Innovations in the teaching-learning process of psychiatric nursing and mental health

Abstract

Objective: to know innovative pedagogical experiences developed by professors in the teaching of psychiatric nursing and mental health in undergraduate nursing courses at public universities in Rio de Janeiro State. Method: based on an ethnomethodological approach, individual semi-structured interviews and document analysis were carried out according to content analysis. Results: despite the heterogeneity in the curriculum distribution of psychiatric nursing’s and mental health’s knowledge, the themes taught have similarities. The perceptions of innovation are mainly related to interdisciplinary practices and teaching, relational, and care technologies. Innovative teaching practices are focused on the use of active methodologies and collaborative activities. Final considerations: innovating teaching requires creating strategies to teach people how to care for people, valuing human uniqueness. Student participation in health services is the key to the dialogue between knowledge produced in academia and that mobilized in health services.

Educational Technology Validity as a Teaching Resource in Mental Health Nursing Teaching

“…At the same time, also in 2001, the Brazilian National Curricular Guidelines for the Undergraduate Nursing Course (DCN/ENF -Diretrizes Curriculares Nacionais do Curso de Graduação em Enfermagem) were established, whose purpose was to adopt a critical-reflective and humanized training, conceiving qualified professionals for care 6 . However, even with the DCN requirements, the changes proposed by the Psychiatric Reform in the national scenario and the Brazilian National Mental Health Policy, it is noted that the Pedagogical Political Projects of Higher Education Institutions (HEIs) contribute to maintenance of weaknesses in teaching of mental health discipline [7][8] .…”

“…In order to break with the deficient model of mental health teaching, it is therefore urgent to strengthen innovative teaching-learning strategies, such as conversation circles, clinical simulation 9 , workshops 8 , dramatization 10 and games 4 . These teaching strategies encourage dialogue, teamwork and the development of skills and abilities to act in the reception and individualized care of subjects in mental distress 4,6 .…”

Instrumento Para Construção Do Conteúdo, Estratégias De Gamificação E Recursos Didáticos Do Jogo Sério Aleitagame

“…Assim, observa-se que a formação profissional demanda uma mudança significativa, a qual pode incluir, dentre outras possibilidades, a adesão a estratégias inovadoras de ensino. Dentre essas estratégias, devem ser considerados o domínio de novas tecnologias e as habilidades essenciais ao processo de trabalho em saúde, como a participação ativa no processo de aprendizagem (TAVARES et al, 2021).…”

Formação Do Enfermeiro Na Educação Em Saúde Mental: Concepções De Estudantes E Professores

“…Um novo olhar sobre a saúde mental demanda uma formação de estudantes de enfermagem centrada em processos de inovação do ensino e da prática profissional. Assim, a formação desses profissionais carece de programas que englobem a interdisciplinaridade de ensino que permitam uma compreensão integrada das situações que envolvem a saúde (7) .…”