital health education and training interventions for nursing students at the undergraduate and graduate levels. This scoping review was conducted using the Joanna Briggs Institute methodological framework and the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). A comprehensive search strategy was developed and applied to identified bibliographic databases including MEDLINE (Ovid; 1946 to present), Embase (Ovid; 1974 to present), CINAHL (EBSCOhost; 1936 to present), ERIC (EBSCOhost; 1966 to present), Education Research Complete (EBSCOhost; inception to present), and Scopus (1976 to present). The initial search was conducted on March 3, 2022, and updated searches were completed on January 11, 2023, and October 31, 2023. For gray literature sources, the websites of select professional organizations were searched to identify relevant digital health educational programs or courses available to support the health workforce development. Two reviewers screened and undertook the data extraction process. The review included studies focused on the digital health education of students at the undergraduate or graduate levels or both in a nursing program. Studies that discussed instructional strategies, delivery processes, pedagogical theory and frameworks, and evaluation strategies for digital health education; applied quantitative, qualitative, and mixed methods; and were descriptive or discussion papers, with the exception of review studies, were included. Opinion pieces, editorials, and conference proceedings were excluded. A total of 100 records were included in this review. Of these, 94 records were identified from database searches, and 6 sources were identified from the gray literature. Despite improvements, there are significant gaps and limitations in the scope of digital health education at the undergraduate and graduate levels, consequently posing challenges for nursing students to develop competencies needed in modern-day nursing practice. There is an urgent need to expand the understanding of digital health in the context of nursing education and practice and to better articulate its scope in nursing curricula and enforce its application across professional nursing practice roles at all levels and career trajectories. Further research is also needed to examine the impact of digital health education on improving patient outcomes, the quality of nursing care, and professional nursing role advancement. RR2-10.11124/JBIES-22-00266.

Expressed preferences for public health education of students during COVID-19 vaccination intervention: a cross-sectional comparative study

BackgroundPublic health education is a powerful tool for improving communicable disease awareness and prevention protocols. Despite the fact that health education is crucial for the advancement of COVID-19 awareness and vaccination decisions, how a teacher approaches students to learn about health education during COVID-19 vaccination is a challenging issue. This study aimed to assess the preferences for public health education during COVID-19 vaccination intervention and compare the predictors of preferences between science and non-science university students in Bangladesh.MethodsA multi-item questionnaire was developed and an online link was conveniently sent to the encounters between 31st May, 2023 and 15th August, 2023. Binary logistic regression analysis was applied to rationalize the research objective.ResultsThe pooled preference for public health education was 71.3% (95% Confidence Interval [CI] 67.7–74.3) vs. 81.5% (95% CI 79.3–84.7) between science and non-science students. Out of twelve predictors “vaccine agreement”, “bio-safety behavior", and “disease awareness” were significantly associated (p < 0.01, p < 0.05) with the preference for public health education in both groups. Varied effects were also observed for some predictors: vaccine “safety” and “side effects” were significant (p < 0.05, p < 0.01) in science and non-science students, respectively. To address the conflict in decisions, non-science students significantly preferred “prevention alliance” whereas science students preferred “environmental health” issues (p < 0.05).ConclusionPublic health education was more preferred by non-science university students than by science students in making COVID-19 vaccine decisions . The focus of transformative public health education should be interdisciplinary, including information on communicable diseases, public health measures, and prevention alliances, as well as information about vaccines' side effects and safety.

Health Education and Needs Promotion Awareness for Secondary School Students in Uganda

Health Education and Needs Promotion Awareness for Secondary School Students in Uganda

ENHANCING PSYCHOLOGICAL FLEXIBILITY AND MENTAL HEALTH OF CHINESE UNIVERSITY STUDENTS THROUGH CURRICULUM-BASED INTERVENTIONS

This study aims to explore integrating new teaching methods and interventions from acceptance-commitment therapy designed to improve the psychological flexibility of Chinese university students through a required university student mental health education course. Psychological flexibility is a protective factor for mental health. The low level of psychological flexibility is one of the reasons for the high incidence of depression, anxiety and other psychological problems at university. This longitudinal study used a pre and post-test design to test some freshmen in a particular grade at Huangshan University using the AAQ-II, CFQ-F and SCL-90. Then, a new teaching method was implemented in the courses. Systematic sampling was conducted at the end, with a sample of 287 subjects selected (M = 19 years, SD = 0.73 years; 46.6% male,53.3% female) and was followed up to analyse the psychological test data before the course teaching and after one year. The results showed that after controlling for gender, there was a significant difference between the pre-test and the post-test, with a substantial increase in the level of psychological flexibility (P&lt;0.001), and essential psychological symptoms were significantly reduced (p&lt;0.001). It is concluded that the new curriculum and teaching methods can dramatically improve psychological flexibility and mental health. Based on the core concept of improving psychological flexibility, reforms should be carried out in the required curriculum of Chinese university students' mental health education, incorporating new teaching methods and interventions to help students solve their psychological distress, alleviate psychological symptoms, and promote mental health.

Research on Mental Health Education of Students in Higher Vocational Colleges Based on Positive Psychology Perspective

Research on Mental Health Education of Students in Higher Vocational Colleges Based on Positive Psychology Perspective

Exploration of Social Work Intervention Models in College Students' Youth Health Education—Taking University X as an Example

Based on the youth health program of colleges and universities, we carry out youth health education for X-school students based on the group work method of social work. It explores the practical path of youth health education in colleges and universities and develops a "trinity" youth health education model for colleges and universities, which promotes the organic integration of professional social work education, student peer education, community practice education, and youth health education, and finally provides suggestions for future youth health education in colleges and universities.

School psychologists' perceptions, roles, and training regarding sexual health education for students with intellectual and developmental disabilities

AbstractDespite research indicating evidence‐based sexual health education results improved student outcomes, students with intellectual and developmental disabilities (I/DD) do not typically receive sexual health education. While school psychologists possess skills that could contribute to sexual health education for students with I/DD, there is no existing research on this topic. To address this, we conducted a survey of school psychologists in a state in the Southeastern United States regarding their attitudes, perceptions of social norm and self‐efficacy, and training and familiarity in regard to sexual health education for students with I/DD. The survey's focus and design were guided by the Reasoned Action Approach. Data collection and analyzes addressed (a) the underlying structure and internal consistency of our survey's scales; (b) school psychologists' level of training, knowledge, and beliefs about implementing sexual health education programs with students with I/DD; and (c) the relationship between school psychologists' previous training, knowledge, and beliefs and their implementation of and advocacy for sexual health education for students with I/DD. Descriptive statistics, principal component analyzes, and multiple regression were used to summarize the data and address the research questions. Data from the multiple regression analysis indicated that a significant amount of the variance in participants' implementation/advocacy scores was explained by attitude, social norms, behavioral control/self‐efficacy, and training/familiarity. Our findings suggest that school psychologists' engagement in implementation of and advocacy for sexual health education for students with I/DD can be influenced by level of training and knowledge and perceived capability and behavioral control.

Online Teaching and COVID-19 era: Positive Experience Regarding Health-Education and Psychological Competencies of Education Students in the Context of Global Burden

The aim of this study was to estimate the level of knowledge, health-education and psychological competencies of education students regarding COVID-19 circumstances and to determine whether they can be improved if the teaching and facilitated discussions were delivered in a virtual way, employing online learning platform Microsoft Teams. The sample was composed of 43 participants, who were thought crucial topics essential for improving their knowledge and competences related to the most common infectious diseases (chain of infection, the concepts of epidemics/pandemics, prevention) and mental health (resilience, readiness to face various challenges). Wilcoxon‘s rank test revealed a statistically significant difference in all three subsets – knowledge segment, health-education competencies and psychological competencies. The magnitude of the impact was 0.6, 0.57 and 0.45 respectively, which is considered to be of great influence. The results demonstrated that online teaching during the pandemic was successful in the context of the acquired knowledge and competences.

Self-reported oral health attitudes and behavior of dentistry students

Objectives: Dentistry students in the Philippines undergo 6 years of undergraduate dental education as their foundation to acquire the skills necessary to prevent, diagnose, and treat oral diseases, and educate their future patients. One of the learning outcomes of the entire course is to make them effective role models in the maintenance and improvement of their patient’s oral health. Throughout their undergraduate years, oral health attitudes and behaviors are formed and may be modified. This study aimed to compare 4th-year preclinical and 5th-year clinical dentistry students in terms of their oral health attitudes and behavior. Materials and Methods: The research employed a descriptive cross-sectional research design. Purposive sampling was done using the Hiroshima University-dental behavioral Inventory (HU-DBI) questionnaire. The questionnaire contains 20 questions, which focus on oral health attitudes and behavior, with a dichotomous response format of “Agree” or “Disagree,” giving one point in favor of good oral health attitudes and behavior for a maximum score of 12. Data was collected via an online survey using Google Forms shared in the appropriate year levels’ official social groups. Higher mean scores indicate good oral health attitudes and behavior. The HU-DBI scores of the two groups were compared using the Mann–Whitney U-test. Results: A total of 225 dentistry students in a Philippine private dental college answered the survey, with 119 responses from the 4th year (41% response rate) and 106 responses from the 5th year (77% response rate). The overall mean score of answers favoring good oral hygiene was marginally higher in 4th-year preclinical students (M = 7.17, Standard deviation [SD] = 1.37) than in 5th-year clinical students (M = 7.15, SD = 1.24) but showed no statistical significance in their difference, z = −0.412, P = 0.681. Conclusion: There is no significant difference in the oral health attitudes and behavior between the 4th-year preclinical students and 5th-year clinical dental students. Future researchers can look into increasing the sample size and having respondents from other dental universities to provide a wider picture at a national level. Reinforcing oral health education for clinical students may be beneficial.

Understanding Clinical Learning Quality Aspects in Mental Health Nursing Practice Course among Students: A Comprehensive Examination.

There is a growing demand for comprehensive evaluations of the clinical learning quality of nursing education and the necessity to establish robust predictors and mediators for enhancing its outcomes within the context of mental health practice. This study is threefold: 1. Evaluating nursing students' clinical learning quality before and after mental health nursing practice; 2. Establish if the grade of a theoretical course in mental health nursing and the student's perception of their theoretical knowledge level predicts the grade of mental health nursing practice; 3. Explore how model learning opportunities, self-directed learning, safety, and nursing care quality mediate learning environment quality and tutorial strategies quality following mental health nursing practice. Using a before and after the study, 107 undergraduate nursing students at an Israeli university completed a questionnaire and the Clinical Learning Quality Evaluation Index tool to assess their perceptions of clinical learning quality before and after mental health nursing practice. The results showed a decline in students' perceptions of tutorial strategy quality following mental health practical learning in clinical settings, with the theoretical course grade predicting the practical experience grade and underscoring the mediating role of learning opportunities between the learning environment and tutorial strategies. The study's findings emphasize the importance of an adaptive learning environment and a solid theoretical foundation in fostering effective tutorial strategies and enhancing the overall learning outcomes for nursing students in mental health education.

Digital Health Education for the Future: The SaNuRN (Santé Numérique Rouen-Nice) Consortium's Journey.

SaNuRN is a five-year project by the University of Rouen Normandy (URN) and the Côte d’Azur University (CAU) consortium to optimize digital health education for medical and paramedical students, professionals, and administrators. The project includes a skills framework, training modules, and teaching resources. In 2027, SaNuRN is expected to train a significant portion of the 400,000 health and paramedical professions students at the French national level. Our purpose is to give a synopsis of the SaNuRN initiative, emphasizing its novel educational methods and how they will enhance the delivery of digital health education. Our goals include showcasing SaNuRN as a comprehensive program consisting of a proficiency framework, instructional modules, and educational materials and explaining how SaNuRN is implemented in the participating academic institutions. SaNuRN is a project aimed at educating and training health-related and paramedics students in digital health. The project results from a cooperative effort between URN and CAU, covering four French departments. The project is based on the French National Referential on Digital Health (FNRDH), which defines the skills and competencies to be acquired and validated by every student in the health, paramedical, and social professions curricula. The SaNuRN team is currently adapting the existing URN and CAU syllabi to FNRDH and developing short-duration video capsules of 20 to 30 minutes to teach all the relevant material. The project aims to ensure that the largest student population earns the necessary skills, and it has developed a two-tier system involving facilitators who will enable the efficient expansion of the project’s educational outreach and support the students in learning the needed material efficiently. With a focus on real-world scenarios and innovative teaching activities integrating telemedicine devices and virtual professionals, SaNuRN is committed to enabling continuous learning for healthcare professionals in clinical practice. The SaNuRN team introduced new ways of evaluating healthcare professionals by shifting from a knowledge-based to a competencies-based evaluation, aligning with the Miller teaching pyramid and using the Objective Structured Clinical Examination and Script Concordance Test in digital health education. Drawing on the expertise of URN, CAU, and their public health and digital research laboratories and partners, the SaNuRN project represents a platform for continuous innovation, including telemedicine training and living labs with virtual and interactive professional activities. The SaNuRN project provides a comprehensive, personalized 30-hour training package for health and paramedical students, addressing all 70 FNRDH competencies. The program is enhanced using AI and NLP to create virtual patients and professionals for digital healthcare simulation. SaNuRN teaching materials are open-access. The project collaborates with academic institutions worldwide to develop educational material in digital health in English and multilingual formats. SaNuRN offers a practical and persuasive training approach to meet the current digital health education requirements.

Systems approach in planetary health education for medical students: a mixed methods study

BackgroundIntroducing students to the "planetary health lenses" perspective is crucial. Comprehensive strategies for teaching this perspective are lacking, especially in the domains of "interconnection within nature (IWN)" and "systems thinking/complexity." There is also a scarcity of studies assessing medical students' opinions on planetary health and evaluating teaching strategies.ObjectiveTo understand Brazilian medical students' perceptions and knowledge of planetary health (PH) and evaluate the application of the educational material "Patient and Clinic through the Lens of Planetary Health," which addresses "IWN" and "complexity" through the sociological lens of Actor-Network Theory, in an integrative course at a medical school in Brazil.MethodsA mixed-methods, quasi-experimental design involving two medical student classes during 2022/2023. Participants completed a questionnaire on sociodemographic data; pre- and post-intervention closed-ended questions about perceptions related to PH, and an open-ended questionnaire on experience and learning. Each student group presented a portfolio under the planetary health lenses regarding a real patient, developing a network diagram that described the social network involving both human and non-human actors with which this person is interconnected. The cohorts participated in "IWN" activities: a contemplative trail or reflection on belonging to the planet.ResultsNinety-six students and 9 professors participated. The majority of students (66.7%) reported significant or extremely significant learning from the sessions. There was an increase in perception of the need for physicians to incorporate PH into their clinical practice (p = 0.002; r = 0.46) and an intensification of the sense of interconnection with the environment (p = 0.003; r = 0.46). There was a gain in knowledge about how many diseases were related to PH (p < 0.02 for all 13 listed diseases). The majority (83%) found the sessions relevant or highly relevant and commented on their impact, both professionally and personally.ConclusionsTeaching PH in a medical school allowed students to learn from the patient's perspective, considering psychosocial and environmental determinants, about the intrinsic interdependence between population's health and PH. This strategy made a significant contribution by proposing pioneering didactics and offering valuable insights into the challenges and nuances of teaching PH.

Study on Early Detection and Prevention Mechanism of Psychological Problems in College Students

Since entering the new period, colleges and universities have increasingly prioritized students’ mental health to ensure their healthy growth. In the current era, the rapid dissemination of information and the pervasiveness of various values in both online platforms and students’ daily lives pose numerous challenges. In this environment, students are confronted with many obstacles that may trigger anxiety and depression in some individuals. Recognizing this phenomenon, higher education institutions and educators must focus on mental health education for students, implementing corresponding preventive measures and guiding them to effectively manage negative emotions while establishing correct values. This paper examines early detection methods and preventive mechanisms for college student’s mental health issues, presenting relevant perspectives on the matter.

The Impact of Health Education with Demonstration Methods and Video Animation on Santriwati Constitution in Yogyakarta IT Building School

Background: Breast cancer ranks first in Indonesia with the highest incidence of cancer and is the leading cause of cancer deaths. One of the causes of breast cancer has increased due to the lack of education about SADARI (Breast Self Examination) during adolescence for early detection of breast cancer, so that the knowledge that adolescents have about health is very minimal and can cause a lack of concern or insensitivity to a symptom of a disease that arises abnormally in the body, so health promotion is needed in an effort to increase knowledge related to SADARI. Health promotion in adolescent girls will be more interesting if it is carried out with various methods such as demonstrations and showing videos. Objective: Knowing the difference in knowledge improvement between demonstration methods and animated videos in SADARI health education for female students. Methods: This type of research is a quantitative study with Quasi Experiment, Non-Equivalent with Control Group Design which was conducted from February to March 2023. The population female students of class X, XI, XII Natural Science and Social Science at SMA IT Bina Umat Yogyakarta. The technique of taking samples with proportionate stratified random sampling. Results: Wilcoxon test in the experimental group obtained p value = 0.000 and in the control, group obtained p value = 0.000. Mann Whitney test in the experimental and control groups after the intervention obtained p value=0.025. Conclusion: There is a difference between the demonstration method and the animated video to the increased santriwati knowledge of SADARI with a value of p=0.025 (p&lt;0.05). The demonstration method makes the teaching clearer and more concrete and focuses the attention of the student as well as better directs the student's learning process to the materials being studied.

Development, Delivery, and Evaluation of Mental and Emotional Well-Being of College Health Education for Physical Education Students

The study examines the mental and emotional well-being of physical education students at Guangdong Vocational College of Posts and Telecommunications. The research uses a descriptive-comparative design and three questionnaires. The majority of students are 17 years old or more, with a higher percentage of females. The study found no significant difference in student respondents' assessments of how their teachers deliver the comprehensive college health education program in terms of mental and emotional well-being. However, there was a significant difference in assessment when considering the course, with students pursuing education having a higher mean score and liberal arts students having a lower mean score. Teacher respondents, all full-pledge master's degree holders, had a high mean of 3.60 in terms of mental well-being, indicating that students have learned essential skills through self-reflection and emotional expression. Both male and female teachers have the same evaluation of their students' mental and emotional well-being in relation to the comprehensive college health education program.

Exploration on Ideological and Political Teaching Path of Mental Health Education Course for Students in Private Colleges

This paper aims to explore the path of integrating ideological and political education into mental health education courses for students in private colleges, aiming to improve students' mental health and moral qualities. Firstly, by elaborating on the concept and importance of mental health education, the significance of mental health for the comprehensive development of individuals is revealed. Subsequently, through investigating and analyzing the mental health status of students in private colleges, some common mental health issues are identified, providing a basis for designing targeted educational courses. Secondly, addressing the characteristics and needs of students in private colleges, a comprehensive mental health education curriculum is designed, specifying the objectives, framework, content, and teaching methods to promote the comprehensive enhancement of students' mental health. In the exploration of the integration path of ideological and political education with mental health education, the inherent connection between ideological and political education and mental health education is discussed, and specific paths and strategies for integrating ideological and political education with mental health education are proposed. Finally, through the verification of practical cases, the effectiveness of curriculum design and implementation integrating ideological and political education is demonstrated, and prospects for future research directions are outlined, aiming to provide new ideas and effective measures for mental health education for students in private colleges.