Influência das reformas curriculares no ensino de saúde mental em enfermagem: 1969 a 2014

Abstract

Objective To analyze the influence of curricular changes in mental health nursing education at the Federal University of Santa Catarina. Method Qualitative research, exploratory and descriptive. Data were collected in official ordinances in the Pedagogical Projects of the Nursing Course and in the Teaching Plans in the period from 1969 to 2014. The data collection was carried out between the months of March and December 2015. We used a spreadsheet to organize the data and they were analyzed according to the technique of documentary analysis. Results Trends in curricular changes were highlighted after the Curricular and Psychiatric Reforms. The most significant changes occurred since 2004 with the National Curriculum Guidelines and Law 10.2016. Conclusion It was found that the curricular changes occurred from induction and from outside the educational institution policies. The influences resulted in changes in the name of courses, course offerings and course objectives, and integration between courses and practical settings, among others.

Transtorno mental e sofrimento psíquico: representações sociais de profissionais da Atenção Básica à Saúde

“…Quanto a graduação em enfermagem, Vargas, Maciel, Bittencourt, Lenate e Pereira (2018) indicam que as grades curriculares vêm passando por mudanças de paradigma, assim como, o próprio modelo assistencial em saúde mental, no entanto, ainda predominam disciplinas com enfoque biomédico, legado do antigo paradigma flexneriano no ensino dos cursos de graduação da área da saúde, que compreendem o biologicismo/organicismo como determinante do processo saúde-doença tanto em nível individual quanto coletivo (Rodrigues, Kempfer, Lenz & Oliveira, 2017).…”

Labyrinths of nursing training and the Brazilian National Mental Health Policy

“…Thus, the biological and organic issue is seen as defining the health-disease process (13,16) . For this reality to be modified, it is necessary for professors to direct the curriculum for training that goes beyond traditional psychiatry, assuming the psychosocial model more concretely (17) .…”

“…Student participation in practice settings is an essential link in the teaching and learning process, so that contact with professionals and users of health services constitutes a sphere that produces knowledge and care (21) . Moreover, this participation allows consolidation of theoretical knowledge, favoring individual construction about understanding mental health care, as well as the alternatives to operationalize it (17) . In this way, substitution of practical activities for technical visits or classes in laboratories, as happened in the teaching offered in part of the institutions participating in our study, indicates that training is not appropriate.…”

“…Although curriculum guidelines direct teaching based on the integrated curriculum, it is a current challenge to put this issue into practice in a way that allows students to learn to care for patients from the perspective of singularity and integrality. With regard to mental health, this condition is revealed by the historical context of the course, which, since its creation, has been structured in the model of the disciplinary curriculum, being isolated from the others (17) .…”

Aquisição de habilidades e competências para cuidar em saúde mental: autoavaliação de estudantes de enfermagem

“…Esse reconhecimento requer, na formação desse profissional, a adoção de um modelo de atenção em saúde mental, pautado na superação do modelo biomédico e hospitalocêntrico/manicomial, que valorize aspectos biopsicossociais da atenção à saúde e demarque um compromisso com os princípios do Sistema Único de Saúde (SUS). No entanto, vários autores afirmam que a formação de enfermeiros para atuar em saúde mental tem sido deficitária, em decorrência das indefinições quanto às habilidades e às competências necessárias para sua atuação nesse campo (1)(2) .…”