Abstract
to know the scientific production on psychiatric nursing and mental health teaching in relation to Brazilian nursing curriculum. an Integrative Literature Review with no temporal delineation, whose data collection took place in ten Brazilian and international databases, adding to the total 35 objects of analysis. a priori categories were adopted, consisting of the psychiatric nursing and mental health teaching in Brazil according to the 1923, 1949, 1962, 1972, 1994 and 2001 nursing curriculum, presented in the light of the dimensions: thought model; places of practice; methods or contents used; and profile or skills of the student. the study made it possible to observe psychiatric nursing and mental health teaching historical evolution, indicating that teaching transformations involved changes in curriculum, Psychiatric Reform and the way nursing undergraduate courses and schools take these determinants.
Highlights
The understanding of any area of knowledge is related to the social, political, economic, cultural structures that underpinned its origins
In the historical trajectory of nursing in Brazil, explanations and facts that guide the understanding of the development of psychiatric nursing and mental health teaching in schools and nursing undergraduate courses from their published curriculum bases, in which transformations arise from the legal context of education
The curriculum established in 1923 in the Nursing School of the Brazilian National Department of Public Health (DNSP - Departamento Nacional de Saúde Pública), for being a pioneer, became a reference for the other Nursing teaching institutions that emerged in the early twentieth century
Summary
The understanding of any area of knowledge is related to the social, political, economic, cultural structures that underpinned its origins. It is sought, in the historical trajectory of nursing in Brazil, explanations and facts that guide the understanding of the development of psychiatric nursing and mental health teaching in schools and nursing undergraduate courses from their published curriculum bases, in which transformations arise from the legal context of education. Establishment of a teaching model that effectively integrates mental health in a generalist perspective is currently a challenge in nurses’ training. Psychiatric nursing and mental health teaching in Brazil follows continuous changes, reflecting the Psychiatric Reform processes, Mental Health Care Models and Curriculum Reforms. There is still a gap between teaching and practice of mental health nursing care, whose difficulty in defining nurses’ work in this field has its possible solution in the clarification of competencies and skills essential to practice(2)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
