BackgroundExisting research suggests that digital games can be used effectively for educational purposes at any level of training. Perioperative nursing educators can use games to complement curricula, in guidance and staff development programs, to foster team collaboration, and to give support to critical thinking in nursing practice because it is a complex environment.ObjectiveTo describe the process of developing an educational game to set up surgical instruments on the Mayo stand or back table as a resource to assist the instructor in surgical instrumentation training for students and nursing health professionals in continued education.MethodsThe study was characterized by applied research in production technology. It included the phases of analysis and design, development, and evaluation. The objectives of the educational game were developed through Bloom’s taxonomy. Parallel to the physical development of the educational game, a proposed model for the use of digital elements in educational game activities was applied to develop the game content.ResultsThe development of the game called “Playing with Tweezers” was carried out in 3 phases and was evaluated by 15 participants, comprising students and professional experts in various areas of knowledge such as nursing, information technology, and education. An environment was created with an initial screen, menu buttons containing the rules of the game, and virtual tour modes for learning and assessment.ConclusionsThe “digital” nursing student needs engagement, stimulation, reality, and entertainment, not just readings. “Playing with Tweezers” is an example of educational gaming as an innovative teaching strategy in nursing that encourages the strategy of involving the use of educational games to support theoretical or practical classroom teaching. Thus, the teacher does not work with only 1 type of teaching methodology, but with a combination of different methodologies. In addition, we cannot forget that skill training in an educational game does not replace curricular practice, but helps.

77Rev Bras Enferm, Brasília 2012 jan-fev; 65 (1) ReSUmO Considerando-se que pacientes diabéticos acometidos de Infarto Agudo do Miocárdio (IAM) podem, ou não, apresentar dor torácica, objetivou-se neste estudo comparar a presença e intensidade de dor torácica no IAM entre pacientes diabéticos e não diabéticos. Realizou-se um estudo transversal, que incluiu pacientes com IAM, idade ≥18 anos, ambos os sexos. Utilizou-se uma escala numérica verbal para avaliar a presença e a intensidade da dor. Foram incluídos 88 pacientes no estudo, dentre os quais 77 (87,5%) não diabéticos e 11 (12,5%) diabéticos. A dor esteve presente em 11 (100%) dos diabéticos e 76 (98,7%) dos não diabéticos. A intensidade da dor nos diabéticos foi de 8,91 versus 8,23 nos não diabéticos. O estudo mostrou semelhança na presença e intensidade da dor torácica entre pacientes diabéticos e não diabéticos acometidos de IAM. descritores: Diabetes mellitus; Infarto do miocárdio; Escala analógica da dor. aBStRaCt Considering that diabetic patients suffering from Acute Myocardial Infarction (AMI) may or may not have chest pain, this study aimed to compare the presence and intensity of chest pain in AMI between diabetic and non-diabetic patients. We conducted a cross-sectional study that included patients with AMI, aged ≥ 18 years, both sexes. We used a verbal numeric scale for assessing the presence and intensity of pain. The study included 88 patients, of whom 77 (87.5%) non-diabetic patients and 11 (12.5%) diabetics. The pain was present in 11 (100%) of diabetics and in 76 (98.7%) of non-diabetics. The intensity of pain in diabetics was 8.91 versus 8.23 in non-diabetic patients. The study showed similarity in the presence and intensity of chest pain between diabetic and non diabetic patients suffering from AMI.

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Objective: To analyze the experiences of Nursing students during the mandatory hospital internship at a Material and Sterilization Center with a focus on leadership development. Method: This is an experience report of a mandatory hospital curricular internship anchored in the national curricular guidelines for Nursing, of a descriptive-reflective nature, and carried out in a general university hospital in southern Brazil, from March to June 2019. Results: Activities were developed in order to develop leadership aspects such as people, orthotics and prosthetics management, surgical planning, conflict management, and assertive communication. Final considerations: The mandatory hospital curricular internship at the Material and Sterilization Center favored the students in the leadership process, management, decision-making, and development of autonomy for leading nurses.

Background Game-based training is increasingly implemented in different nursing fields, as it allows students to learn experientially, with the flexibility to regulate their training based on their personal progresses and abilities. This study aimed to compare the effects of virtual training by the “Playing with Surgical Instruments (PlaSurIn)” game and the lecture on the surgical instruments setup knowledge and performance of Operating Room (OR) novices. Methods This study was conducted on 51 s-semester undergraduate OR technology students taking the course “An Introduction to Surgical Instruments and Equipment.” An additional virtual training session was held via a learning management system using two different methods. The students of the Game Training Group (GTG, n = 27) played individually with the “PlaSurIn” game during a week, while the students of the Lecture Training Group (LTG, n = 24) received the lecture-based training during a week. To measure knowledge, all the students participated in a theoretical test with 10 multiple-choice questions before and immediately after the training. They also participated in an Objective Structured Clinical Examination (OSCE) after the training, and their performance was evaluated by the remained time for setup completion and the scores, errors, and bonuses. Results The mean score of the theoretical test was significantly higher in the GTG than in the LTG after the training (p = 0.040). Additionally, the GTG participants had higher scores (p = 0.016), fewer errors (p = 0.001), and higher bonuses (p = 0.011) compared to the LTG ones. The remained time for setup completion was also significantly longer in the GTG than in the LTG (p < 0.001). Conclusion Virtual training by “PlaSurIn” was superior to the lecture-based method for the enhancement of surgical instruments setup knowledge and performance amongst OR novices.