O impacto da pandemia da Covid-19 na saúde mental de estudantes universitários / The impact of the Covid-19 pandemic on the mental health of university students / El impacto de la pandemia de Covid-19 en la salud mental de los estudiantes universitarios

A pandemia pelo SARS-CoV-2 é um dos maiores desafios sanitários em escala global. Devido estado de emergência, uma série de medidas de controle e prevenção foram adotadas, como distanciamento social e redução das reuniões públicas. Nesse cenário, buscou-se avaliar a saúde mental de estudantes de uma instituição privada de Ensino Superior diante da pandemia. Esta pesquisa trata-se de um estudo transversal descritivo desenvolvido na Faculdade do Vale do Jaguaribe, localizada em Aracati-CE. A coleta de dados ocorreu de dezembro de 2020 a fevereiro de 2021, utilizando formulário eletrônico contendo variáveis sociodemográficas, epidemiológicas e relativas aos diferentes aspectos da saúde mental do estudante frente a pandemia da COVID-19. A análise foi baseada no cálculo de frequências absolutas e relativas das variáveis além de medidas de tendência central e dispersão. Dos 333 discentes que participaram do estudo, a média de idade foi 25, com variação entre 18 e 56 anos, sendo maioria do sexo feminino (72,7%), autodenominação de cor/etnia parda (72,7%) e não estarem trabalhando (53,8%). A taxa de positividade entre os graduandos para COVID-19 foi de 9% (30). Ao serem questionados sobre como a pandemia alterou seus níveis de estresse ou saúde mental, 75,5% responderam que houve piora. Dentre os sintomas mais relatados no período da quarentena, estavam medo e ansiedade (ambos com 74,2%), seguidos por insegurança (69,7%). Baseados nos achados deste estudo, recomenda-se a incorporação de ações multiprofissionais na atenção aos estudantes dentro da academia. Sugere-se a implantação de um serviço qualificado buscando desenvolver um olhar holístico para os discentes.

The SARS-CoV-2 pandemic has presented itself as one of the greatest health challenges on a global scale. Given the state of public health emergency, a series of control and prevention measures have been adopted, such as social distancing and reduction of public meetings, as in universities. Faced with this scenario, we sought to evaluate the mental health of students from a private institution of Higher Education in the face of the COVID-19 pandemic. Thus, this research was a descriptive cross-sectional study developed at the Faculdade do Vale do Jaguaribe, located in the City of Aracati- CE. Data collection occurred from December 2020 to February 2021, using an electronic form containing sociodemographic and epidemiological variables, as well as variables related to the repercussions in different aspects of the student's mental health when facing the pandemic of COVID-19. The analysis was based on the calculation of absolute and relative frequencies of the variables, as well as measures of central tendency and dispersion. Of the 333 students who participated in the study, the mean age was 25 years, with ages ranging from 18 to 56 years, the majority being female (72.7%), self- denominated as Brown (72.7%), not working when answering the form (53.8%). The positivity rate among undergraduates for COVID-19 was 9% (30/333). When asked how the pandemic altered their stress levels or mental health, 75.5% responded that it had worsened. Among the symptoms most reported by students during the quarantine period were fear and anxiety (both 74.2%), followed by insecurity (69.7%). It is suggested the implementation of a qualified approach service seeking to develop a holistic look for the students.

La pandemia por SARS-CoV-2 es uno de los mayores desafíos sanitarios a escala global. Debido al estado de emergencia, se han adoptado una serie de medidas de control y prevención, como el distanciamiento social y la reducción de reuniones públicas. En este escenario, se buscó evaluar la salud mental de los estudiantes de una institución privada de educación superior frente a la pandemia. Esta investigación es un estudio descriptivo transversal desarrollado en la Facultad de Valle de Jaguaribe, ubicada en Aracati-CE. La recopilación de datos se llevó a cabo de diciembre de 2020 a febrero de 2021, utilizando un formulario electrónico que contiene variables sociodemográficas, epidemiológicas y relacionadas con los diferentes aspectos de la salud mental del estudiante frente a la pandemia de COVID-19. El análisis se basó en el cálculo de frecuencias absolutas y relativas de las variables, además de medidas de tendencia central y dispersión. De los 333 estudiantes que participaron en el estudio, la media de edad fue de 25 años, con variación entre 18 y 56 años, siendo la mayoría del sexo femenino (72,7%), autodenominación de la raza / etnia morena (72,7%) y no trabajando (53,8%). La tasa de positividad entre los estudiantes de pregrado para COVID-19 fue del 9% (30). Cuando se les preguntó cómo la pandemia había alterado su nivel de estrés o salud mental, el 75,5% respondió que había empeorado. Entre los síntomas más comunes durante el período de cuarentena, se encontraban el miedo y la ansiedad (ambos con un 74,2%), seguidos de la inseguridad (69,7%). Basados en los resultados de este estudio, se recomienda la incorporación de acciones multiprofesionales en la atención a los estudiantes dentro de la academia. Se sugiere la implementación de un servicio calificado que busque desarrollar una mirada holística hacia los estudiantes.

The Application of Sports Mental Health Education in the Exploration of Party Construction and Ideological and Political Education in Higher Vocational Colleges / La aplicación de la educación en salud mental deportiva en la exploración de la construcción de partidos y la educación ideológica y política en las escuelas superiores de formación profesional

In the new circumstances, the reform and innovative practice of ideological and political education (PE) in colleges and universities have intensified, and various unique techniques and pathways have been created. This study examines sports mental health education (MHE) in investigating party building (PB), ideology, and physical education in higher vocational institutions. Using a questionnaire, the author surveyed 43 university shooting and archery team members. The results indicate that sports MHE considerably impacts party building, ideological education, and physical education. The findings of this study are innovative and have important theoretical and practical ramifications. The future directions of this research are crucial for researchers conducting additional research.(AU)

Tecnologias educacionais sobre saúde mental na área da saúde: protocolo de scoping review / Education technologies for mental health in healthcare: scoping review protocol

OBJETIVO: Identificar e mapear as tecnologias educacionais sobre saúde mental utilizadas no ensino da saúde. MÉTODO: Será conduzida uma scoping review, seguindo o referencial do Joanna Briggs Institute, com o objetivo de responder à questão: "Quais são as tecnologias educacionais sobre saúde mental que têm sido utilizadas na área da saúde?". Para a identificação dos estudos, serão utilizadas bases de dados eletrônicas multidisciplinares em ciências da saúde, bem como repositórios de dissertações e teses. A identificação e o mapeamento da evidência disponível por meio deste estudo revelarão aspectos relevantes acerca das tecnologias educacionais existentes, seus impactos e desafios neste campo, o que é considerado relevante para subsidiar a melhoria da qualidade do ensino, seja na educação permanente, educação em saúde ou formação acadêmica. Espera-se que a scoping review contribua para a análise crítica das tecnologias educacionais sobre saúde mental na área da saúde, dada a potencialidade de impacto no desenvolvimento das competências educacionais.

OBJECTIVE: To identify and map educational technologies related to mental health in healthcare. METHOD: A scoping review will follow the Joanna Briggs Institute guidelines to answer the question: "What educational technologies related to mental health have been used in healthcare?". Multidisciplinary electronic databases in the health sciences and dissertation or thesis repositories will be used. The review aims to identify and map available evidence regarding educational technologies, their impact, and challenges in the field. This information is essential to improve teaching quality in continuing education, health education, or academic training. The scoping review is anticipated to contribute to a critical analysis of educational technologies focused on mental health in the health sector, given their potential impact on the development of educational competencies.

Changing 'the world for the better': motivations of mental health academics for supporting expert by experience roles in mental health education.

BACKGROUND: Despite demonstrating positive outcomes in education, academic positions for Experts by Experience in mental health have not been widely implemented. To date positions have been driven by individual champions (allies). Their motivation for this support has not yet been researched. AIMS: To deepen understanding of motivations of mental health academics who have championed and supported implementation of EBE positions. METHODS: A Qualitative exploratory, study was undertaken involving in-depth individual interviews with 16 academics with experience of actively supporting the implementation of Expert by Experience positions in academia. Data were analysed independently by two researchers using a structured thematic framework. RESULTS: Motivations commonly arose from allies' own experiences of working with or exposure to Experts by Experience. Other motivating factors included: belief in the value of specific knowledge and expertise Experts by Experience contributed to mental health education; and, identifying the essential role Experts by Experience play in meeting policy expectations, and the broader philosophy of the university. CONCLUSIONS: The motivations identified by allies in this study have implications for Expert by Experience roles. Deeper understanding of motivations to support these roles is essential to arguing for their value, and ultimately producing positive outcomes in the education of health professionals.

Plano EVA-TO: plano de enfrentamento à violência autoprovocada do Estado do Tocantins com ênfase na atenção integral à saúde / EVA-TO Plan: plan to face self-inflicted violence in the State of Tocantins with an emphasis on comprehensive health care

O Plano de Enfrentamento à Violência Autoprovocada do Estado do Tocantins com Ênfase na Atenção Integral à Saúde foi desenvolvido para fortalecer a rede de atenção psicossocial, em colaboração com o Sistema Único de Saúde (SUS) e o Sistema Único de Assistência Social (SUAS). Elaborado pelo Grupo de Trabalho "Flor de Pequi", o plano tem como objetivo qualificar a Rede de Atenção à Saúde, orientando gestores e profissionais de saúde na prevenção da violência autoprovocada, automutilação e suicídio, além de promover o acolhimento e compartilhamento do cuidado na rede de atenção à saúde. O documento foi elaborado em resposta a demandas relacionadas aos dados de violência autoprovocada, solicitações do Conselho Estadual de Defesa de Direitos da Criança e do Adolescente e do Conselho Regional de Psicologia. A metodologia, discussão, metas, ações e monitoramento também são abordados no plano.

The Plan for Confronting Self-Inflicted Violence in the State of Tocantins with an Emphasis on Comprehensive Health Care was developed to strengthen the psychosocial care network in collaboration with the Unified Health System (SUS) and the Unified Social Assistance System (SUAS). Elaborated by the "Flor de Pequi" Working Group, the plan aims to enhance the Health Care Network by providing guidance to managers and health professionals in the prevention of self-inflicted violence, self-harm, and suicide, while promoting care and support within the health care system. The document was created in response to demands related to self-inflicted violence data, requests from the State Council for the Defense of the Rights of Children and Adolescents, and the Regional Psychology Council. The plan also addresses methodology, discussion, goals, actions, and monitoring.

El Plan de Enfrentamiento a la Violencia Autoinfligida en el Estado de Tocantins con Énfasis en la Atención Integral de Salud fue desarrollado para fortalecer la red de atención psicosocial en colaboración con el Sistema Único de Salud (SUS) y el Sistema Único de Asistencia Social (SUAS). Elaborado por el Grupo de Trabajo "Flor de Pequi", el plan tiene como objetivo calificar la Red de Atención a la Salud, brindando orientación a los gestores y profesionales de la salud en la prevención de la violencia autoinfligida, la automutilación y el suicidio, además de promover el cuidado y apoyo dentro de la red de atención sanitaria. El documento fue elaborado en respuesta a demandas relacionadas con datos de violencia autoinfligida, solicitudes del Consejo Estatal para la Defensa de los Derechos de la Niñez y la Adolescencia y del Consejo Regional de Psicología. El plan también aborda la metodología, la discusión, las metas, las acciones y el monitoreo

Investigation on the application of physical mental health education in the exploration of ideological and political education of Party building / Investigación sobre la aplicación de la educación en salud física y mental en la exploración de la educación ideológica y política en la construcción del Partido

This study investigates the application of physical mental health education (MHE) to the investigation of ideological and political education (IPE) in the context of Party formation. This article utilized the methods of literature, teaching observation, experiment, and mathematical statistics. The research object was the ideological and political teaching design of college sports and health basketball courses, and the practice object was first-year students. Regarding the ideological and political integration of political identity education, there was a significant difference between the practice class and the control class, and the mean of each question in the practice class was higher than in the control class. It is essential to comprehend the mental health of college students in-depth and to integrate it through IPE, to establish a curriculum ideological and political construction system, and to guarantee the sustainable development of curriculum IPE from the mechanism.(AU)

Music Therapy in Mental Health and Emotional Diversion of Primary and Secondary School Students.

The purpose of this paper is to provide a group music therapy intervention for elementary and middle school students with mood disorders through music therapy. To explore the improvement of group music therapy on the dysphoria and state of adolescent patients with mood disorders and to explore the relationship with self-identity. A music activity-based mental health education curriculum was designed based on the results of the current survey, while two homogenous classes were selected as the experimental and control classes; subsequently, the experimental teaching of the music activity-based mental health education curriculum was conducted in the experimental class, and the regular school mental health education curriculum was conducted in the control class, and the pre- and postexperimental scale tests were used to analyze that the curriculum of this study had a positive effect of this study's curriculum on elementary school students' positive emotions analyzed through pre- and postexperimental scale tests. The music activity-based mental health education program had a significant positive effect on the overall level of positive emotions of elementary school students, especially in the positive emotion index, happiness index, mental toughness, goal focus, and interpersonal assistance factor. The positive psychology-oriented music activity-based mental health education curriculum is well suited for elementary and middle school students, especially for upper elementary and middle school students. The music activity-based mental health education curriculum realizes the value of applying positive psychology to mental health education efforts at the elementary school level and flexibly uses a variety of related theories to promote positive emotional experiences for elementary and middle school students.

Boletim Educação em Debate - Ed. 5 / Debate Education Bulletin - Ed. 5

A Superintendência de Educação em Saúde (SUPES) lança a 5° edição do Boletim Educação em Debate,com informações sobre educação, ensino e pesquisa para os profissionais de saúde, estudantes e usuários. Nesta edição, a Superintendência convidou o Núcleo de Educação Permanente do Hospital Estadual Getúlio Vargas (NEP/HEGV) para contar a experiência com a implantação e implementação de um Ambiente Virtual de Aprendizagem intitulado VIRTUANEP.

Research on the Evaluation Model of Athletes Youth Mental Health Education in the context of Positive Psychology / Investigación sobre el Modelo de Evaluación de la Educación en Salud Mental de Jóvenes Deportistas en el contexto de la Psicología Positiva

Athletes meet their satisfaction level instead of being parallel in the psychological process. This study portrait that Mental Health is impacted by the self-determination and motivation level of athletes. It was found that Mental Issues is mediated by the coach and athletes’ relationship. Athletes might face problems such as mental stress, heavy burden, and psychological demands of training, which could create a significant impact on the Mental Health of athletes. Internal and External Stimulus is the type of self-motivation, and it is concerned with participating an athlete in an activity for the sake of amusement, interest, and satisfaction. This paper has two IV; Self-Determination and Motivation, and one DV (Mental Health). Whereas, the Coach-Athlete Relationship mediates the association between IV and DV. The data was collected from male and female athletes in between 18-35 age groups. The participants were selected randomly from various sport’s training center. The selected data was collected and analyzed AMOS 26v. The research model is based upon self-determination theory. The results supported the hypothesis of study, and showed a significant fitness in model.(AU)

Clinical Leader Series: A Virtual Mental Well-being Initiative for Nurse Leaders During the COVID-19 Pandemic and Beyond.

OBJECTIVE: A virtual mental well-being initiative was developed for nurse leaders to provide education about mental health and to teach self-care skills. BACKGROUND: Because of substantial demand placed on nurse leaders during the COVID-19 pandemic, organizations must address stress and burnout by providing a continuum of care to include education, support, and intervention. METHODS: All levels of nurse leaders at a multicampus healthcare system were invited to attend. Data were collected on coping, empowerment, burnout, and quality of life. Participant responses to discussion prompts were compiled and reviewed. RESULTS: Although the independent parallel comparison did not show significant improvements, scores on the coping, empowerment, burnout, and quality-of-life measures were maintained. Discussion prompts yielded valuable insights into nurse leader experiences and session effectiveness. CONCLUSIONS: This type of education, as well as psychological support, will continue to be needed after the pandemic due to burnout, moral injury, and primary or secondary trauma. Findings are applicable to future crisis situations.

Programa de prevención universal para factores de riesgo de trastornos alimentarios en adolescentes mexicanas: un estudio piloto / Universal prevention program for eating disorders risk factors in Mexican adolescents

El objetivo general de este estudio fue describir el efecto de un programa interactivo de prevención universal sobre las conductas alimentarias deriesgo (CAR), la insatisfacción corporal (IC), la influencia del modelo estético de delgadez (IMED), conocimientos de nutrición, ansiedad y depresiónen adolescentes entre 12 y 15 años de edad. Se trabajó con una muestra de 98 adolescentes mexicanas, quienes contestaron, antes y después dela intervención, el Test de Actitudes Alimentarias-26, el Cuestionario de Imagen Corporal-8D, el Cuestionario de Influencias sobre el Modelo EstéticoCorporal-26, la Escala de Ansiedad y Depresión Hospitalaria y el Cuestionario de Nutrición. En el grupo experimental se encontraron diferenciasestadísticamente significativas entre el pretest y el postest (U de Mann Whitney, p < ,05), con menores puntuaciones totales en las CAR, la IMED,IC y ansiedad, y un aumento en los conocimientos de nutrición en la fase postest, con un tamaño del efecto de pequeño a grande (r = ,18 - ,58). Lasparticipantes presentaron un cambio clínico objetivo positivo en las CAR (54%), IMED (59%), conocimientos de nutrición (54%) y ansiedad (50%),y poco más de la tercera parte presentaron una disminución depresión (31%) e IC (37%). Se concluye que el programa de intervención basado enalfabetización de los medios generó efectos positivos en adolescentes respecto a la prevención de las CAR, IC, IMED, ansiedad, depresión y aumentóde los conocimientos en nutrición. (AU)

The purpose of this research was to describe the effect of aninteractive universal prevention program on risky eating behaviors (REB), body dissatisfaction (BD), the influence of the aesthetic model of thinness(ITAM), nutritional knowledge, anxiety, and depression in adolescents between 12 and 15 years old. We worked with a sample of 98 Mexican adolescents, who answered, before and after the intervention, the Eating Attitudes Test-26, the Body Image Questionnaire-8D, Questionnaire of Influenceson the Body Aesthetic Model-26, the Hospital Anxiety and Depression Scale, and the Nutrition Questionnaire. In the experimental group, statisticallysignificant differences were found between the pretest and the posttest (Mann Whitney U, p <.05) with lower total scores in the REB, ITAM, BDand anxiety, and an increase in nutrition knowledge in the post-test phase, with a small to large effect size (r = ,18 - ,58). Most of the participantspresented a positive objective clinical change in CAR (54%), IMED (59%), nutrition knowledge (54%) and anxiety (50%), just over a third presenteda decrease in depression (31%), and BD (37 %). It is concluded that the intervention program, based on media literacy, generated positive effectsin adolescents regarding the prevention of REB, BD, ITAM, anxiety, depression, and increased knowledge of nutrition. (AU)

Dismantling Structural Stigma Related to Mental Health and Substance Use: An Educational Framework.

Stigma related to mental health and substance use (MHSU) is a well-established construct that describes how inequitable health outcomes can result from prejudice, discrimination, and marginalization. Although there is a body of literature on educational approaches to reduce stigma, antistigma education for MHSU has primarily focused on stigma at the social, interpersonal/public, and personal (self-stigma) levels, with little attention to the problem of structural stigma. Structural stigma refers to how inequity is manifested through rules, policies, and procedures embedded within organizations and society at large. Structural stigma is also prominent within clinical learning environments and can be transmitted through role modeling, resulting in inequitable treatment of vulnerable patient populations. Addressing structural stigma through education, therefore, has the potential to improve equity and enhance care. A promising educational approach for addressing structural stigma is structural competency, which aims to enhance health professionals' ability to recognize and respond to social and structural determinants that produce or maintain health disparities. In this article, the authors propose a framework for addressing structural MHSU stigma in health professions education that has 4 key components and is rooted in structural humility: recognizing structural forms of stigma; reflecting critically on one's own assumptions, values, and biases; reframing language away from stereotyping toward empathic terms; and responding with actions that actively dismantle structural MHSU stigma. The authors propose evidence-informed and practical suggestions on how structural competency may be applied within clinical learning environments to dismantle structural MHSU stigma in organizations and society at large.

Formação de (novos) braços para a luta: experiências de acadêmicos na rede psicossocial / Formation of (new) arms for the struggle: experiences of academics in the psychosocial network

Resumo O objetivo deste estudo foi compreender o modo como tem ocorrido a inserção de acadêmicos na Rede de Atenção Psicossocial e as percepções sobre as contribuições para sua formação profissional. Trata-se de estudo transversal, descritivo e de natureza qualitativa, desenvolvido com questionário e técnica de grupo focal. Os participantes foram alunos de uma universidade federal, atuantes em instituições de saúde mental. Na análise temática foram delineadas três categorias: críticas aos currículos; relações entre universidade e rede; e aprendizados construídos. O estudo revelou amplitude das contribuições e afetações oriundas da inserção na rede. A inserção na rede permitiu aos graduandos o desenvolvimento de um compromisso ético-político com a defesa dos direitos humanos, com uma nova compreensão de sujeito e do cuidado psicossocial, bases da Reforma Psiquiátrica. Este estudo mostra a necessidade de expandir o diálogo entre instituições de ensino e instituições de saúde, de modo a fortalecer novas formas de cuidar e proporcionar alterações nos processos formativos, indispensáveis para a ampliação das experiências na saúde mental.

Abstract This study aimed to understand the way in which the insertion of academics in the Psychosocial Care Network has occurred and the perceptions about the contributions to their professional training. This is a cross-sectional, descriptive and qualitative study, developed with a questionnaire and focus group technique. The participants were students from a federal university, working in mental health institutions. In the thematic analysis, three categories were outlined: criticism of the curricula; relations between university and network; and learning. The study revealed the breadth of contributions and effects arising from insertion in the network. The insertion in the network allowed the undergraduates to develop an ethical-political commitment to the defense of human rights, with a new understanding of the subject and psychosocial care, bases of the Psychiatric Reform. This study shows the need to expand the dialogue between educational institutions and health institutions, to strengthen new forms of care and provide changes in training processes, essential for expanding experiences in mental health.

Fatores de estresse em estudantes de enfermagem na realização de atividades teórico-práticas da formação acadêmica / Factores de estrés en estudiantes de enfermería en la realización de actividades teórico-prácticas de la formación académica / Stress factors in nursing students in the realization of theoretical-practical activities of academic training

RESUMO Objetivo: verificar os fatores de estresse comumente vivenciados por estudantes do curso de Enfermagem na realização de atividades teóricas e práticas da formação acadêmica. Método: estudo descritivo, transversal, desenvolvido com 142 discentes do curso de Enfermagem de uma universidade pública localizada em Mato Grosso do Sul, Brasil. Os dados foram coletados em fevereiro de 2020 por meio de questionário sociodemográfico/acadêmico e da escala de Avaliação de Estresse em Estudantes de Enfermagem e, posteriormente, analisados de maneira descritiva, segundo a moda e percentis superiores e inferiores à moda das variáveis. Resultados: medo de cometer erros durante a assistência ao paciente (57,4%), sentimento de ter adquirido pouco conhecimento para fazer provas práticas (52,1%), insegurança ou medo de fazer provas teóricas (44,7%) e obrigatoriedade de realizar trabalhos extraclasse (41,5%) foram fatores que provocaram níveis muito altos de estresse entre os estudantes. Conclusão: os resultados podem auxiliar faculdades de Enfermagem no planejamento e fortalecimento de intervenções preventivas com foco no gerenciamento do estresse e seu enfrentamento.

RESUMEN Objetivo: verificar los factores de estrés comúnmente experimentados por estudiantes del curso de Enfermería en la realización de actividades teóricas y prácticas de la formación académica. Método: estudio descriptivo, transversal, desarrollado con 142 discentes del curso de Enfermería de una universidad pública ubicada en Mato Grosso do Sul, Brasil. Los datos fueron recogidos en febrero de 2020 a través de cuestionario sociodemográfico/académico y de la escala de Evaluación de Estrés en Estudiantes de Enfermería y, posteriormente, analizados de manera descriptiva, según la moda y percentiles superiores e inferiores a la moda de las variables. Resultados: miedo de cometer errores durante la atención al paciente (57,4%), sentimiento de haber adquirido poco conocimiento para hacer pruebas prácticas (52,1%), inseguridad o miedo de hacer pruebas teóricas (44,7%) y obligatoriedad de realizar trabajos extraclase (41,5%) fueron factores que provocaron niveles muy altos de estrés entre los estudiantes. Conclusión: los resultados pueden auxiliar facultades de Enfermería en la planificación y fortalecimiento de intervenciones preventivas con enfoque en el manejo del estrés y su enfrentamiento.

ABSTRACT Objective: to verify the stress factors commonly experienced by nursing students in carrying out theoretical and practical activities of academic training. Method: descriptive, cross-sectional study, developed with 142 students of the nursing course of a public university located in Mato Grosso do Sul, Brazil. Data were collected in February 2020 through a sociodemographic/academic questionnaire and the Stress Assessment scale in Nursing Students and, later, analyzed descriptively, according to fashion and upper and lower percentiles than the fashion of the variables. Results: fear of making mistakes during patient care (57.4%), feeling of having acquired little knowledge to take practical tests (52.1%), insecurity or fear of taking theoretical tests (44.7%) and mandatory to perform extra-class work (41.5%) were factors that caused very high levels of stress among students. Conclusion: the results can help nursing colleges in the planning and strengthening of preventive interventions focused on stress management and coping.

Psychological demands of health professionals in the initial phase of the COVID-19 pandemic

Abstract Recent literature emphasizes how the specific stressors of the COVID-19 outbreak affect the general population and frontline professionals, including those conducting support or backup activities in health units, which can lead to vicarious traumatization. Vicarious traumatization has been used to describe negative emotional reactions in mental health professionals who assist or treat victims of traumatic events. Thus, the aim of this article is to report the actions used in the face of the psychological demands of professionals in a hospital, who were not on the frontline of COVID-19. We collected their sociodemographic information and checked the psychological impact using the depression, anxiety, and stress scale (DASS-21), which was followed by a psychoeducational program (topics related to COVID-19 control and prevention), and individual psychological care for the most severe cases. A total of 118 professionals participated in this study; they were between 20 and 67 years old. Mild to moderate anxiety was observed in 36.5% of the medical teams, 83.3% of the administrative staff, and 65.7% of general service workers, while stress symptoms were observed in 80.2%, 83.3%, and 59.9%, respectively. Depressive symptoms (35.3%) were more frequent in general service workers. The medical teams reported the benefits of primary psychological care, while the other professionals demanded more institutional support services related to the prevention and use of personal protective equipment. This study highlights relevant psychological demands that have repercussions on the daily lives of professionals. The psychoeducational program was considered positive regarding clarification actions. However, it was not perceived as effective in reducing fear, which may result from vicarious traumatization and requires other intervention modalities.

A construção da Identidade Médica na concepção de médicos recém-graduados / The construction of Medical Identity in the conception of newly graduated physicians

A Identidade Médica (IM) é uma contrução social dinâmica e é influenciada por fatores relacionados ao estudante, ao docente/preceptor e à sociedade, além de moldar a forma como o futuro médico exercerá sua profissão. O objetivo desta tese é analisar a construção da IM e os fatores que a influenciam a partir das percepções de médicos recém-graduados, além de realizar uma revisão da literatura atual, pesquisar os fatores intrínsecos e extrínsecos formadores da IM, a influência dos primeiros anos do exercício profissional e das Diretrizes Curriculares Nacionais (DCN) no perfil e na consolidação da IM. Estudo observacional de corte transversal de caráter qualitativo realizado com médicos-residentes de um hospital universitário de um grande centro urbano brasileiro. Os dados foram coletados por meio de doze entrevistas virtuais no período de setembro a novembro de 2021 e três grupos focais presenciais, com seis participantes cada, em agosto de 2022. O material produzido foi submetido à análise de conteúdo, seguindo os seguintes passos: leitura e releitura flutuante, busca de semelhanças e divergências, classificação em categorias temáticas, contextualização espaço-social-temporal, discussão com a literatura científica e síntese interpretativa. Além disso, foram pesquisadas as bases de dados PubMed®/MEDLINE, SciELO, LILACS, Cochrane Library e BVS para realização da revisão da literatura. Para a revisão, estruturação da fundamentação teórica e discussão dos dados da pesquisa, foram estudados, na íntegra, os 154 artigos encontrados. Pouco mais da metade (51%) dos artigos trata-se de pesquisas empíricas que possuem como foco um dos três eixos formadores da IM (estudante / docente / sociedade), enquanto 40% são revisões da literatura e 9% são editoriais. A maioria das pesquisas (73%) foi desenvolvida no eixo América do Norte / Europa. Apesar disso, o Brasil configura-se como o 5º país em número de publicações. O material produzido no campo revelou que as expectativas dos estudantes com relação ao médico que imaginam se tornar, a influência de docentes e preceptores e o perfil de médico exigido pela sociedade moldam a IM dos participantes. Os primeiros anos da carreira profissional constituem um período de turbulência e de conflitos identitários que são suavizados durante a Residência Médica, quando esta se configura como um ambiente de prática e de ensino-aprendizagem salutar. Os médicos-residentes desconhecem as DCN e isso impacta negativamente na forma que vivenciam as expectativas da sociedade traduzidas pelas Diretrizes. Na percepção dos médicos recém-graduados, há uma incongruência entre o que é preconizado nas DCN, a formação que é efetivamente oferecida nos cursos de medicina e o mercado de trabalho que eles encontram após estarem habilitados a exercer a profissão. Essa incongruência gera uma IM pouco saudável que é prejudicial ao exercício qualificado da profissão e gera sofrimento e insatisfação nos novos médicos. Os resultados desse estudo podem contribuir com o trabalho daqueles envolvidos no processo de formação identitária dos médicos, auxiliando-os a empreender ações que favoreçam a formação de uma IM mais saudável em benefício dos atuais e futuros médicos e da população por eles assistida.(AU)

The Medical Identity (MI) is a dynamic social construction and is influenced by factors related to the student, the professor/preceptor and society, in addition to shaping the way the future physician will exercise his profession. The objective of this thesis is to analyze the construction of MI and the factors that influence it based on the perceptions of newly graduated physicians, in addition to carrying out a review of the current literature, researching the intrinsic and extrinsic factors that form MI, the influence of the first years of professional practice and the National Curriculum Guidelines (NCG) for Brazilian Medicine courses in the profile and consolidation of MI. A qualitative, cross-sectional observational study carried out with resident physicians at a university hospital in a large Brazilian urban center. Data were collected through twelve virtual interviews from September to November 2021 and three face-to-face focus groups, with six participants each, in August 2022. The material produced was subjected to content analysis, following the steps below: reading and fluctuating rereading, search for similarities and divergences, classification into thematic categories, spatio-social-temporal contextualization, discussion with the scientific literature and interpretative synthesis. In addition, the PubMed®/MEDLINE, SciELO, LILACS, Cochrane Library and BVS databases were searched to carry out the literature review. For the review, structuring of the theoretical foundation and discussion of the research data, the 154 articles found were studied in full. A little more than half (51%) of the articles are empirical research that focus on one of the three axes that form MI (student / teacher / society), while 40% are literature reviews and 9% are editorials. Most of the surveys (73%) were developed in the North America / Europe axis. Despite this, Brazil ranks 5th in number of publications. The material produced in the field revealed that the students' expectations regarding the doctor they imagine becoming, the influence of professors and preceptors and the profile of a doctor required by society shape the participants' MI. The first years of the professional career constitute a period of turbulence and identity conflicts that are softened during the Medical Residency Program, when it is configured as an environment of practice and healthy teaching-learning. Medical residents are unaware of the NCG and this negatively impacts the way they experience society's expectations translated by the Guidelines. In the perception of newly graduated physicians, there is an inconsistency between what is recommended in the NCG, the training that is effectively offered in medical courses and the job market that they find after being qualified to practice the profession. This incongruity generates an unhealthy MI that is harmful to the qualified exercise of the profession and generates suffering and dissatisfaction in new physicians. The results of this study can contribute to the work of those involved in the physicians' identity formation process, helping them to undertake actions that favor the formation of a healthier MI for the benefit of current and future physicians and the population they assist.(AU)

Perspectivas de la salud mental en el escenario laboral: anatomía de un debate académico / Perspectives of mental health in the workplace: anatomy of an academic debate

La educación en salud mental en el contexto laboral tiene un papel protagónico en la actualidad y responde a una problemática de la salud y del desarrollo social y económico. Persiste el aumento en la prevalencia de problemas y trastornos mentales en los trabajadores con la carga económica concomitante. No obstante, en la academia, concurre la falta de consenso en su concepción, derivado de una pluralidad de perspectivas epistemológicas en pugna, desde las cuales se aborda. El objetivo de este artículo es describir las principales perspectivas epistemológicas que sustentan las concepciones de salud mental laboral, presentadas en artículos y documentos publicados entre 1987 y 2017. La búsqueda de la literatura abarcó la consulta a bases de datos regionales teniendo en cuenta términos (descriptores en Ciencias de la Salud), la consulta manual, y la literatura especializada de organismos internacionales de la salud y la economía. En el análisis, los hallazgos se reunieron por coincidencia temática, derivándose tres categorías: la salud mental en el trabajo y el estado de cosas; la centralidad de la salud mental laboral para el desarrollo, y la falta de consenso. El análisis teórico se abordó a la luz de dos grandes tradiciones que la filosofía de la ciencia distingue, la explicativa y la comprensiva. Se concluye que una perspectiva de pluralismo dialéctico tiene el potencial suficiente para aproximarse a la complejidad del fenómeno de la salud mental laboral, tanto desde la academia, como de las acciones emprendidas por agentes en favor de mejorar la salud mental laboral(AU)

Mental health education in the workplace has a leading role nowadays and responds to a health and socio-economic development problem. The increase in the prevalence of mental problems and disorders in workers with the concomitant economic burden persists. However, in the academies, there is a lack of consensus in its conception, derived from a plurality of competing epistemological perspectives from which it is approached. The objective of this article is to describe the main epistemological perspectives that support the conceptions of occupational mental health presented in articles and documents published between 1987 and 2017. The literature search included the consultation of regional databases taking into account terms (descriptors in Health Sciences), manual consultation, and specialized literature of international health and economic organizations. In the analysis, the findings were gathered by thematic coincidence, leading to three categories: mental health at work and the state of affairs; the centrality of occupational mental health for development, and the lack of consensus. The theoretical analysis was approached in the light of two great traditions that the philosophy of science distinguishes: the explanatory and the comprehensive. It is concluded that a perspective of dialectical pluralism has sufficient potential to approach to the complexity of the phenomenon of occupational mental health, both from the academy and from the actions undertaken by agents in favor of improving occupational mental health(AU)

Mental health of Filipino seafarers and its implications for seafarers' education.

This narrative review examines current academic literature on the mental health of Filipino seafarers working internationally, including the mental health effects of coronavirus disease 2019 (COVID-19). Framed within a rights-based approach, it aims to identify and analyse emerging themes on Filipino seafarers' mental health literature to understand what these studies potentially mean for the improvement of seafarers' education on mental health. Based on a broad selection criteria, 28 eligible papers demonstrate collectively three key findings: firstly, there is paucity in published research on seafarers' mental health; secondly, the majority of published studies are associated with a recent piracy crisis, where a significant number of mariners were attacked, taken as hostages, or killed; thirdly, three key areas emerged under which research on Filipino seafarers' mental health can be organized: the medical repatriation of seafarers, system of care for the mental health of seafarers including the diagnostic standards used, and seafarers' experiences and conceptions of mental health including the mental health effects of COVID-19. Though the bulk of the current understanding of the mental health problems is associated with piracy, several risk factors for which the quality of quantitative and qualitative evidence are patchy. The few sources of primary data to date lack focus on mental health needs which makes it difficult to grasp the extent of the problem. Developing policies and programmes for the promotion of mental health through mental health education among seafarers is important for a couple of reasons. Seafaring remains a dangerous and socially isolating occupation where work-related accidents are likely and will be potentially traumatic to mariners. Research on occupational stressors is increasingly providing evidence of their contributions to poor mental health outcomes among seafarers. Thus, mental health education of seafarers in the context of their work is important for proactive training and development.

[Improvement of Medication Adherence in Psychiatry and Mental Health Literacy Education].

In Japan, the number of patients with mental illness is increasing; therefore, the need for national measures, such as suicide prevention measures and measures against alcohol health disorders, and multiple social concerns and needs, such as depression and dementia problems, are increasing. As such, measures for mental health are emphasized. Mental health is a common issue; however, there is still prejudice regarding mental illness, and its understanding and awareness by local residents and medical staff need to be improved. The author introduced a medication self-management module in the psychiatric ward to improve medication adherence, and constructed a program for mental health literacy education in the faculty of pharmacy. This paper outlines these studies.