The simulation affects students' perception of stressors and promotes their self-evaluation and critical thinking regarding the responsibility that comes with their learning.

Objective: Evaluate the contribution of debriefing after clinical simulations for nursing students. Method: Quantitative study, conducted with 35 nursing students who participated in five clinical simulation scenarios with planned debriefings based on the model of the National League Nursing/Jeffries Simulation Theory. After the fifth scenario, students answered the Debriefing Evaluation Scale associated with the Simulation. Results: The items evaluated involved the psychosocial, cognitive, and affective values, and within a scale from one to five, the highest mean was found in cognitive value with 4.23 (±0.56) points, then in psychosocial value with 3.77 (±0.53), and finally in affective value with 3.71 (±0.63) points. Conclusion: The debriefing conducted after the clinical simulation scenarios was a reflective exercise that contributed to the student integrating multiple knowledges in affective, cognitive and psychosocial values, and thus develop the competencies required.

RESUMOObjetivo: identificar as contribuições da simulação para estudantes de graduação em enfermagem. Método: revisão de escopo com a questão norteadora: “Quais as contribuições da simulação para estudantes de graduação em enfermagem?” Foram consultadas, durante o mês de maio de 2017, a biblioteca: Scielo, as bases de dados Medline e LILACS, utilizando-se os descritores: “aprendizagem”, “educação”, “simulação”, “simulação de paciente”, “treinamento por simulação” e “enfermagem”, posteriormente, duas revisoras independentes realizaram a leitura dos títulos, resumos e textos completos. Os resultados foram agrupados de acordo com as contribuições descritas nos artigos. Resultados: a amostra foi de 41 estudos, as contribuições da simulação foram a melhoria da aprendizagem/conhecimento e o desenvolvimento de habilidades psicomotoras, abordadas em 12 artigos (29,3%). Outras contribuições foram aumento da confiança/segurança/autoeficácia, melhoria da habilidade de comunicação, desenvolvimento do pensamento crítico e reflexivo, de competências, melhoria da atitude, integração da teoria e prática. Conclusão: a simulação favorece uma aprendizagem crítica e reflexiva e contribui positivamente na formação dos graduandos em enfermagem, sobretudo, no desenvolvimento de competências para o cuidado seguro. Descritores: Estudantes; Aprendizagem; Enfermagem; Treinamento por Simulação; Educação; Educação em Enfermagem.ABSTRACT Objective: to identify the contributions of simulation for undergraduate students of Nursing. Method: a review of scope with the guiding question: “What are the contributions of simulation for undergraduate students of nursing?” There were consulted during the month of May 2017 the libraries: Scielo databases, Medline and LILACS databases, using the following descriptors: "learning", "education", "simulation", "simulation of patient", "training by simulation" and "Nursing", later, two independent revisers underwent reading titles, abstracts and full texts. The results were grouped agreeing with the contributions described in articles. Results: the sample consisted of 41 studies; the contributions of the simulation were the improvement of learning/knowledge and the development of psychomotor skills, addressed in 12 articles (29.3%). Other contributions were increased confidence/safety/efficacy, improving communication skills, development of critical thinking and reflective, skills, improving the attitude, integration of theory and practice. Conclusion: the simulation favors a critical and reflective learning and contributes positively in the training of graduate students in nursing, especially in the development of competences for the care coverage. Descriptors: Students; Learning; Nursing; Simulation Training; Education; Education, Nursing.RESUMEN Objetivo: identificar las contribuciones de simulación para estudiantes de pregrado de enfermería. Método: revisión del alcance con la pregunta orientadora: ¿Cuáles son las contribuciones de simulación para estudiantes de pregrado en enfermería? Fueron consultados durante el mes de mayo de 2017 las bibliotecas: Scielo, bases de datos Medline y Lilacs bases de datos, utilizando los siguientes descriptores: "aprender", "educación", "simulación", "simulación de paciente", "formación por simulación" y "enfermería", después, dos revisoras independientes sufrió la lectura de títulos, resúmenes y textos completos. Los resultados fueron agrupados de acuerdo a las contribuciones descritas en los artículos. Resultados: la muestra estuvo conformada por 41 estudios, de los aportes de la simulación fueron la mejora del conocimiento y el desarrollo de habilidades psicomotrices, abordado en 12 artículos (29,3%). Otras contribuciones fueron el aumento de la confianza/seguridad/eficacia, la mejora de las habilidades de comunicación, el desarrollo del pensamiento crítico y reflexivo, habilidades, la mejora de la actitud, la integración de la teoría y la práctica. Conclusión: la simulación favorece un aprendizaje reflexivo y crítico, y contribuye positivamente en la formación de estudiantes de postgrado en enfermería, especialmente en el desarrollo de competencias para el seguro del cuidado. Descriptores: Estudiantes; Aprendizaje; Enfermería; Entrenamiento Simulado; Educación, Educación en Enfermería.

Resumo Objetivo Comparar a percepção de estudantes de enfermagem e as contribuições do ensino com simulação clínica ou aula prática convencional em laboratório de habilidades, na primeira experiência clínica hospitalar. Método Pesquisa descritiva, qualitativa, envolvendo estudantes de graduação em enfermagem de uma universidade pública do Brasil, submetidos à simulação clínica de alta fidelidade ou aula prática convencional, ocorrida entre 2015 e 2016. Para avaliação dos dados, utilizaram-se a nuvem de palavras e a análise de similitude do software IRAMUTEQ®. Resultados Participaram 54 estudantes, sendo 27 em cada grupo. As palavras mais evocadas pelo grupo simulação foram: “paciente real, não, mais e simulador”, relacionadas à capacidade de reflexão quanto ao seu conhecimento e preparo. As mais evocadas no grupo prática convencional foram: “mais, não, muito e sentir”, relacionadas com a percepção de que a aula convencional ajuda na aquisição de habilidades, contudo, é necessária maior frequência. Conclusão As duas estratégias contribuíram positivamente para a primeira experiência clínica hospitalar. Porém, a simulação proporcionou uma visão crítico-reflexiva sobre as competências, deficiências e maior autoconfiança em relação à prática convencional. Este estudo fortalece as evidências dos benefícios proporcionados pelo ensino baseado em simulação, e a importância de instituições de ensino fazerem uso adequado dessa estratégia.

Objective: To validate the construct and test the reliability of the Brazilian version of Hypertension Knowledge-Level Scale. Methods: Methodological research with 220 participants in a primary health care unit from Curitiba, Paraná. The data were collected with a social demographic questionnaire and the Brazilian version of the scale. The construct validity and reliability were assessed using Cronbach’s Alpha, Pearson’s Correlation and Analysis of Variance. The discriminant validity was verified comparing groups of people with hypertension and without, using T test. Results: Cronbach’s Alpha was 0.74. The groups comparison showed that people with hypertension had better results (p<0,001). Pearson’s Correlation showed that the questions measure different aspects of the same construct, justifying its organization in subdimensions. Conclusion: The Brazilian version of Hypertension Knowledge-Level Scale is a reliable instrument, which had its construct and criterion validated to measure knowledge about hypertension among Brazilian people. It can help health professionals with planning educative actions.

Objective:translating and transculturally adapting the Clinical Competence Questionnaire to Brazilian senior undergraduate Nursing students, as well as measuring psychometric properties of the questionnaire. Method:a methodological study carried out in six steps: translation of the Clinical Competence Questionnaire instrument, consensus of the translations, back-translation, analysis by an expert committee, pre-testing and then presentation of the cross-cultural adaptation process to the developers. Psychometric properties were measured using Cronbach's alpha, intraclass correlation coefficient and content validity index. Results:the instrument was translated, transculturally adapted and its final version consisted of 48 items. Cronbach's alpha coefficient was 0.90, and the agreement index of the items was 99% for students and 98% for evaluators. Conclusion:the Clinical Competence Questionnaire was translated and adapted to Brazilian students, and the psychometric properties of the Portuguese version of the questionnaire presented satisfactory internal consistency regarding the studied sample.

Objective. To synthesize the best available evidence regarding the effectiveness of nursing case management in primary health care, compared to usual care, in improving blood pressure in adults over 18 years with hypertension. Methods. Systematic review that includes studies carried out with adult patients diagnosed with hypertension, with or without other concomitant chronic diseases, followed-up by a case manager nurse, who evaluated the effectiveness of case management in the improvement of blood pressure. A critical evaluation of the studies was made and the results of interest were described using the instruments and tools from the Joanna Briggs Institute. Due to the heterogeneity of the included studies, the results of similar measures were not grouped in statistical meta-analysis. A narrative and tabular format was used to synthesize and present them. Results. Six randomized controlled trials were critically evaluated and included in the review. The total sample was 1963 participants. The results showed the outcomes compared at baseline and at the end of follow-up (six or twelve months). Regarding the main outcome, systolic and diastolic blood pressure, there was some reduction in the group followed-up through case management in studies lasting six months; however, the impossibility of comparing the findings poses limitations to answering the questions in this review. Conclusions. Despite the heterogeneity of the studies, the narrative and tabular analysis demonstrated that short-term case management in primary care (six-month studies) helped to reduce blood pressure levels, although the level of evidence for these results is low or very low.

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