***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: OBJECTIVES The authors used nationwide survey data to characterize current public conceptions related to recognition of mental illness and perceived causes , dangerousness , and desired social distance . METHODS Data were derived from a vignette experiment included in the 1996 General Social Survey .  Respondents ( n = 1444 ) were r and omly assigned to 1 of 5 vignette conditions . Four vignettes described psychiatric disorders meeting diagnostic criteria , and the fifth depicted a " troubled person " with sub clinical problems and worries . RESULTS Results indicate that the majority of the public identifies schizophrenia ( 88 % ) and major depression ( 69 % ) as mental illnesses and that most report multicausal explanations combining stressful circumstances with biologic and genetic factors . Results also show , however , that smaller proportions associate alcohol ( 49 % ) or drug ( 44 % ) abuse with mental illness and that symptoms of mental illness remain strongly connected with public fears about potential violence and with a desire for limited social interaction . CONCLUSIONS While there is reason for optimism in the public 's recognition of mental illness and causal attributions , a strong stereotype of dangerousness and desire for social distance persist . These latter conceptions are likely to negatively affect people with mental illness This study explores the effect of classroom theory and contact with mentally ill patients  on the attitudes of student nurses . The independent variables were ( a ) pre-class stage , ( b ) post-class stage , and ( c )  post- clinical placement stage .  A total of 72 students took part in the study . While there were two significant changes in responses to specific attitudes at the post-class stage , there were three significant changes in responses to specific attitudes at the post- clinical stage on patients ' characteristics . However , when responses to all attitudes pertaining towards patients ' characteristics were grouped , there was no overall significant change at the post- clinical experience stage . Also , for attitudes towards patients ' treatment , there were significant changes in responses to two specific attitudes at the post-class stage and to three specific attitudes at the post- clinical experience stage . Furthermore , the highly significant positive change in attitudes towards patients ' treatment in the post-class stage remained highly significant at the post- clinical experience stage . This confirms that classroom theory , prior to clinical experience , can effect students '  attitudes towards patients treatment . In addition , students ' evaluative comments , while being critical of some aspects of their clinical placements , did not necessarily affect their attitudes towards the characteristics or treatment of the mentally ill OBJECTIVE This study evaluated a consumer delivered anti-stigma presentation , In Our Own Voice ( IOOV ) , with Masters of Social Work ( MSW ) students , replicating a previous study with undergraduates . METHODS Thirty MSW students completed pre and post surveys to measure changes in attitude , knowledge and social distance after the presentation . RESULTS Paired sample s t-tests showed increases in attitude ( p < .001 ) , knowledge ( p < .05 ) , and social distance ( p < .001 ) . Compared with previous research on undergraduate students , MSW students scored higher on all three pre-test measures ( all p < .001 ) . CONCLUSIONS The results further support the effectiveness of IOOV and indicate that graduate level helping professionals can benefit from anti-stigma programs . Future research should go beyond self-report knowledge and attitude evaluation , test the efficacy of the components of the IOOV program ( video , contact with presenters ) , and test the lasting effects of the program The profession of nursing is seeking to establish its unique professional identity by developing discipline-focused research and clinical practice supported by university education . However , according to refereed literature , educating undergraduate nurses in alcohol-related problems is lacking . The literature reveals that nurses in general lack the necessary knowledge , attitudes , and skills to work with problem drinkers . Alcohol early intervention is advocated as a strategy compatible with contemporary nursing practice . This paper reports a study that commenced with the development of a problem-based , five-week Alcohol Early Intervention Education Package ( AEIEP ) . This package became an intervention around which the knowledge and attitudes of a sample of 212 students of nursing were evaluated . A comprehensive instrument was developed to measure the respondent 's knowledge and attitude regarding alcohol-related problems in general and specifically in early intervention . The effects of the education intervention on the different strata of students , were examined in a quasi-experimental , pre-post test design . The findings demonstrated it had a significant effect on the knowledge and attitudes of students enrolled in an integrated bachelor of nursing curriculum Negative attitudes toward people experiencing mental illness and mental health nursing as a career option have been recognized as a major barrier to sustaining an adequate psychiatric nursing workforce . This article presents the findings from a prospect i ve observational study that explored the relationship between undergraduate nursing students ' ( n = 688 ) attitudes relevant to the mental health field , preparedness , and career preferences after they had completed a mental health placement . A comparison was also made between the self-reported attitudes , beliefs , and preferences of two groups of students , one with and one without relevant clinical experience . Finally , the psychometric properties of the clinical evaluation component of the survey were explored because the structure and composition of this component have not been assessed or reported previously . The findings have direct implication s for psychiatric-mental health education . They show a strong association between educational preparation , placement experiences , and students ' attitudes toward psychiatric nursing and consumers of mental health services . Findings also indicated that students with clinical experience felt significantly more prepared for employment in the mental health field and significantly less anxiety surrounding mental illness than did students without clinical experience The effects of three strategies for changing stigmatizing attitudes -- education ( which replaces myths about mental illness with accurate conceptions ) , contact ( which challenges public attitudes about mental illness through direct interactions with persons who have these disorders ) , and protest ( which seeks to suppress stigmatizing attitudes about mental illness)--were examined on attributions about schizophrenia and other severe mental illnesses . One hundred and fifty-two students at a community college were r and omly assigned to one of the three strategies or a control condition . They completed a question naire about attributions toward six groups -- depression , psychosis , cocaine addiction , mental retardation , cancer , and AIDS -- prior to and after completing the assigned condition . As expected , results showed that education had no effect on attributions about physical disabilities but led to improved attributions in all four psychiatric groups . Contact produced positive changes that exceeded education effects in attributions about targeted psychiatric disabilities : depression and psychosis . Protest yielded no significant changes in attributions about any group . This study also examined the effects of these strategies on processing information about mental illness 
    Output:
    
MAIN RESULTS Both mental health-related theoretical education and clinical placement in mental health setting s are effective in changing the attitudes of health care students towards mental illness .
CONCLUSIONS Theoretical education in the form of videos , lectures , presentations delivered by people with mental illness and coursework are effective stigma reduction interventions .
Clinical placement is more effective when combined with theoretical education .
However , the effect of educational interventions may be transient .