The process of knowledge transference: a matter concerning of teaching of psychiatric nursing

Santos, Laís de Mello; Oliveira, Rosane Mara Pontes de; Dutra, Virgínia Faria Damásio; Porto, Isaura Setenta

doi:10.1590/2177-9465-EAN-2016-0356

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RESEARCH • Esc. Anna Nery 21 (3) • 2017 • https://doi.org/10.1590/2177-9465-EAN-2016-0356 copy

The process of knowledge transference: a matter concerning of teaching of psychiatric nursing

El proceso de transferencia de conocimiento: una cuestión acerca de la enseñanza de la enfermería psiquiátrica

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Objectives:

To identify the strategies used by teachers to share the contents of Psychiatric Nursing and Mental Health; to describe the stages of knowledge sharing in light of the knowledge transfer process.

Method:

Qualitative, descriptive-exploratory research of the case study type, carried out with six teachers and 23 students, data production was by semi-structured interview and focus group. For the data analysis, the SECI knowledge conversion model was used: socialization, externalization, combination and internalization.

Results:

Teachers made socialization and externalization, but did not make clear the assessment and teaching-learning strategies. The combination was completed, but the internalization was unfinished, despite suggesting an attempt to reach it.

Conclusion:

The feasibility and applicability of the knowledge transfer process to the teaching of Psychiatric Nursing were confirmed.

Keywords:
Knowledge; Teaching; Mental Health; Psychiatry Nursing; Learning

Socialization as feeling or teaching belief	Strategies as a way to externalize knowledge	Aggregating knowledge: the use of combination to learn Mental health	Internalization of knowledge coaches future nurses
[...] Another important issue is precisely the visualization of the concrete reality, when you locate with examples, events, with experiences lived throughout the process. (Doc. 3 10/17/14) [...] My great strategy is to use examples from my experience and practical testimonies. (Doc. 4 10/24/14) [...] I think the more complex contents need to be shared through practical experience. (Doc. 6 03/27/15).	[...] I Work with audiovisual methods. (Doc. 2 10/13/14) [...] I work a lot with dynamics. Interactive activities in the classroom. (Doc. 1 08/22/14) [...] Lectures and dialogues, trying to problematize so that the teaching has meaning. (Doc. 6 03/27/15) [...] We bring accessory literature of books or articles that bring the problem in a more current way. (Doc. 1 08/22/14) [...] I work a lot with audiovisual material. (Doc.1 08/22/14)	[...] One way of thinking psychiatry beyond itself, is to think Psychiatry from the relationship between Mental Health and mental illness. (Doc. 3 10/17/14) [...] Dialogue, debate and reflection without losing the categorization or the rationality of the process of knowledge construction. (Doc. 3 10/17/14) [...] That one can take that knowledge to his/her attendance in every clinic. (Doc. 1 08/22/14)	[...] Providing them a more assertive and directive (safe) posture in any area regardless of being of mental health or not. (Doc. 1 08/22/14) [...] He better understand how this individual acts, it already draws him lay thought that society has so he pays much better care. (Doc.2 10/31/14) [...] Strengthen autonomy and even give security in his actions as a professional. (Doc. 2 10/13/14)

Socialization as feeling or teaching belief	Strategies as a way to externalize knowledge	Aggregating knowledge: the use of combination to learn Mental health	Internalization of knowledge coaches future nurses
[...] The stigma that we bring of the patient with mental disorder is very strong, of the aggressiveness, the violence, of not knowing how to act or dealing does not generate interest in people, but we can change in our head and our reflection on the psychiatric patient. (GF12/11/14) [...] My expectations were positive, I thought it was going to be difficult, but I never imagined meeting people as similar to me as I did, so this was positive for me. (GF12/11/14).	[...] I have turned to articles and group discussions to absorb what everyone has understood and what it would be possible to apply in practice. (GF12/11/14) [...] I researched at home on articles and books and was very pleasurable to me. It helped me deal with and recognize, for my perception of these people has increased over the period. (GF12/11/14) [...] We can put it into practice and think more and reaffirm the content within ourselves. GF12/11/14)	[...] In practice the greatest contribution is in the interpersonal relationship with the patient, to break the stigmas and try to establish the bonding relationship. (GF12/11/14) [...] Deconstruction of preconceptions and paradigms that we had before towards the person with mental disorders. (GF12/11/14) [...] I think it's important that the nurse uses itself as a therapeutic tool for the other. (GF12/11/14)	[...] It is a very theoretical content and difficult to understand, to assimilate and translate to the practical scenario. (GF12/11/14) [...] The contents were very extensive and taught in a not very didactic way, making the content uninteresting and difficult to understand and to be interesting. (GF12/11/14) [...] The levels of classes are totally different, there are very good classes and also classes that you do not understand. (GF12/11/14)

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[1] Corresponding author: Virgínia Faria Damásio Dutra. E-mail: virginia.damasio@gmail.com