This study aimed at identifying and performing content validation of the defining characteristics of the diagnoses of fear and anxiety for a burned patient. An instrument made up of manifestations of both diagnoses presented by Taxionomy I of the North American Nursing Diagnoses Association was elaborated, as well as others that were found in the literature. Sixteen nurses were interviewed. Out of the 97 characteristics presented in the instrument, 31 were excluded for the diagnoses "fear", and 27 for "anxiety". Eight characteristics had a score average above 0.70 for "fear" and 18 for "anxiety". The characteristics with the highest score were "expressed concern due to changes in life events" for anxiety and "insomnia referred or perceived" for fear.
Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que a publicação original seja corretamente citada. o semestre da Graduação em Enfermagem. Essa disciplina conta com dois cenários simulados: atendimento a paciente com alteração glicêmica e atendimento a paciente com desconforto respiratório. Os objetivos da simulação foram discutir raciocínio clínico, conhecimento para identificar o problema principal (diagnóstico de enfermagem) e as habilidades do estudante na realização do cuidado (intervenção de enfermagem). Após a realização das simulações, os alunos foram convidados a preencher os instrumentos ESEAA e EDS. CONCLUSÕES: O uso dos instrumentos permitiu identificar o nível de satisfação dos alunos quanto à utilização da simulação como estratégia de ensino e proporcionou aos docentes da disciplina uma reflexão sobre os cenários trabalhados, em termos da clareza do objetivo, conteúdo e condução do debriefing. Os resultados obtidos a partir das respostas dos alunos reforçam a importância de utilização da simulação e estimulam o docente na construção de cenários e no desenvolvimento dessa estratégia. DESCRITORES: treinamento por simulação; simulação de paciente; educação em enfermagem; inquéritos e questionários.
ABSTRACTAIMS: To report the experience with using the Student Satisfaction and Self-Confidence in Learning (SSSCL) and the Simulation Design Scale (SDS) in a Nursing Undergraduate course. EXPERIENCE REPORT: The experience was held in a private educational institution of the city of São Paulo, in the discipline of Adult Health I, in the 4th semester of Nursing. This discipline has two simulated scenarios: care of a patient with glycemic alteration and care of a patient with respiratory distress. The objectives of the simulation were to discuss clinical reasoning, knowledge to identify the main problem (nursing diagnosis) and the student's abilities to perform care (nursing intervention). After the simulations, the students were invited to fill in the ESEAA and EDS instruments. CONCLUSIONS: Use of the instruments allowed to identify the level of the students' satisfaction regarding the use of simulation as a teaching strategy and provided the teachers of the discipline with a reflection on the worked scenarios, revising the clarity of the objective, content and conduct of the debriefing. The results obtained from the students' responses reinforce the importance of using simulation and stimulate the teacher in the building of scenarios and developing this strategy.
Conflitos de interesse: nada a declarar.Resumo Objetivo: Identificar as necessidades, vantagens, fatores facilitadores e barreiras para a implementação das boas práticas no delineamento da simulação clínica (SC) propostas pela International Nursing Association Clinical Simulation & Learning (INACSL).
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