Clinical simulation to teach nursing care for wounded patients

Silva, Juliany Lino Gomes; Oliveira‐Kumakura, Ana Railka de Souza

doi:10.1590/0034-7167-2017-0170

Cited by 22 publications

(32 citation statements)

References 5 publications

(9 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In The realistic simulation method was the subject of a study that demonstrated the importance of this method in nursing teaching and learning through a narrative literature review (21) . The mentioned study verified debriefing (18)(19) . The authors verified that the use of the A meta-analysis study carried out in Iran analyzed several European and Australian surveys that used PUKT to assess Nursing knowledge in relation to PIs (22) .…”

Section: Discussionsupporting

confidence: 52%

Application of the educational method of realistic simulation in the treatment of pressure injuries

Baracho

Chaves

Lucas

2020

Rev. Latino-Am. Enfermagem

View full text Add to dashboard Cite

Objective: to evaluate the use of realistic simulation as a strategy to promote teaching about pressure injuries. Method: This is a quasi-experimental study. A modified and translated version of the Pieper Pressure Ulcer knowledge test was applied. Kappa statistical analysis was used to assess the professionals’ knowledge in the realistic simulation using the SPSS software. A p-value <0.05 was considered significant. Results: Seventy-seven nursing professionals participated in the realistic simulation, the majority (72.7%) being nursing technicians. Regarding the knowledge of primary and secondary coverage techniques, the Kappa index went from 0.56 (p=0.002) in the pre-test to 0.87 (p=0.001) in the post-test. As for the sterile dressing technique, there was a variation from 0.55 (p=0.002) in the pre-test to 0.91 (p=0.001) in the post-test. Regarding the cleaning of pressure injuries, there was a variation from 0.81 (CI: 0.62-0.84) in the pre-test to 0.91 (0.85-0.97) in the post-test. The knowledge about the use of a sterile spatula to distribute the dressing in the wound increased from an agreement index from regular to good. Conclusion: The introduction of the realistic simulation in the clinical practice has created quality assessment indicators for the prevention and treatment of pressure injuries.

show abstract

Section: Discussionsupporting

confidence: 52%

Application of the educational method of realistic simulation in the treatment of pressure injuries

Baracho

Chaves

Lucas

2020

Rev. Latino-Am. Enfermagem

View full text Add to dashboard Cite

show abstract

“…En cuanto al hecho de que las actividades fueron bien evaluadas por los estudiantes, se encontró que los materiales didácticos ofrecidos en forma de actividades complementarias permitieron cumplir las necesidades académicas para el uso del EVA. Dicho dato coincide con estudios que destacan que la asociación de varios medios permite al alumno crear situaciones prácticas similares a las experimentadas en la realidad, posibilitando la toma de decisiones, la identificación de problemas y situaciones prioritarias, así como el desarrollo del espíritu investigativo (14,19,27) .…”

Section: Discussionunclassified

Módulo educativo em ambiente virtual de aprendizagem em Diabetes Mellitus

et al. 2020

View full text Add to dashboard Cite

Introducción: Los profesionales de enfermería necesitan ser capacitados y cualificados para atender a las personas con diabetes y uno de los aspectos considerado como fundamental para esa capacitación es el conocimiento de los recursos tecnológicos indicados para el desarrollo del proceso de enseñanza-aprendizaje, como informática, internet, hipermedia, multimedia, y las diversas herramientas de interacción y comunicación.Objetivos: Los objetivos de este estudio fueron desarrollar un módulo educativo sobre pie diabético en Ambiente Virtual de Aprendizaje - AVA en la plataforma Moodle para estudiantes de enfermería y someter el programa a la evaluación de los alumnos. Método: Se trata de un estudio descriptivo transversal, realizado con 31 estudiantes. El módulo educativo fue desarrollado como curso distribuido en cuatro capítulos versando sobre pie diabético. Después del curso los alumnos evaluaron el módulo utilizando instrumento validado conteniendo aspectos pedagógicos (contenido, interacción y actividades) y aspecto técnico (calidad de la interfaz) del AVA. Resultados: Las características obtenidas consideradas como favorables al aprendizaje fueron "contenido" (91,6%), "actividades" (85,8%) y "calidad de la interfaz" (89,7%). La característica "interacción" fue la que obtuvo menor índice (52,7%). Conclusión: Considerando la mayoría de las características evaluadas, concluimos que Moodle se mostró una herramienta eficaz de enseñanza. En cuanto a la característica "interacción", es necesario perfeccionar las cuestiones que afectan a las actividades programadas, estas son el foro y chat para propiciar una mayor relación entre los participantes. Introduction: Nursing professionals need to be trained and qualified to care for people with diabetes, where one of the aspects considered as fundamental for this training is the knowledge of the technological resources indicated for the development of the teaching-learning process, such as computer science, internet, hypermedia, multimedia, besides the various tools of interaction and communication.Objective: The objectives of this study were to develop an educational module about diabetic foot in a Virtual Learning Environment – VLE in the Moodle platform for nursing students and to submit the program to the evaluation of the students. Method: It is a cross-sectional descriptive study, carried out with 31 students. The educational module was developed as a course distributed in four chapters dealing with diabetic foot. After the course, the students evaluated the module using a validated instrument containing pedagogical aspects (content, interaction and activities) and technical aspect (interface quality) of VLE. Results: The characteristics that were considered favorable to learning were “content” (91.6%), “activities” (85.8%) and “interface quality” (89.7%). The “interaction” characteristic was the one that obtained the lowest rate (52.7%). Conclusion: By considering most of the evaluated characteristics, we conclude that Moodle has proved to be an effective teaching tool. Regarding the “interaction” characteristic, it is necessary to improve the questions that involve the scheduled activities, such as forum and chat, in order to provide a greater relationship among the participants.

show abstract

“…Three scenarios were previously devised with the objective of developing in the students the clinical reasoning needed to evaluate and treat VU, DFUs, and PI. A service framework for primary health care was developed for the simulations of VU and DFUs, according to a model available in the literature (Silva & Oliveira-Kumakura, 2018). In the…”

Section: Interventionmentioning

confidence: 99%