Effect of realistic simulation combined to theory on self-confidence and satisfaction of nursing professionals

Abstract

Objective: To compare the effect of the use of the simulation strategy combined to theory with the simulation, per se, on the gain of self-confidence in nursing professionals during the management of the patient in cardiopulmonary arrest. Method: Quasi-experimental study with pre and post-tests, quantitative approach. Convenience sample composed of 53 professionals, divided into a control and experimental groups. The strategy was the intervention. A structured questionnaire and the satisfaction and self-confidence scale were used for data collection. Results with p≤0.05 were considered significant. Results: Professionals were predominantly young (33.2 ± 6.5 years) and females (84.9%). In the experimental group there was no significant difference (p=0.1 vs p=0.4), but self-confidence increased significantly among the professionals in the experimental group in relation to the control (p=0.007 vs p=0.06). Conclusion: The level of self-confidence of the nursing professionals for patient care in cardiopulmonary arrest improved significantly after using the combined simulation theory.

Effectiveness of a simulation activity on knowledge about glucose monitoring and hypoglycemia management: a pre-post intervention study

“…Improvements in knowledge and skills measured by the authors were not significant. However, the degree of self-confidence among the experimental group participants was higher than in the control group (p = .007) (Mesquita et al, 2019).…”

“…In this sense, for the proper conduct of diabetes care, it is vital to invest in educational programs in hospital institutions using strategies such as simulations and problem-based learning activities, as they are useful in the training of health professionals, favor the improvement of clinical outcomes, increase professional self-confidence, and, consequently, promote the quality of healthcare and patient safety (Christ-Libertin, 2016;Dickerson & Lubejko, 2016;Mesquita et al, 2019).…”

“…In the Nursing scenario, simulation is an active tool in professional training that uses several resources that provide hands-on experience, reducing the risks of harm to patients (Christ-Libertin, 2016;Dickerson & Lubejko, 2016;Souza et al, 2016). This modality of teaching can provide technical skills, crisis management, clinical reasoning in critical situations, leadership, teamwork, and simulation situations that can cause harm real environments (Mesquita et al, 2019;Souza et al, 2016). The use of clinical simulation strategies applied to the theory favors professionals' self-confidence and satisfaction, while using simulation alone does not significantly improve knowledge and skills (Mesquita et al, 2019).…”

“…This modality of teaching can provide technical skills, crisis management, clinical reasoning in critical situations, leadership, teamwork, and simulation situations that can cause harm real environments (Mesquita et al, 2019;Souza et al, 2016). The use of clinical simulation strategies applied to the theory favors professionals' self-confidence and satisfaction, while using simulation alone does not significantly improve knowledge and skills (Mesquita et al, 2019).…”

Simulação realística na Atenção Primária em Saúde: técnicas pedagógicas para o ensino médico

“…Este é um dos primeiros trabalhos que investiga a utilização de Simulação Realística no ensino de APS para acadêmicos de Medicina. Apesar de essa metodologia ser utilizada há bastante tempo nos cursos da Saúde, ela é empregada comumente para o ensino de técnicas e manejo clínico (Mesquita, Santana & Magro 2019).…”