Efeito da simulação para a aprendizagem significativa

Araújo, Paula Roberta Silva; Duarte, Tayse Tâmara da Paixão; Magro, Marcia Cristina da Silva

doi:10.5205/1981-8963-v12i12a237671p3416-3425-2018

Cited by 4 publications

(7 citation statements)

References 15 publications

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“…In the two stages of this study and in the study with Nursing students 18 , they were satisfied with the learning and confident with the simulation. RS triggers critical and reflective reasoning, aiming at the development of several skills 22 , and can be considered multifactorial, encompassing decision-making 22 , which allows analyzing one's own conduct 15 .…”

Section: Discussionmentioning

confidence: 99%

“…0 unanimous to agree with it. The strategy is active, dynamic and considers prior knowledge 22 . The exchange of experiences develops autonomy and self-confidence, making learning authentic and meaningful 22 .…”

Section: Discussionmentioning

confidence: 99%

“…The strategy is active, dynamic and considers prior knowledge 22 . The exchange of experiences develops autonomy and self-confidence, making learning authentic and meaningful 22 . This important relationship between learning and teaching and the need to find ways to make this process effective is recalled by Paulo Freire 11 : "Those who teach learn by teaching and those who learn teach by learning.…”

Section: Discussionmentioning

confidence: 99%

“…Despite participating in both stages, two students selfdeclared as not being ready to perform CPR. Even with the benefits of simulation as a learning tool, not all people learn in the same way 20,22 . Two possible justifications are the difficulty in seeing the RS as a real-life and not as a make-believe situation with the dummy or the scenario and using the tool while associating it with evaluations, which generates feelings of pressure and concern 7 .…”

Section: Discussionmentioning

confidence: 99%

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Student satisfaction and self-confidence in realistic simulation and the experience of knowledge perpetuation

Butafava

Oliveira

Quilici

2022

Rev. bras. educ. med.

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Introduction: The structure of educational methods is frequently renewed, using different available tools, according to the National Curriculum Guidelines. One of these, the realistic simulation (RS) methodology, is used to create proximity between the student and the real everyday life in a monitored environment, which provides room for error, but not with an actual patient. However, measuring meaningful learning is a complex task and support scales can be used. Based on this challenge, can the perpetuation of knowledge among students from different semesters using the RS tool add knowledge? Objectives: To explain the use of RS among medical students; to compare satisfaction and self-confidence indices in relation to RS using a scale, specifically in CPR (Cardiopulmonary Resuscitation), before and after the learning intervention among students from different semesters; to know the students’ learning process through the in-person teaching post-performance questionnaire. Method: This was a quasi-experimental study with 86 medical students from a private institution, with data collection was carried out in three stages, namely: study guidelines, scenario practice and perpetuation of knowledge to other students. Two questionnaires and an evaluation scale were used as tools and, for comparison, the relative and absolute frequencies, Cronbach’s alpha and the non-parametric Mann-Whitney test were used. Results: Cronbach’s alpha was considered high and the nonparametric test resulted in values between 3.81 and 4.91, indicating agreement in satisfaction and self-confidence in learning, with a significant difference in the answers: I liked the way my teacher taught using the simulation; I am confident that I have mastered the content of the simulation activity to which my teacher introduced me and I know how to use simulation activities to learn skills. Regarding the perpetuation of learning, its fixation and its relevance in training, all students also agreed that 6% still did not consider themselves ready to perform CPR. Conclusion: The study proposal proved to be effective in improving learning and perpetuating knowledge among students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Student satisfaction and self-confidence in realistic simulation and the experience of knowledge perpetuation

Butafava

Oliveira

Quilici

2022

Rev. bras. educ. med.

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“…Nas duas etapas deste estudo e naquele realizado com estudantes de Enfermagem 18 , os discentes ficaram satisfeitos com a aprendizagem e confiantes com a simulação. A SR desencadeia raciocínio crítico e reflexivo, almeja o desenvolvimento de diversas competências 22 e pode ser considerada multifatorial ao englobar tomadas de decisão 22 que permitem analisar a própria conduta 15 .…”

Section: Itemunclassified

Satisfação e autoconfiança de estudantes na simulação realística e a experiência de perpetuação do saber

Butafava

Oliveira

Quilici

2022

Rev. bras. educ. med.

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Resumo: Introdução: O formato dos métodos educacionais renova-se frequentemente, lançando mão de diferentes ferramentas disponíveis, conforme as Diretrizes Curriculares Nacionais. Uma dessas ferramentas, a simulação realística (SR), é utilizada para criar proximidade entre o estudante e o dia a dia real em um ambiente monitorado, que propicia margem para erros, mas não com um paciente legítimo. Como mensurar o aprendizado significativo é um processo complexo, podem-se utilizar escalas de apoio. A partir desse desafio, perpetuar o saber entre estudantes de diferentes semestres utilizando a ferramenta da SR pode agregar conhecimento? Objetivo: Este estudo teve como objetivos explanar o uso da SR entre estudantes de Medicina; comparar os índices de satisfação e autoconfiança em relação à SR por meio de escala, especificamente em ressuscitação cardiopulmonar (RCP), antes e depois da intervenção de aprendizagem entre estudantes de diferentes semestres; e conhecer o processo da aprendizagem dos estudantes por meio do questionário pós-execução do ensino presencial. Método: Trata-se de estudo do tipo quase experimental com 86 estudantes de Medicina de instituição particular. A coleta de dados foi feita em três etapas, a saber: orientações do estudo, prática de cenário e perpetuação do saber a outros estudantes. Utilizaram-se como instrumentos dois questionários e uma escala de avaliação, e, para comparação, as frequências relativas e absolutas, o alfa de Cronbach e o teste não paramétrico de Mann-Whitney. Resultado: O alfa de Cronbach foi considerado alto, e o teste não paramétrico resultou em valores entre 3,81 e 4,91, indicando concordância na satisfação e autoconfiança na aprendizagem, com diferença significativa nas respostas: “Eu gostei do modo como meu professor ensinou através da simulação”, “Estou confiante de que domino o conteúdo da atividade de simulação que meu professor me apresentou” e “Eu sei como usar atividades de simulação para aprender habilidades”. Referente à perpetuação e fixação do aprendizado e à relevância disso na formação, todos os estudantes concordaram ainda que 6% ainda não se consideraram aptos para um atendimento de RCP. Conclusão: A proposta do estudo demonstrou-se eficaz no aprimoramento do aprendizado e perpetuação de saberes entre estudantes.

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Assessing the Impact of Unfolding Case Study Scenarios during High-Fidelity Pediatric Simulation among Undergraduate Nursing Students

et al. 2021

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Simulation helps to prepare prelicensure nursing students for practice by providing opportunities to perform clinical skills and make decisions in a safe environment. The integration of nursing knowledge, skills, and decision-making abilities during simulated unfolding case-study scenarios may enhance student self-confidence and foster clinical judgement skills. The purpose of this study was to assess the impact of simulation using unfolding case-study scenarios on undergraduate nursing students’ self-confidence in pediatric nursing knowledge, skills, and clinical judgment/decision-making abilities. This mixed methods study included a pre- and post-survey design to evaluate undergraduate nursing students’ confidence in pediatric nursing knowledge, skills, and decision-making abilities after participation in both an instructor-led (guided) and a student-led (decision-making) simulation involving unfolding case-study scenarios. Friedman’s ANOVA analyses revealed that all 16-items demonstrated statistically significant differences between the three measured responses (pre-simulation and both post-simulation surveys). Post-hoc Wilcoxon signed-rank tests revealed statistically significant differences in student ratings pre-simulation and post-instructor-led (guided) experience for all 16-scored items. The qualitative themes identified were perception of experience, pediatric nursing care, assimilation of knowledge, and critical thinking. Unfolding case-study simulation experiences positively impact the learning, self-confidence, and clinical judgement of undergraduate nursing students.

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Efeito da simulação para a aprendizagem significativa

Cited by 4 publications

References 15 publications

Student satisfaction and self-confidence in realistic simulation and the experience of knowledge perpetuation

Student satisfaction and self-confidence in realistic simulation and the experience of knowledge perpetuation

Satisfação e autoconfiança de estudantes na simulação realística e a experiência de perpetuação do saber

Assessing the Impact of Unfolding Case Study Scenarios during High-Fidelity Pediatric Simulation among Undergraduate Nursing Students

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