<br /><br /> MODELOS DE ACOMPANHAMENTO DO ENSINO CLÍNICO EM SAÚDE MENTAL E PSIQUIATRIA<br /> MODELS FOR CLINICAL EDUCATION ACCOMPANYING IN MENTAL HEALTH AND PSYCHIATRY

Abstract

Objective: To analyze the available scientific literature on the follow-up models in Clinical Teaching in Mental Health, carrying out a systematic review of the literature with re- search in the electronic databases PubMed, B-On, EBSCO platform and Scielo, as well as the Open Access scientific repositories of Portugal. Methodology: The present work consists of a systematic literature review (RSL). Keyword databases were searched first, the results were filtered according to exclusion and inclusion criteria and only selected the most appropriate references to answer the research question that were subsequently submitted to an evaluation by CASPe. The final sample includes 11 articles. Results: In the last decades, the training of nursing students has been the subject of several changes and transformations, once it is agreed that the training takes place in moments of theoretical training and moments of practical training in clinical teaching. Clinical teaching is a privileged space for the learning of nursing students. This is where they have the possibility to develop and mobilize skills and build knowledge The orientation of nursing students in clinical education has been the subject of numerous investigations in recent years; the area of Mental Health and Psychiatry (MHP) shows a significant role in the development and construction of the identity of the nursing professional future. In the follow-up of students in clinical teaching, several actors stand out: the student, the teacher and the nurse orientate, who take special importance in the process of personal and professional development of the student, having a pedagogical, social and professional responsibility. The provision of care in MHP Clinical Teaching requires a wide range that allows the student to develop several aspects, namely creativity, therapeutic communication, sensitivity to care, listening, empathy, and interpersonal relationship capacity with the person, multi- disciplinary team, family and community and, fundamentally, the development of critical-reflexive capacities and critical thinking, that allow a greater integration of the knowledge. Conclusions: The results emphasize clinical teaching as a crucial phase of training for skills acquisition and hence a need for supervision exists, and clinical supervision in nursing has been increasingly addressed and recognized in the literature as crucial in the student’s training course. The success of the process is most easily verified if the tutor enjoys teaching, has a positive self-esteem, is rigorous and impartial, calm, understanding, coherent and assertive. Keywords: Nursing; nursing counselor; nursing student; clinical teaching; accompaniment models; mental and psychiatric health; pedagogical supervision.