The teaching of psychiatric nursing and mental health in the curriculum by competence

Detalhes bibliográficos
Autor(a) principal: Siqueira Júnior, Antonio Carlos
Data de Publicação: 2011
Outros Autores: Otani, Márcia Ap. Padovan
Tipo de documento: Artigo
Idioma: por
Título da fonte: Reme (Online)
Texto Completo: https://periodicos.ufmg.br/index.php/reme/article/view/50353
Resumo: Introduced in 2001, the National Curriculum Guidelines for Courses in the Health Area corroborated the curriculum offered at FAMEMA and pointed up the challenge to work with an integrated curriculum, guided by professional competence and based on the population healthcare needs. The change in the course's methodology meant that the course "Psychiatric Nursing" began to consider the student's experience in the various scenarios of the teaching-learning process. This study aimed to identify whether nurses graduated at FAMEMA had the necessary theoretical knowledge to perform the assistance tasks assigned to the multi-professional team at the Psychosocial Attention Centers level 1. It is a transversal study. A questionnaire with open questions was used for the data collection. The data descriptive analysis was carried out by comparing the answers and had as parameter the bibliographical references related to the studied themes. The results showed that the knowledge assimilated at the end of the course proved insufficient. In conclusion, the Psychiatric and Mental Health Nursing area requires the reorganization of the practice settings in order to offer more learning opportunities to the students. Teachers should play the role of facilitators in the teaching - learning process so as to encourage nursing students to build up more knowledge in this area.
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spelling The teaching of psychiatric nursing and mental health in the curriculum by competenceLa enseñanza de la enfermeria psiquiátrica y salud mental en el curículo para las competenciasO ensino da enfermagem psiquiátrica e saúde mental no curriculo por competênciasplan de estudioscompetencia profesionaleducación en enfermeríacurrículocompetência profissionaleducação em enfermagemcurriculumprofessional competencenursing educationIntroduced in 2001, the National Curriculum Guidelines for Courses in the Health Area corroborated the curriculum offered at FAMEMA and pointed up the challenge to work with an integrated curriculum, guided by professional competence and based on the population healthcare needs. The change in the course's methodology meant that the course "Psychiatric Nursing" began to consider the student's experience in the various scenarios of the teaching-learning process. This study aimed to identify whether nurses graduated at FAMEMA had the necessary theoretical knowledge to perform the assistance tasks assigned to the multi-professional team at the Psychosocial Attention Centers level 1. It is a transversal study. A questionnaire with open questions was used for the data collection. The data descriptive analysis was carried out by comparing the answers and had as parameter the bibliographical references related to the studied themes. The results showed that the knowledge assimilated at the end of the course proved insufficient. In conclusion, the Psychiatric and Mental Health Nursing area requires the reorganization of the practice settings in order to offer more learning opportunities to the students. Teachers should play the role of facilitators in the teaching - learning process so as to encourage nursing students to build up more knowledge in this area.Las orientaciones del plan de estudios nacionales paralos cursos en el campo de la salud, iniciadas em 2001, corroboraron el plan de estudios ofrecidos en FAMEMA y señalaron el desafío de trabajar con un plan integrado orientado por profesionales competentes y basado en las necesidades de salud de la población. Al cambiar de método, los temas vinculados a la materia Enfermeria Psiquiátrica comenzaron a ser enfocados a partir de la experiencia de los alumnos en los distintos escenarios de enseñanza - aprendizaje. El objeto del presente estudio ha sido identificar si el profesional de enfermeria capacitado en FAMEMA tiene el conocimiento teórico suficiente como para llevar a cabo las tareas de enfermeria relacionadas a actividades de asistencia asignadas al equipo multiprofesional de los Centros de Atención Psicosocial, nível 1. Se trata de un estúdio transversal cuyos datos fueron recogidos mediante un cuestionario con preguntas abiertas. El análisis descriptivo de los datos fue realizado comparando las respuestas con las referencias bibliográficas relacionadas a los temas investigados. Los resultados mostraron que el conocimiento construido por los alumnos al final del curso es insuficiente como para llevara cabo las actividades asistenciales asignadas al equipo multiprofesional de los Centros de Atención Psicosocial. Llegamos a la conclusión de que, en el ámbito especifico de la enfermeria psiquiátrica ysalud mental, los escenarios de la práctica deben ser reorganizados, buscando ofrecer mayores oportunidades de aprendizaje y para que los profesores, como facilitadores del proceso de enseñanza-aprendizaje, estimulen a los alumnos a buscar más conocimiento en esta área.As Diretrizes Curriculares Nacionais para os Cursos na Área da Saúde, lançadas em 2001, corroboraram com o currículo já desenvolvido na Faculdade de Medicina de Marília (FAMEMA) e apontaram um novo desafio: o de trabalhar com um currículo integrado, orientado por competência profissional e baseado nas necessidades de saúde da população. Com a mudança do método, a abordagem de temas relacionados a disciplina de Enfermagem Psiquiátrica passou a ser trabalhada com os estudantes com base na sua vivência nos diversos cenários de ensino aprendizagem. O objetivo com esta pesquisa foi identificar se o profissional enfermeiro formado na FAMEMA tem conhecimento teórico para desenvolver as tarefas de enfermagem relacionadas às atividades assistenciais designadas à equipe multiprofissional dos Centros de Atenção Psicossocial (CAPS), nível 1. Trata-se de um estudo transversal. Para coleta de dados foi aplicado um questionário com questões abertas. A análise descritiva dos dados foi realizada por meio da comparação das respostas tendo como parâmetro as referências bibliográficas relacionadas aos temas investigados. Os resultados evidenciaram que o conhecimento construído pelos estudantes ao final do curso mostra-se insuficiente para o desenvolvimento das atividades assistenciais designadas à equipe multiprofissional dos Centros de Atenção Psicossocial. Conclui-se que, na área específica de enfermagem psiquiátrica e em saúde mental é preciso que os cenários de prática sejam reorganizados, buscando oferecer maior oportunidade de aprendizado aos estudantes, e que os professores, cumprindo o papel de facilitadores do processo de ensino aprendizagem, estimulem os estudantes na busca de conhecimentos nesta área.Universidade Federal de Minas Gerais2011-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/plainapplication/pdfhttps://periodicos.ufmg.br/index.php/reme/article/view/50353REME-Revista Mineira de Enfermagem; Vol. 15 No. 4 (2011)REME-Revista Mineira de Enfermagem; Vol. 15 Núm. 4 (2011)REME-Revista Mineira de Enfermagem; v. 15 n. 4 (2011)2316-93891415-2762reponame:Reme (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/reme/article/view/50353/41881https://periodicos.ufmg.br/index.php/reme/article/view/50353/41882Copyright (c) 2011 Reme: Revista Mineira de Enfermageminfo:eu-repo/semantics/openAccessSiqueira Júnior, Antonio CarlosOtani, Márcia Ap. Padovan2024-01-24T15:18:34Zoai:periodicos.ufmg.br:article/50353Revistaremeufmg@gmail.comPUBhttps://periodicos.ufmg.br/index.php/reme/oairemeufmg@gmail.com2316-93891415-2762opendoar:2024-01-24T15:18:34Reme (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv The teaching of psychiatric nursing and mental health in the curriculum by competence
La enseñanza de la enfermeria psiquiátrica y salud mental en el curículo para las competencias
O ensino da enfermagem psiquiátrica e saúde mental no curriculo por competências
title The teaching of psychiatric nursing and mental health in the curriculum by competence
spellingShingle The teaching of psychiatric nursing and mental health in the curriculum by competence
Siqueira Júnior, Antonio Carlos
plan de estudios
competencia profesional
educación en enfermería
currículo
competência profissional
educação em enfermagem
curriculum
professional competence
nursing education
title_short The teaching of psychiatric nursing and mental health in the curriculum by competence
title_full The teaching of psychiatric nursing and mental health in the curriculum by competence
title_fullStr The teaching of psychiatric nursing and mental health in the curriculum by competence
title_full_unstemmed The teaching of psychiatric nursing and mental health in the curriculum by competence
title_sort The teaching of psychiatric nursing and mental health in the curriculum by competence
author Siqueira Júnior, Antonio Carlos
author_facet Siqueira Júnior, Antonio Carlos
Otani, Márcia Ap. Padovan
author_role author
author2 Otani, Márcia Ap. Padovan
author2_role author
dc.contributor.author.fl_str_mv Siqueira Júnior, Antonio Carlos
Otani, Márcia Ap. Padovan
dc.subject.por.fl_str_mv plan de estudios
competencia profesional
educación en enfermería
currículo
competência profissional
educação em enfermagem
curriculum
professional competence
nursing education
topic plan de estudios
competencia profesional
educación en enfermería
currículo
competência profissional
educação em enfermagem
curriculum
professional competence
nursing education
description Introduced in 2001, the National Curriculum Guidelines for Courses in the Health Area corroborated the curriculum offered at FAMEMA and pointed up the challenge to work with an integrated curriculum, guided by professional competence and based on the population healthcare needs. The change in the course's methodology meant that the course "Psychiatric Nursing" began to consider the student's experience in the various scenarios of the teaching-learning process. This study aimed to identify whether nurses graduated at FAMEMA had the necessary theoretical knowledge to perform the assistance tasks assigned to the multi-professional team at the Psychosocial Attention Centers level 1. It is a transversal study. A questionnaire with open questions was used for the data collection. The data descriptive analysis was carried out by comparing the answers and had as parameter the bibliographical references related to the studied themes. The results showed that the knowledge assimilated at the end of the course proved insufficient. In conclusion, the Psychiatric and Mental Health Nursing area requires the reorganization of the practice settings in order to offer more learning opportunities to the students. Teachers should play the role of facilitators in the teaching - learning process so as to encourage nursing students to build up more knowledge in this area.
publishDate 2011
dc.date.none.fl_str_mv 2011-12-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/reme/article/view/50353
url https://periodicos.ufmg.br/index.php/reme/article/view/50353
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/reme/article/view/50353/41881
https://periodicos.ufmg.br/index.php/reme/article/view/50353/41882
dc.rights.driver.fl_str_mv Copyright (c) 2011 Reme: Revista Mineira de Enfermagem
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2011 Reme: Revista Mineira de Enfermagem
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/plain
application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv REME-Revista Mineira de Enfermagem; Vol. 15 No. 4 (2011)
REME-Revista Mineira de Enfermagem; Vol. 15 Núm. 4 (2011)
REME-Revista Mineira de Enfermagem; v. 15 n. 4 (2011)
2316-9389
1415-2762
reponame:Reme (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Reme (Online)
collection Reme (Online)
repository.name.fl_str_mv Reme (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv remeufmg@gmail.com
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