Australian health profession students are experiencing alarming rates of psychological distress.

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The Problem: Fragile Foundations in the Next Generation of Caregivers 

National data has shown that nursing students face disproportionately high levels of depression, anxiety, and stress compared to their peers. ^1,2 The contributing factors to this emotional burden are significant and multifactorial and is tied to multiple stressors: intensive coursework, emotionally demanding placements, financial hardship, lack of sleep, and early exposure to suffering and trauma in healthcare settings. ^3,4,5 This mental load often begins upon commencement, continuing into practice, leading to some students reconsidering their place in the profession altogether .⁵ 

Disruptions to learning environments, placement delays, and uncertainty about the healthcare system’s stability increased stress and anxiety across all year levels, especially among final-year students and those with pre-existing mental health conditions were amplified during the COVID-19 pandemic. ^6,7 One study found that nearly one in three nursing students experienced moderate to extremely severe symptoms of depression, whilst one in five experienced high levels of anxiety and stress during the pandemic’s peak. ⁸ Similarly, another study reported nearly 40% of students experienced moderate to severe depression, with 50% experiencing high stress levels during their clinical placements amid COVID-19 restrictions. ⁹ These findings show a clear, urgent trend, students are not coping, and many are at risk of disengaging from study or leaving the profession altogether. This convergence of stressors is not just a student welfare issue, it threatens the sustainability and resilience of Australia’s future health workforce. 

Tension: A Silent Crisis in Plain Sight 

Despite the scale of distress, help-seeking among students remains low. Cultural stigma, a reluctance to show vulnerability, internalised expectations of resilience and the belief that health professionals should be “tough” all contribute to this silence. ¹⁰ The prevailing culture among health students still promotes stoicism over vulnerability. A benchmark study found fewer than half of distressed students accessed support services, and more recent data suggests this hasn’t improved. ^11,12 Instead, many students internalise their suffering, fuelling burnout, disengagement, and in some cases, suicidal ideation. ⁶ The impact of these emotional injuries extends beyond individuals, they affect the broader health system.  

Despite an increase in mental health initiatives on offer in the tertiary education sector, there remains a gap in strategies specifically tailored to the needs of health professional students. There is an urgent need for prevention and early intervention to become embedded in the educational experience, not left to chance. Programs tend to be reactive, siloed, or optional. What’s needed is a proactive, skills-based model that can be embedded into core professional preparation, and this is where Mental Health First Aid comes in. 

The Solution: Mental Health First Aid for Health Professional Students 

Mental Health First Aid (MHFA) International is able to offer a proactive solution at this crucial juncture, the Mental Health First Aid for Health Professional Students program. This program was designed specifically for students in medicine, nursing, midwifery, and allied health and is supported by the Australia and New Zealand Medical Deans, Council of Deans of Nursing and Midwifery Australia and New Zealand and the Australian Council of Deans of Health Sciences. Some universities have begun integrating this training into curricula, and government funding has made it freely available to thousands of students across the country .¹³ Within the specific context of health professional student education, this program augments mental health literacy, aiming to enhance early recognition and respond to mental health concerns among peers, reducing stigma, and build confidence to take supportive action. ¹³  

Feature 

The course equips students with the skills to recognise early signs of common mental health problems or crises, offer initial help, and guide their peers to appropriate support. Delivered through flexible eLearning and supported by expert facilitation, some universities have aligned it with clinical placement timelines and professional standards. ¹⁴ 

Advantage 

Unlike general student wellbeing programs, MHFA for Health Professional Students is embedded within professional preparation and aligned with graduate competency standards.¹⁵ The training improves mental health literacy, reduces stigma, and builds confidence to act early. In a randomised trial, the authors of that study found that MHFA training significantly enhanced students’ confidence and likelihood of offering support to peers in distress. ¹⁷ In addition, MHFA has been shown to reduce feelings of helplessness, promote a culture of peer care, and complement existing wellbeing services.^17,18 

Benefit 

This program doesn’t just build capacity for peer support, it shapes culture. By embedding the training early, we normalise open conversations about mental health and foster emotionally intelligent clinicians. The program shifts mental health from a peripheral concern to a core component of professional identity. Students not only become more capable of managing their own wellbeing, but also more compassionate and observant in their clinical care. When implemented at scale, MHFA helps reduce dropout rates, improves help-seeking behaviour, and creates safer learning environments. ¹³ Additionally, it strengthens the protective scaffolding nursing students need to thrive, not just survive, in the Australian healthcare workforce. Early feedback is clear, students report feeling more prepared, more confident, and more capable of helping others and themselves. 

Conclusion: Turning the Tide 

It is obvious that nursing students are under strain, with current support and education systems not meeting their mental health needs. Mental health cannot be treated as an add-on to clinical education, it is integral to the professional identity and sustainability of the healthcare workforce. MHFA for Health Professional Students program offers a meaningful, evidence-based solution, proactively supporting students, reducing stigma, and fostering safe, compassionate future clinicians. 

By investing in the mental wellbeing of students before they reach crisis point, we not only strengthen individual resilience but build a culture of compassion and support across the profession. After all, no student should burn out before they begin. With the right training, we can strengthen the future of our healthcare workforce from the inside out, by building circles of safety and support. 

How to Access the MHFA for Health Professional Students Course 

Who is eligible? 

• You must be enrolled in an eligible nursing, midwifery, or allied health degree (e.g. physiotherapy, occupational therapy, speech pathology, social work, etc.) 
• Your course must be part of a Higher Education Provider (university or registered training organisation) that is participating in the national rollout. 
  

What is the course? 

• The MHFA for Health Professional Students is an evidence-based online training program that teaches you how to: 
• Recognise common mental health problems in peers 
• Provide initial support 
• Refer them to appropriate professional help 
• You will receive a certificate of completion aligned with professional capabilities. 
  

How long does it take? 

• Around 6-8 hours, completed at your own pace, fully online. 
  

How do I enrol? 

• Your university will provide you with a course enrolment link.  
• The course enrolment link will direct you to a ‘Register your Interest’ screen where you will be required to complete a short online form.  
• You will then receive an email confirming that your successful registration in the eLearning component of the course. The email will provide you with a link to access your eLearning and instructions on how to log in. 
  

Cost 

• The course is free to eligible students, funded through a national initiative by the Australian Government. 
  

Support 

• If you have issues accessing the course, contact your university’s Student Services, Wellbeing Office, or the MHFA team via hps@mhfa.com.au for support. 
  

References  

1. Reeve KL, Shumaker CJ, Yearwood EL, Crowell NA, Riley JB. Perceived stress and social support in undergraduate nursing students’ educational experiences. Nurse Education Today. 2013;33(4):419–24. 
2. Labrague LJ. Stress, stressors, and stress responses of student nurses. Health Science Journal. 2013;7(4):424–35. 
3. Pulido-Martos M, Augusto-Landa JM, Lopez-Zafra E. Sources of stress in nursing students: a systematic review. International Nursing Review. 2012;59(1):15–25. 
4. Wallace L, Selix N. Mental health and telehealth during COVID-19. Journal of Psychosociological Nursing and Mental Health Service. 2020;58(6):3–4. 
5. Orygen. Under the radar: the mental health of Australian university students. Melbourne: Orygen; 2017. 
6. Chi X, Liang K, Chen S-T, et al. Mental health among college students during COVID-19. Front Psychiatry. 2020;11:803. 
7. Akbar MM, Muthupandian S, Cao Y, et al. Mental health status of nursing students during the COVID-19 pandemic: a cross-sectional survey in Australia. Journal of Professional Nursing 2022;41:29–37. 
8. Usher K, Jackson D, Massey D, Wynaden D, Grant J, West C, et al. The mental health impact of COVID-19 on pre-registration nursing students in Australia: findings from a national cross-sectional study. Journal of Advanced Nursing. 2023;79(2):581–92. 
9. Wynter K, Redley B, Holton S, Manias E, McDonall J, McTier L, et al. Depression, anxiety and stress among Australian nursing and midwifery undergraduate students during COVID-19. International Journal of Nursing Education Scholarship. 2021;18(1). 
10. Gibbons C, Dempster M, Moutray M. Stress and eustress in nursing students. Journal of Advanced Nursing. 2008;61(3):282–90. 
11. Stallman HM. Psychological distress in university students: comparison with general population. Australian Journal of Psychology. 2010;45(4):249–57. 
12. Shaban RZ, Williamson M, Reintjes R, et al. Health literacy among Australian nursing students. Nurse Education Today. 2022;108:105210. 
13. Mental Health First Aid Australia. MHFA for Health Professional Students: National Implementation Report. Melbourne: MHFA; 2023. 
14. Bond KS, Cottrill FA, Berryman C, et al. MHFA training for Australian medical and nursing students: evaluation study. BMC Psychol. 2015;3(1):11. 
15. Australian Health Practitioner Regulation Agency. Registered Nurse Accreditation Standards 2021. Canberra: AHPRA; 2021. 
16. Burns S, Crawford G, Hallett J, et al. MHFA training with nursing students: a randomised controlled trial. BMC Psychiatry. 2017;17(1):111. 
17. Kitchener BA, Jorm AF. MHFA training: review of evaluation studies. Australian and New Zealand Journal of Psychiatry. 2006;40(1):6–8. 
18. Witry MJ, Karamese H, Pudlo AM. Pharmacy MHFA: participant confidence and behaviours. PLoS ONE. 2020;15(5):e0232627.