Abstract
ABSTRACT Objective: to understand how mental health education is developed in a nursing undergraduate course based on professors' perceptions of specific disciplines. Method: qualitative, exploratory and descriptive research, developed with 11 nursing professors of mental health disciplines, from a public university in the south of Brazil. Data collection was performed through semi-structured interview in 2014. Data were submitted to thematic analysis. Results: the following categories emerged: Training for mental health education; Specificities of teaching in mental health; and Development of practical classes / internships in mental health. Mental Health education, which prioritizes cognitive and technical aspects in line with the Psychiatric Reform, the consolidation of the Unified Health System and the implementation of the National Nursing Curricular Guidelines, becomes a challenge as the break with the teaching model and health, once in force, is current. Conclusion: this scenario highlights the need for mental health education training for nursing professors and ongoing curricular revision and pedagogical strategies.
Highlights
The teaching of care to the person with a mental disorder is offered to the undergraduate nursing students in courses, commonly called, Nursing in Mental and / or Psychiatric Health
Clinical training has become fundamental for student learning as it allows learning in the complex spaces of Mental Health practice.[4]
Through the current training proposals, structured after the curricular reforms after or before the DCNEnf, and the Mental Health Policy of the Unified Health System, the training itinerary of teachers or the perception they have of their own training make up an important part of the teaching in the area
Summary
The teaching of care to the person with a mental disorder is offered to the undergraduate nursing students in courses, commonly called, Nursing in Mental and / or Psychiatric Health The purpose of these courses is to teach the skills and competences, found in the principles of the Psychiatric Reform, which include sensitivity and empathy, with particular focus on the understanding and development of a therapeutic relationship, as well as the constant exercise of perceiving oneself in the nurse / patient relationship[1]. In the universe of curricular reformulations which concerns teaching and content strategies, the teacher preparation of professors for such actions is urgently required
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