Mental health training in undergraduate nursing courses

Abstract

Objective: To map the scientific production on Mental Health (MH) education in nursing undergraduate programs. Methods: Integrative literature review. Data collection utilized the search strategy employing the boolean operator AND and the descriptors: Nursing Education Research, Bachelor of Nursing, and Mental Health. A total of 2,634 documents were found in the BVS. After applying inclusion and exclusion criteria, 15 articles were encompassed within the scope. Bardin's content analysis was conducted in its three stages. The results were organized and presented in a table, graph, and figure depicting characterization and categories. Results: The publications spanned from 2003 to 2021 across 4 continents, involving authors ranging from 01 to 23 in the nursing field. The categories comprised Student Learning and Curriculum Organization. They depicted innovative and successful experiences in MH practice, user involvement in the teaching process, structuring of curriculum components for skill enhancement, and understanding of care within the psychosocial paradigm and the subject's autonomy in their therapeutic process. Final considerations: Specialist faculty and professionals in MH services contribute significantly to increased knowledge in the field, innovative teaching methods, better assimilation of content by students, and the cultivation of more qualified future professionals.