Help! Caring for People With Mental Health Problems in the Emergency Department: A Qualitative Study.

INTRODUCTION: After coronavirus disease 2019, there has been an increase in patients in the emergency department with mental health conditions. They are usually received by professionals who are not specialized in mental health. This study aimed to describe nursing staff's experiences in the emergency department, in the care they provide to people with mental health problems who often feel stigmatized by society and also in health care settings. METHODS: This is a descriptive qualitative study with a phenomenological approach. The participants were nurses from the Spanish Health Service from the emergency department of the Community of Madrid hospitals. Recruitment was performed by convenience sampling snowball sampling until data satruation was met. Data were collected through semistructured interviews conducted during January and February 2022. RESULTS: The exhaustive and detailed analysis of the nurses' interviews made it possible to extract 3 main categories-health care, psychiatric patient, and work environment-with 10 subcategories. DISCUSSION: The main study findings were the need to train emergency nurses to be prepared to care for people who experience mental health concerns including bias education and the need for implementation of standardized protocols. Emergency nurses never doubted their ability to care for people experiencing mental health disorders. Still, they recognized that they needed specialized professionals' support at certain critical moments.

Percepciones de los estudiantes sobre el desarrollo del pensamiento crítico-reflexivo a través del portafolio de prácticas / Perceptions of Students about the Development of Critical-Reflective Thinking through the Portfolio of Practices / Percepções dos alunos sobre o desenvolvimento do pensamento crítico-reflexivo através da sua carteira de práticas

Introducción: la formación y adquisición de pensamiento crítico-reflexivo en los estudiantes de enfermería es fundamental para formar profesionales reflexivos, donde las intervenciones y acciones son resultado de la interrogación constante y del pensamiento crítico, para adquirir el principio de aprender a aprender. Uno de los métodos que han surgido para fomentar cualquier modalidad de pensamiento crítico-reflexivo en los estudiantes es el portafolio. Objetivo: conocer las percepciones de los estudiantes sobre el desarrollo del pensamiento crítico-reflexivo a través del portafolio de prácticas. Material y métodos: estudio descriptivo cualitativo. La recolección de los datos se realizó a través de los portafolios y los cuestionarios de los estudiantes de Enfermería de cuarto curso de la Escuela Universitaria de Enfermería Cruz Roja, que realizaron prácticas durante 2013-2014. Los resultados se examinaron con el análisis de contenido. Resultados: los estudiantes consideran que el pensamiento crítico generado al realizar el portafolio les ayuda principalmente para el razonamiento reflexivo en la acción y también a integrar el conocimiento. Conclusiones: los estudiantes perciben que el pensamiento crítico-reflexivo constituye un instrumento esencial en el proceso de superación de contradicciones que se encuentran presentes en los procesos de enseñanza-aprendizaje durante sus prácticas clínicas.

Introduction: Training and acquisition of critical-reflective thinking in nursing students is essential to form reflective practitioners, where interventions and actions are the result of constant questioning and critical thinking, to acquire the principle of learning to learn. One of the methods that have emerged to encourage any form of reflective critical thinking in students is the portfolio. Objective: To know the perceptions of students about the development of critical-reflective thinking through the portfolio of practices. Material and Methods: A qualitative descriptive study. Data collection was conducted through questionnaires portfolios and nursing students of 4th year of the School of Nursing Red Cross, who conducted practices during course 2013-2014. The results were analyzed using content analysis. Results: Students consider that critical thinking generated when performing portfolio, helps them mainly for reflective thinking in action and also to integrate knowledge. Conclusions: Students perceive that the critical-reflective thinking is an essential tool in the process of overcoming contradictions that are present in the teaching and learning processes during their clinical practice.

Introdução: formação e aquisição de pensamento crítico-reflexivo em estudantes de enfermagem é essencial para formar profissionais reflexivos, onde as intervenções e ações são o resultado da constante questionamento e pensamento crítico, para adquirir o princípio de aprender a aprender. Um dos métodos que surgiram para encorajar qualquer forma de pensamento crítico reflexivo em estudantes é a carteira. Objetivo: conhecer a percepção dos estudantes sobre o desenvolvimento do pensamento crítico-reflexivo através da sua carteira de práticas. Material e Métodos: estudo descritivo, qualitativo. A coleta de dados foi realizada por meio de questionários carteiras e estudantes de enfermagem de 4o ano da Escola de Enfermagem da Cruz Vermelha, que conduziu práticas durante o curso 2013-2014. Os resultados foram analisados por meio de análise de conteúdo. Resultados: Os alunos consideram que o pensamento crítico gerado durante a execução da carteira, ajuda-os principalmente para o aprofundamento da reflexão em ação e também para integrar o conhecimento. Conclusões: os alunos percebem que o pensamento crítico-reflexivo é uma ferramenta essencial no processo de superação das contradições que estão presentes em processos de ensino e aprendizagem durante a sua prática clínica.