O ensino clínico de enfermagem de saúde mental e psiquiátrica
: proposta de uma matriz para o acompanhamento dos estudantes do curso de licenciatura

  • Lino Alexandre Andrade Martins dos Ramos (Student)

Student thesis: Doctoral Thesis


In the last decades, the nursing students education has been the subject of several changesand transformations, and it seems to be consensual that takes place according to theoreticalteaching and clinical teaching. The monitoring of nursing students in clinical education hasbeen the subject of some investigations in recent years, since the area of Mental Health andPsychiatry 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 MentalHealth and Psychiatry in order to facilitate learning more appropriate to situations in healthand mental illness . The specific objectives are: (1) to identify nursing students' beliefs andvalues about mental illnesses, before and after the clinical teaching of mental health andpsychiatry nursing; (2) to envisage strategies that enhance the development andperformance of students in this specific context, gathering the understanding thatsupervisors, students and teachers have of the process; (3) build a monitoring matrix, basedon the previous steps. In the methodology, we use different sources of data and instruments developed in twosequential steps. The first step corresponded to a quantitative and descriptive approach in which the LoureiroInventory of Beliefs about Mental Illnesses was used, applied at the beginning of ClinicalTeaching in Mental Health Nursing and Psychiatry and at the end of that same ClinicalTeaching, six weeks later, to students of the Nursing Degree Course. 51 questionnaireswere delivered to the students who were going to take the Clinical Teaching of NursingMental Health and Psychiatry on the 1st day of Clinical Teaching. After completing thisClinical Teaching, 51 questionnaires were again delivered, of which we received 48, witha 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 Award15 Nov 2021
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorLucília Nunes (Supervisor)


  • Clinical internship
  • Mental health nursing
  • Nursing degree
  • Monitoring matrix


  • Doutoramento em Enfermagem

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