Depression: [Mental] Health Literacy, Stigma, and Perceived Barriers to Help-Seeking During Transitions Among Undergraduate Nursing Students

<b>Background/Objectives</b>: Mental health literacy (MHL) plays a crucial role in transitional processes, influencing, for example, students' adaptation to higher education and, later, their transition into the workforce. This study assesses MHL about depression among first- and fourth-year nursing students and identifies which MHL components and related variables are associated with a higher likelihood of being in either academic year. <b>Methods</b>: A cross-sectional descriptive correlational study was conducted with 478 nursing students (59.4% first-year students; 40.6% fourth-year students), predominantly female (82.2%), with a mean age of 20.41 years (SD = 4.71) and a median age of 19.0 years. <b>Results</b>: The results revealed a low level of recognition of depression and knowledge of mental health first aid (MHFA) strategies, including health literacy. Students tended not to hold beliefs based on myths and stereotypes about mental illness and individuals with mental illness and did not have highly stigmatizing views. MHL varied by year of study, with fourth-year students having more adequate MHL levels. <b>Conclusions</b>: These findings highlight the need to integrate MHL as a key element of academic success. Health education initiatives that promote mental health, prevention, and MHFA training may serve as effective strategies to enhance MHL among nursing students.