O ensino clínico de enfermagem de saúde mental e psiquiátrica

: proposta de uma matriz para o acompanhamento dos estudantes do curso de licenciatura

Abstract

In the last decades, the nursing students education has been the subject of several changes and transformations, and it seems to be consensual that takes place according to theoretical teaching and clinical teaching. The monitoring of nursing students in clinical education has been the subject of some investigations in recent years, since the area of Mental Health and Psychiatry has a very relevant role in the development and construction of the identity of the future professional. This is a quantitative, qualitative, exploratory and analytical study, which aims to propose a monitoring matrix for students in the context of Clinical Nursing Teaching in Mental Health and Psychiatry in order to facilitate learning more appropriate to situations in health and mental illness. The specific objectives are: (1) to identify nursing students' beliefs and values about mental illnesses, before and after the clinical teaching of mental health and psychiatry nursing; (2) to envisage strategies that enhance the development and performance of students in this specific context, gathering the understanding that supervisors, students and teachers have of the process; (3) build a monitoring matrix, based on the previous steps. In the methodology, we use different sources of data and instruments developed in two sequential steps. The first step corresponded to a quantitative and descriptive approach in which the Loureiro Inventory of Beliefs about Mental Illnesses was used, applied at the beginning of Clinical Teaching in Mental Health Nursing and Psychiatry and at the end of that same Clinical Teaching, six weeks later, to students of the Nursing Degree Course. 51 questionnaires were delivered to the students who were going to take the Clinical Teaching of Nursing Mental Health and Psychiatry on the 1st day of Clinical Teaching. After completing this Clinical Teaching, 51 questionnaires were again delivered, of which we received 48, with a participation rate of 94%. The second step corresponded to a qualitative and descriptive approach, in which we collect the opinion of teachers, advisors and students in the face of the situations experienced, which difficulties and strategies they use in Clinical Teaching. For this data collection we used “focus group” interviews (focus group or focus group). Three groups were constituted: (1) a sample of students, who experienced Clinical Nursing Teaching Mental Health and Psychiatry, and to whom, in the first phase of the study, the Inventory of Beliefs about Mental Illnesses was applied before and after Teaching Mental Health and Psychiatry Nursing Clinician; (2) a group of teachers who experienced Clinical Nursing Teaching Mental Health and Psychiatry and (3) a sample of nurse advisors, who experienced Clinical Teaching Nursing Mental Health and Psychiatry. The verbatim interviews of focus group were made subject to critical discourse analysis, supported by the three-dimensional model of Norman Fairclough. Supported by the conceptual framework composed for this study, which constituted the basis for the proposal to construct the matrix, we established a link between the main components of the disciplinary matrix of Thomas Kunh and the roles proposed in the model of Hildegard Peplau.

Date of Award	15 Nov 2021
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Lucília Nunes (Supervisor)