Avaliação do debriefing estruturado como estratégia pedagógica em enfermagem de saúde familiar

Silva, Margarida; Tanqueiro, Maria Teresa de Oliveira Soares; Veríssimo, Cristina Maria Figueira; Neves, Marília Maria Andrade Marques da Conceição e; Cruzeiro, Clarinda Maria Prazeres Ferreira Silva da Rocha; Coutinho, Verónica Rita Dias

doi:10.12707/riv19081

Cited by 3 publications

(10 citation statements)

References 8 publications

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“…This scoping review was conducted to map the pedagogical methodologies used in family health nursing education. Two studies were included: one was conducted in Portugal by Silva et al (2020) and the other in Canada by Charron (2007).…”

Section: Interpretation Of Resultsmentioning

confidence: 99%

“…Several authors identified nurses' difficulty in developing clinical practices focused on the family as a unit of care (Figueiredo, 2013;Santos, 2012;Silva, 2016;Silva, 2013). However, this difficulty is not always attributed to the pedagogical methodologies used in training (Silva, 2016;Silva et al, 2020).…”

Section: Interpretation Of Resultsmentioning

confidence: 99%

“…Family health nursing has been an area of development in nursing as a field of action and specific knowledge. Today, in primary health care, the responsibility required of nurses to monitor families throughout the life cycle is evident (Machado et al, 2021;Silva, 2016;Silva et al, 2020). Health policies, namely the Munich Declaration (World Health Organization [WHO], 2000) and the Health for All policy framework for the European Region (Organização Mundial da Saúde [OMS], 2003) have reinforced the need to establish family-centered community nursing programs and services.…”

Section: Introductionmentioning

confidence: 99%

“…In Portugal, there is significant heterogeneity of family health-related contents (Figueiredo, 2009) in the syllabus of undergraduate nursing degrees. On the other hand, the lack of information on the pedagogical models in this area may facilitate or hinder students' acquisition and development of skills, requiring careful attention (Silva, 2016;Silva et al, 2020). Pedagogical methodologies are a critical factor in the acquisition and development of skills by nursing students, with a view to realigning nursing education so that nurses move from an individual-centered paradigm in which the family is seen as the context of care to a paradigm centered on the family as the focus and unit of care (Figueiredo, 2009(Figueiredo, , 2013Silva, 2016;Silva et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, the lack of information on the pedagogical models in this area may facilitate or hinder students' acquisition and development of skills, requiring careful attention (Silva, 2016;Silva et al, 2020). Pedagogical methodologies are a critical factor in the acquisition and development of skills by nursing students, with a view to realigning nursing education so that nurses move from an individual-centered paradigm in which the family is seen as the context of care to a paradigm centered on the family as the focus and unit of care (Figueiredo, 2009(Figueiredo, , 2013Silva, 2016;Silva et al, 2020). Therefore, a scoping review was conducted based on a review model to map the existing evidence underlying this research area, identify gaps in the existing evidence, and provide a preliminary exercise to support and inform the possible development of a systematic review.…”

Section: Introductionmentioning

confidence: 99%

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Metodologias pedagógicas em enfermagem de saúde familiar: Scoping review

Silva¹,

Figueiredo²,

Coutinho³

et al. 2022

Rev. Enf. Ref.

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Background: Pedagogical methodologies are a critical factor in nursing students' acquisition and development of skills. Nevertheless, the pedagogical methodologies used in family health nursing education are scattered in the literature. Objective: To map the pedagogical methodologies used in family health nursing education. Review method: Scoping review based on the principles advocated by the Joanna Briggs Institute. Two independent reviewers appraised the articles and extracted and synthesized data. Presentation and interpretation of results: Two studies were included in this review. Structured debriefing and dialogical narrative were used as pedagogical strategies. Both studies were implemented on undergraduate nursing students. One of the studies was conducted in a laboratory setting and the other in a laboratory setting and a real-life environment. Conclusion: Pedagogical methodologies and implementation contexts differ across studies. Further studies should be conducted on the pedagogical strategies used in family health nursing.

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Section: Interpretation Of Resultsmentioning

confidence: 99%

Section: Interpretation Of Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Metodologias pedagógicas em enfermagem de saúde familiar: Scoping review

Silva¹,

Figueiredo²,

Coutinho³

et al. 2022

Rev. Enf. Ref.

Self Cite

View full text Add to dashboard Cite

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The Role of Debriefing in a Community Health Study Abroad

et al. 2021

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Study abroad experiences offer nursing students the opportunity to develop cultural competence and sensitivity while providing care within the context of a different culture. Debriefing is a strategy that engages students in conversation and active reflection to process emotions, examine personal values, and synthesize knowledge gained from active learning experiences. While debriefing can enhance learning outcomes in study abroad programs, there is currently a paucity of literature that explores its use within the context of study abroad. In this article, we describe a structured debriefing approach we use in an international community health clinical experience. We conclude with a discussion of the lessons we have learned to improve the effectiveness of our debriefing sessions and recommendations for future research.

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Comparação De Dois Modelos De Debriefings Na Simulação in Situ Para Enfermeiros

Bassi,

Oliveira,

Rocco

et al. 2024

Rev. Contemp.

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Comparar a eficácia dos debriefings PEARLS e GAS após a simulação clínica do suporte avançado de vida para enfermeiros. Este estudo é um ensaio clínico randomizado, monocego, realizado em um Hospital Público do Norte do Paraná, no período de dezembro de 2022 a fevereiro de 2023. A intervenção ocorreu em dois momentos: aula teórica e simulação clínica. A formação dos grupos foi realizada de forma intencional e aleatória. Após a formação dos grupos, eles foram randomizados por meio de envelopes brancos em grupo-intervenção e grupo-controle. A coleta de dados ocorreu individualmente após o debriefing, por meio da “Escala de Avaliação do Debriefing Associado à Simulação”. O grupo 1 foi formado por 18 enfermeiros sendo este o Grupo-intervenção e o grupo 2 com 16 formando o Grupo-controle, totalizando 34 participantes. Ao comparar os domínios o Valor Afetivo apresentou significância estatística maior em relação aos outros domínios com média de 0,0432. O Valor Cognitivo apresentou a média de 0,0701 e o Valor Psicossocial pontou uma média inferior aos outros domínios 0,0865, considerando o (p-value = 0,05). O debriefing oportunizou aos profissionais desenvolvimento e crescimento cognitivo, afetivo e psicossocial, possibilitando soluções para mudanças, contribuindo de maneira efetiva para uma emergência como a parada cardiorrespiratória, se destacando o debriefing GAS como melhor método para os profissionais em relação ao PEALS.

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Avaliação do debriefing estruturado como estratégia pedagógica em enfermagem de saúde familiar

Cited by 3 publications

References 8 publications

Metodologias pedagógicas em enfermagem de saúde familiar: Scoping review

Metodologias pedagógicas em enfermagem de saúde familiar: Scoping review

The Role of Debriefing in a Community Health Study Abroad

Comparação De Dois Modelos De Debriefings Na Simulação in Situ Para Enfermeiros

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