Construction of mental health care based on the experiences of a nursing student

Abstract

Objective: to report the experience of a nursing student with mental health care during a clinical internship. Method: an experience report based on data from a Singular Therapeutic Project developed by a nursing student during 16 days of practice in a Day Hospital as part of an undergraduate course. The findings were analyzed based on the theory of interpersonal relationships and psychosocial rehabilitation. Results: the care process was organized between the weeks and phases of the relationship in: 1) from the unknown to relationship of trust; 2) reflections and reframing as a care proposal; 3) from limitation to leading role; 4) from care resolution to mutual transformations. Final considerations: it was concluded that despite the limitations of the practice context, the student was able to conduct psychosocial interventions in mental health in line with the expected goals and produce meanings in both involved.

Drawing attention? Going through judgments regarding child and adolescent suicide attempts in emergency rooms from a professional perspective

“…Continuing education is essential, already recognized by the WHO as a pillar of the Live Life guideline ( 4 ) . It is reflected that it must be started during the undergraduate period ( 26 ) , however, in practice, it is observed that teachers tend to restrict the SA approach with students for fear of triggers. However, it is already recognized in the literature that the fact is the opposite, as talking about the topic can be an opportunity for discussion and reducing individuals’ anxiety when faced with suicidal thoughts ( 27 ) .…”

Chamar atenção? Atravessando julgamentos diante da tentativa de suicídio infantojuvenil em prontos-socorros na perspectiva profissional

“…A educação permanente se mostra essencial, já reconhecida pela OMS como um pilar do guideline Live Life (4) . Reflete-se que deve ser iniciada no período da graduação (26) , porém, na prática, observa-se que os docentes tendem a restringir a abordagem da TS com discentes por receio de gatilhos, porém já se reconhece na literatura que o fato é ao contrário, pois falar sobre a temática pode ser uma oportunidade para discussão e redução da ansiedade de indivíduos diante da pensamentos suicidas (27) . Iniciar o aperfeiçoamento do discente pode ser um preditor para um cuidado futuro qualificado, com continuidade quando se tornar profissional, proporcionando a transformação das experiências com uma nova interação diante do fenômeno (17) .…”