MENTAL HEALTH EDUCATION AND PROFESSIONAL PRACTICE IN THE PSYCHIATRIC HOSPITAL

Pessoa Júnior, João Mário; Santos, Raionara Cristina de Araújo; Clementino, Francisco de Sales; Nascimento, Ellany Gurgel Cosme do; Miranda, Francisco Arnoldo Nunes de

doi:10.1590/0104-07072016003020015

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ORIGINAL ARTICLE • Texto contexto - enferm. 25 (03) • 2016 • https://doi.org/10.1590/0104-07072016003020015 copy

MENTAL HEALTH EDUCATION AND PROFESSIONAL PRACTICE IN THE PSYCHIATRIC HOSPITAL^¹ 1 This study was extracted from the dissertation - Profiles and practice of mental health professionals in psychiatric hospitals, presented at the Programa de Pós-Graduação em Enfermagem (PPGEnf), Universidade do Estado do Rio Grande do Norte (UFRN), in 2014.

EL PROCESO DE FORMACIÓN EN SALUD MENTAL Y LA ACTUACIÓN PROFESIONAL EN EL HOSPITAL PSIQUIÁTRICO

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

This study aimed at identifying the opinion of professionals about mental health education and professional practice in the psychiatric hospital. It is a descriptive, exploratory study with qualitative approach, developed with 60 professionals of higher education in two psychiatric macro-hospitals in Rio Grande do Norte. Data were collected through a questionnaire, then transcribed, processed according to the Alceste software and subjected to content analysis. The results were structured in two thematic axes and their respective themes: thematic axis 1 - Professional practice in mental health, and thematic axis 2 - Mental health education. The confluence of asymmetries and differences in the performance of the teams in the psychiatric hospital were evident. The resulting scenario reflects the current political and ideological discrepancy of the current Brazilian process of Psychiatric Reform, considering the challenges of implementation and professional qualification in the field of psychosocial care.

DESCRIPTORS:
Mental health services; Human resources; Education; Mental health; Nursing

Professional service: patient as priority	Teamwork: promoting interaction	Psychiatric hospital x psychosocial care
I try to do my job, focusing at the patient first (Nurse 9).	To act alongside with other mental health professionals to promote patients rehabilitation in cognitive and social aspects (Occupational therapist 3).	The substitute services do not supply the demand properly. Besides, there is the stigma that patient, family and professionals are exposed to (Psychologist 8).
Individual or in-group reception for patients, respecting their limitations, seeking their well-being as service user (Psychologist 10).	We seek to act ethically and responsibly, with humanized attitudes, aiming at improving the relationship among the team professionals and respecting the patient (Psychologist 8).	Discuss about the patient's therapeutic project, open spaces for patients' autonomy, respect their rights and singularities, and strengthen patients' links with CAPS services etc. (Social worker 3).
Patient and family support, trying to solve the problem where they get ill (Social worker 8). To provide emotional support to patient and family, relieving their treatment and helping them to cope with their illness whenever possible (Psychologist 5).	If there was greater involvement of employees in performing team work, as well as the understanding that this form of intervention benefits the patient, favoring him in all aspects, the patient care service would be better (Occupational therapist 6).	We have to face different and wrong ways to handle mental illness, the precariousness of out-of-hospital service network and different degrees of professional commitment (Social worker 1).
To collaborate with other professionals aiming at contributing and improving users' quality of life and the recovery process (Social worker 9).	I think there is still a lot to be done in order to consider the unified work as satisfactory. It is still not possible to see an integrated team (Psychologist 10).	I have been insisting that, despite the difficulties and obstacles, patients are not so dependent on the hospital and have the possibility of being reintegrated to society and families (Psychologist 5).

Limitations on academic education	Continuing education: barriers and priorities
There is no specific discipline on mental health in social service education (Social worker 7).	Lack of expertise and training in mental health team (Nurse 18).
We had no training in this area at College (Psychologist 9).	There are not many courses offered to the hospital. Training courses are destined to CAPS, favoring the professionals who work in these services (Social worker 9).
Our education is poor starting from mental health workload, which is insufficient (Nurse 6).	It needs improvement in the working process, activities carried out mechanically. I attribute it to the lack of training, participation in study groups (Nurse 11).
The institution still does not prepare the professional for life, especially in the mental health area (Physical Educator 1).	Professionals should always be looking for professional improvement (Psychologist).
The University invests little in mental health education (Nurse 8).	I try to keep updated with mental health and therapeutic policies (Nurse).
We have no mental health practices throughout our education (Social worker 2).	There is always room for updating and improvement in care (Occupational therapist 3).

Universidade Federal de Santa Catarina, Programa de Pós Graduação em Enfermagem Campus Universitário Trindade, 88040-970 Florianópolis - Santa Catarina - Brasil, Tel.: (55 48) 3721-4915 / (55 48) 3721-9043 - Florianópolis - SC - Brazil
E-mail: textoecontexto@contato.ufsc.br

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[1] Correspondence: João Mário Pessoa Júnior Universidade Federal do Rio de Janeiro Curso de Enfermagem, Campus Macaé Avenida Aluízio da Silva Gomes, 59072970 - Granja de Cavaleiros, Macaé, RJ, Brazil E-mail: joaomariopessoa@gmail.com