Ensino de saúde mental nos cursos de graduação em enfermagem no estado do Acre

• Ano de defesa: 2013
• Autor(a) principal: Costa, Alexsandra Pinheiro Cavalcante [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: higher education; nursing education; mental health; ensino superior; educação em enfermagem; saúde
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=699081; https://repositorio.unifesp.br/handle/11600/46964

Current situation of Mental Health education in undergraduate courses, in the state of Acre. A document analysis of the studied Political Pedagogical Project (PPP) course’s and the teaching plans of disciplines related to mental health were performed to gather information, as well as semi-structured interviews with teachers responsible for teaching process of this content. This study was approved by the Ethics Committee of the Universidade Federal de São Paulo, under the Opinion. º 8312. Analysis of thematic content was used for data analysis. Data were analyzed according to four categories: i) the relationship between objectives, cited contents, documents and legislation, ii) teachers´ profile and conceptions about Mental Health iii) characterization of the Mental Health teaching; iv) teaching-learning process. We interviewed five teachers, one of whom with Ph.D. title, two with master's degree, one specialist and one graduated. One of them had more than 30 years of service, and the one with a shorter career has a year and a half of activity in teaching. The teacher’s conception on Mental Health showed that they understand it within the current transformation process in which the Psychiatric Reform precepts prevail for community assistance aiming at psychosocial rehabilitation. Regarding the characterization of the three analyzed courses, we found that they bring in their PPP proposals the objective of learning to learn from the perspective of the National Curriculum Guidelines (DCN), but we observed a linear and fragmented curriculum structure that contributed to the continuity of a conservative education. The mental health area is restricted to the mentioned disciplines and it does not permeates the whole curriculum, so students only have contact with the topics during the disciplines , that is, in two semesters for two courses and in one semester for the other course. As for the workload, the proposed disciplines include theoretical classes and practice, ranging from 120 to 150 hours, corresponding to approximately 3.16% of the total workload of the courses. The courses do not have interdisciplinary activities and among the educational practices, we identified the use of a traditional pedagogical approach with expositive classes in most of the teaching-learning process. As practice settings, besides the Hospital for Mental Health setting, the Centers for Psychosocial Care (CAPS), Therapeutic Communities, Family Health Centers and others were used in which case studies were performed as well as procedures aiming the user´s care, visits for the community for active search for possible cases of mental health disorders and discussions with service professionals. In assessing the learning process, the use of summative assessment was observed, in which the student must accumulate grades for his approval in written tests. Based on the results, it was noted that the teaching of Mental Health in undergraduate nursing courses in Acre state tries to fit the current model of mental health care recommended by the guidelines of the Psychiatric Reform, but is still ruled by a traditional view of learning.