Ensino do cuidado de enfermagem em saúde mental na graduação em enfermagem

Abstract

OBJETIVO: Analisar o ensino do cuidado de enfermagem em saúde mental por intermédio dos conteúdos dos Projetos Pedagógicos e Planos de Ensino dos Cursos de Graduação em Enfermagem do Estado de Santa Catarina, no período de 2009 e 2010. MÉTODOS: Pesquisa qualitativa, do tipo descritivo e exploratório, tendo como técnica de coleta de dados a análise documental, realizada no período de novembro/2009 e janeiro/ 2010 com as 26 Coordenações dos Cursos de Graduação em Enfermagem de Santa Catarina. RESULTADOS: O cuidado de enfermagem em saúde mental está presente nos conteúdos das disciplinas/módulos de 20 cursos. O conteúdo do cuidado demonstrou contradição sobre qual paradigma rege seu ensino nesses cursos. CONCLUSÃO: O ensino do cuidado de enfermagem em saúde mental avança em um campo de conhecimento em construção, composto por diferentes núcleos de saber-fazer sobre um conceito ampliado de saúde/saúde mental multideterminado.

Prevalência do diagnóstico de enfermagem: nutrição desequilibrada mais do que as necessidades corporais em gestantes

“…Research conducted in Rio de Janeiro (RJ) with 173 women utilized a food frequency questionnaire and noted that gestational weight gain was lower among those who had an adequate consumption of energy, as recommended by the Food and Agriculture Organization (22).…”

Psychiatric nursing and mental health teaching in relation to Brazilian curriculum

“…Teaching nursing care in mental health in undergraduate nursing (19) To analyze the teaching of nursing care in mental health in the contents of Pedagogical Projects and Teaching Plans of Nursing Undergraduate Courses of Santa Catarina between 2009 and 2010.…”

“…Nonetheless, training institutions that adopt the biomedical model of mental health care are revealed, contrary to SUS premises (12,14) . Psychiatric Reform has designated a new mode of care that, while adequate in the theoretical perspective, has resulted in the need to qualify professionals and professors to know public policies and new perspectives of care (11,19) . The situation demands from schools and professors "a replanning of their theoretical-practical activities involving the teaching of nursing care from the perspective of the psychosocial paradigm" (19) .…”

“…Psychiatric Reform has designated a new mode of care that, while adequate in the theoretical perspective, has resulted in the need to qualify professionals and professors to know public policies and new perspectives of care (11,19) . The situation demands from schools and professors "a replanning of their theoretical-practical activities involving the teaching of nursing care from the perspective of the psychosocial paradigm" (19) . There are difficulties in implementing this proposal because there is resistance on the part of professors and students, as changes in behavior and attitudes of both are required (24)(25) .…”

“…In this curriculum, the places of practice indicated are the most varied: psychiatric hospital (5,14,19,32) , territorial health service (5)(6) , Psychosocial care Center (5,8,(11)(12)19,25,32,39) , hospital (6,10,(18)(19)25,32) , primary care (8,19,23,(25)(26)32,34,36) , therapeutic residences (12,25) , help groups (18)(19) , schools (18)(19) , outpatient clinics (19,32,39) , Family Health Support Centers (25) , day hospital (32,39) and chemical dependency rehabilitation center (32) .…”