Objectives: to build and validate three clinical simulation scenarios and report the application with candidates for the specialist’s degree in stomatherapy. Methods: methodological study, building three scenarios and evaluation checklists; content validation with judges, using content validity index and Modified Kappa Coefficient; pre-test and application. Results: scenarios built based on nursing care for: 1. insufficiency and venous ulcer; 2. demarcation of intestinal stomia; and 3. Clean intermittent catheterization. In the content validation of the 24 items appreciated, 83%, 80%, and 92% were validated without change. In the pre-test, the objectives and checklists were adjusted. In the application, to standardize the evaluation, actors and evaluators were trained previously, and each candidate passed the three stations. Conclusions: scenarios built and with validated content, based on evidence and covering the three areas of stomatherapy. The pre-test allowed for adjustments in the scenarios, and the candidates achieved the expected objectives.

Objectives: to comprehend the perception of undergraduate nursing students about learning to care for the child and family through clinical simulation. Methods: this is a qualitative research conducted with ten nursing students through semi-structured interviews. Data were analyzed through content analysis. Results: data were organized into two categories: “learning a new way to learn,” in which students describe their experiences during the simulation, and “learning a new way to care,” in which they reflect on learning through simulation. Final considerations: we believe that clinical simulation practice in teaching should be encouraged because of the benefits it can offer to the students, faculty, patients and their families. However, we recommend further studies to validate scenarios of child and family healthcare.

Objective: to report the experience of constructing and applicating clinical simulation scenarios for the evaluation and treatment of wounds. Method: experience report on two simulation scenarios for nursing care of wounded patients applied to nursing undergraduates. We structured simulations based on the model from the National League for Nursing/Jeffries Simulation Framework. The scenarios were evaluated by the instrument Simulation Design Scale and the students by the experience with the simulation. Results: the scenarios reproduced nursing care situations with the application of role play and moulage, which allowed us to evaluate and discuss the wound treatment. Refl ections on the debriefi ng were important for the teaching-learning process and association between theory and practice, these factors determined the satisfaction of students with the activity. Conclusion: using clinical simulation scenarios to teach students favored the clinical reasoning and decision-making in the evaluation and treatment of wounds. Descriptors: Teaching; Education in Nursing; Simulation; Wounds and Injuries; Healing. RESUMO Objetivo: relatar experiência da construção e aplicação de cenários de simulação clínica para avaliação e tratamento de feridas. Método: relato de experiência sobre dois cenários de simulação para assistência de enfermagem ao paciente com feridas aplicados a graduandos em enfermagem. Estruturaram-se simulações no modelo do National League for Nursing/Jeffries Simulation Framework. Avaliaram-se os cenários pelo instrumento Simulation Design Scale e os acadêmicos, pela experiência com a simulação. Resultado: cenários reproduziram situações de atendimento, com aplicação de role play e moulage, que permitiram avaliar e discutir o tratamento da ferida. Refl exões no debriefi ng foram importantes para o processo de ensino-aprendizagem e associação entre teoria e prática, fatores que determinaram satisfação dos alunos com a atividade. Conclusão: uso de cenários de simulação clínica no ensino de estudantes favoreceu o raciocínio clínico e a tomada de decisão na avaliação e tratamento de feridas. Descritores: Ensino; Educação em Enfermagem; Simulação; Ferimentos e Lesões; Cicatrização. RESUMEN Objetivo: relatar experiencia de la construcción y aplicación de escenarios de simulación clínica para evaluación y tratamiento de heridas. Método: relato de experiencia sobre dos escenarios de simulación para asistencia de enfermería al paciente con heridas aplicados a estudiantes de enfermería. Se han estructurado simulaciones en el modelo del National League for Nursing / Jeffries Simulation Framework. Se evaluaron los escenarios por el instrumento Simulation Design Scale y los académicos por la experiencia con la simulación. Resultado: los escenarios reprodujeron situaciones de atención, con aplicación de role play y moulage, que permitieron evaluar y discutir el tratamiento de la herida. Las refl exiones en el debriefi ng fueron importantes para el proceso de enseñanza-aprendizaje y asociación entre teoría y prá...

ABSTRACT:Methodological study aimed at translating and adapting The Bates-Jensen Wound Assessment Tool for the Brazilian culture, through five stages: translation, synthesis, back translation, review by an expert panel, and, testing of the translated version. The Portuguese version was evaluated by 28 nurses who tested the understanding and practicality of the items. The expert panel evaluated the equivalence between the original and translated versions, resulting in concordance lower than 80% for seven items of the General Guidelines, which were modified. In the instrument, 13 items obtained a concordance rate exceeding 80%, except for Wound Status Continuum, which achieved 40%. Testing the translated version indicated good practicality. The Bates-Jensen Wound Assessment Tool is available in Brazil for research and use in clinical practice. Reliability and validity testing should be considered in future studies. DESCRIPTORS:Translation. Nursing, methodology research. Wound healing. Nursing assessment. TRADUÇÃO E ADAPTAÇÃO DO BATES-JENSEN WOUND TRADUCCIÓN Y ADAPTACIÓN DE LA BATES-JENSEN WOUNDASSESSMENT TOOL PARA LA CULTURA BRASILEÑA RESUMEN: Estudio metodológico destinado a la traducción y la adaptación del Bates-Jensen Wound Assessment Tool para la cultura brasileña a través de cinco etapas: traducción, síntesis, retro-traducción, revisión por un panel de expertos y las pruebas de la versión traducida. La versión en portugués fue evaluada por 28 enfermeras que verificaron la comprensión de los elementos y la practicidad. El comité de especialistas evaluó la equivalencia entre las versiones originales y traducidas, lo que resulta en una menor concordancia del 80% para siete de los ítems de la guía, que posteriormente fueron modificados. En el instrumento, los 13 ítems obtuvieron una tasa de concordancia superior al 80%, excepto para el ítem de la evaluación de la herida, que obtuvo el 40%. La prueba de la versión pre-final demostró buena factibilidad. El Bates-Jensen Wound Assessment Tool está disponible en Brasil para su uso en la investigación y la práctica clínica. La fiabilidad y la validez de las pruebas deben ser consideradas en futuros estudios DESCRIPTORES:Traducción. Investigación metodológica em enfermería. Cicatrización de heridas. Evaluación en enfermería.

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Objetiva-se refletir sobre o tema biofilme e ferida crônica para o cuidado de enfermagem. Estudo teórico-reflexivo,no qual os dados foram baseados em pesquisa na base de dados Scientific Electronic Library Online (SciELO) ePubMed, no período de 2010 à 2015, utilizando-se os descritores infecção, biofilmes e cicatrização de feridas. Osresultados apresentaram o crescimento microbiano em feridas crônicas é uma preocupação na prática clínica e apresença do biofilme prejudica o processo de cicatrização. O biofilme obtém nutrientes do plasma e do exsudatopresentes no leito da ferida, e regula o metabolismo, a virulência e motilidade pela liberação e detecção demoléculas denominadas de quorum sensing. Abordagens no tratamento de feridas crônicas com foco no biofilmeconsistem na avaliação das características da ferida e na utilização de métodos de desbridamento para remoçãoda necrose e do esfacelo. Concluí-se que a limpeza do leito da ferida e o uso de antimicrobianos contribuem para ocontrole da carga microbiana, mas a administração destes produtos requer uma avaliação criteriosa. Novos métodosde diagnóstico para o controle do biofilme são necessários com vistas à prevenção, ao tratamento e cura das lesõesem menor tempo.Palavras-chave: Infecção; Biofilmes; Cicatrização de Feridas. ABSTRACTThe aim is to reflect on biofilms in chronic wound for nursing care. A theoretical and reflective study basedon Scientific Electronic Library Online (SciELO) and PubMed database, on the period 2010 to 2015. The useddescriptors were infection, biofilms and wound healing. The results showed the microbial growth in chronicwounds is a concern in a clinical practice, and the presence of biofilm harms the healing process. The biofilmobtains plasma and exudate nutrients found in the wound bed, and regulates metabolism, virulence and motilityby releasing and detecting molecules named quorum sensing. Approaches on treatment of chronic woundsfocused on biofilm consist on the evaluation of the wound characteristics and on the usage of debridementmethods to remove necrotic tissue and slough. It concludes that cleaning the wound bed help on controllingmicrobial load, but the usage of antimicrobial agents is also an expedient currently employed to control biofilm.The search for new diagnostic methods and biofilm control is necessary in order to prevent, to treat and to healthe wound in lesser time.Keywords: Infection; Biofilms; Wound Healing.

Objective: describe the self-care and functionality levels of patients with multiple sclerosis and determine whether sociodemographic, clinical and functional variables interfere with self-care and/or functionality. Method: correlational, cross-sectional study with a quantitative approach performed with individuals in outpatient follow-up. We collected sociodemographic and clinical data and applied the Appraisal of Self-care Agency Scale, the Barthel index, the Lawtton and Brody Scale, and the instrument to investigate the performance in Advanced Activities of Daily Living. We performed descriptive and inferential analysis. Results: most patients were classified as “having self-care” (82.14%); with moderate dependence (51.19%) for the basic activities of daily living, partial dependence for the instrumental activities of daily living (55.95%), and more active for the advanced activities of daily living (85.71%). Patients with longer disease duration had a higher number of disabilities and, in those with better socioeconomic and educational profile, the functionality was better. Conclusion: disease duration was strongly correlated with a higher number of disabilities and better socioeconomic and educational profiles showed to be protective factors for functionality. Care planning should consider the needs observed by the multidisciplinary team, stimulating the development of self-care, functionality and sociability.

BACKGROUND: The sexuality of people with spinal cord injury (SCI) is a subject often neglected by healthcare professionals because of their lack of knowledge or understanding of how to proceed in this context. Different teaching strategies can be used to fill this knowledge gap, such as clinical simulation and peer-assisted learning. This study evaluates the effects of an educational intervention on nursing students' knowledge acquisition about the sexuality of individuals with SCI and on the students' self-confidence and satisfaction with the experience. METHODS: Quasi-experimental, pretest-posttest design was conducted with nursing students (N = 54). The intervention was the application by a senior-level nursing student of 2 scenarios of high-fidelity clinical simulation. The primary outcome was the knowledge about the sexuality of people with SCI. The secondary outcome was the satisfaction and self-confidence in learning. We performed descriptive and inferential statistics and built multiple linear regression models. RESULTS: The effect of the intervention on knowledge acquisition ranged from the mean of 1.26 in the pretest to 3.10 in the posttest. The means in the scores of satisfaction and self-confidence were considered excellent and correlated with knowledge acquisition. Previous attendance of a class on SCI positively interfered in the scale of knowledge acquisition. CONCLUSION: We verified an effect size ranging from medium to large magnitude for knowledge acquisition, and great satisfaction and self-confidence in learning through the use of simulated experience and peer-assisted learning.