Percepção de estudantes da graduação em enfermagem sobre a simulação realística

Costa, Raphael Raniere de Oliveira; Medeiros, Soraya Maria de; Martins, José Carlos Amado; Cossi, Marcelly Santos; Araújo, Marília Souto de

doi:10.15649/cuidarte.v8i3.425

Cited by 47 publications

(44 citation statements)

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“…However, research studies on simulation are still late regarding the great number of available technology. 3,12 The literature points out several contributions from the simulation in the nursing teaching context. Nevertheless, there is a gap regarding the results of perceptions on satisfaction and selfconfidence.…”

Section: Introductionmentioning

confidence: 99%

Satisfaction and self-confidence in the learning of nursing students: Randomized clinical trial

et al. 2020

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Objective: To identify and compare satisfaction and self-confidence in the learning of nursing students from the use of simulation and traditional teaching in adult immunization scenarios in the context of Primary Health Care. Methods: A randomized controlled clinical trial. Thirty-four undergraduate nursing students from a Brazilian federal public university participated in the study. The students were allocated in two groups: dialogical exposition and training of skills (control) and dialogical exposition, training of skills and simulation (experimental). Student Satisfaction and Self-Confidence in Learning scale was applied after receiving the interventions. In the analysis of satisfaction and self-confidence in learning, the Mann-Whitney test was used for a level of significance of 5%. Results: Traditional teaching strategies and simulation promote satisfaction and self-confidence in students' learning. The experimental group presented higher mean values in most of the variables of both subscales. However, there was no statistical significance in the learning satisfaction subscale (p-value ≥ 0.05) and self-confidence in learning (p-value ≥ 0.05) between the experimental and control groups. Conclusion and implications for practice: Because they generate satisfaction and self-confidence, simulation and traditional strategies can be mutually used in nursing training.Objetivo: Identificar e comparar a satisfação e autoconfiança na aprendizagem de estudantes de enfermagem a partir do uso da simulação e do ensino tradicional, em cenários de imunização de adultos, no contexto da Atenção Primária à Saúde. Método: Ensaio clínico controlado e randomizado. Participaram do estudo 34 estudantes da graduação em enfermagem de uma universidade pública federal brasileira. Os estudantes foram alocados em dois grupos: exposição dialogada e treino de habilidades (controle), e exposição dialogada, treino de habilidades e simulação (experimental). Após receberem as intervenções, aplicouse a escala Student Satisfaction and Self-Confidence in Learning. Na análise da satisfação e autoconfiança na aprendizagem, utilizou-se o teste de Mann -Whitney, considerando-se o nível de significância de 5%. Resultados: As estratégias tradicionais de ensino e a simulação promovem a satisfação e autoconfiança na aprendizagem dos estudantes. O grupo experimental apresentou médias superiores, na maioria das variáveis, de ambas as subescalas. Porém, não houve significância estatística na subescala de satisfação na aprendizagem (p valor ≥ 0,05) e a autoconfiança na aprendizagem (p valor ≥ 0,05) entre os grupos experimental e controle. Conclusão e implicações para a prática: Por serem geradoras de satisfação e autoconfiança, a simulação e as estratégias tradicionais podem ser utilizadas mutuamente na formação em enfermagem.Objetivo: Identificar y comparar la satisfacción y la confianza propia en el aprendizaje de estudiantes de enfermería a partir del uso de la simulación y de la enseñanza tradicional en escenarios de inmunización de adultos en el conte...

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Section: Introductionmentioning

confidence: 99%

Satisfaction and self-confidence in the learning of nursing students: Randomized clinical trial

et al. 2020

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“…High-fidelity simulation allows students to apprehend the contents taught in the classroom prior to the reproduction of clinical cases. This theory-practice association allows students to understand the actual importance of applying the right techniques of the profession and improving their skills (Costa, Medeiros, Martins, Cossi, & Araújo, 2017). In this study, based on the validation of the debriefing, the experts suggested the need to change the expression "negative aspects" to "aspects that can be improved" because students would not feel embarrassed and criticized for not having accomplished an expected outcome in the scenario.…”

Section: Discussionmentioning

confidence: 94%

Development and validation of clinical cases to be used in maternal-child nursing education

Leon¹,

Silva²,

Ribeiro³

et al. 2018

Rev. Enf. Ref.

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Background: As an active teaching method, simulation allows improving cognitive and rational skills, critical judgment, teamwork, task division, and leadership. Objective: To describe the development of 2 clinical cases and validate them to be used in high-fidelity maternal-child simulation. Methodology: A two-phase methodological validation study was conducted. The first phase consisted of the identification of the school's health care needs and the development of 2 clinical cases to be used in high-fidelity maternal-child simulation. The second phase consisted of the validation of the cases and instruments for assessment of simulation in the training process. Results: The experts assessed the items using the Content Validity Index (CVI). The suggestions aimed at improving the scenario assessment tools and contributed to the reliability of the developed clinical cases. Conclusion: The validation of the scenarios by the experts reflected the adequacy of the items in the instruments and promoted another implementation of the cases designed for high-fidelity maternal-child simulation.

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“…A participação ativa do estudante nos cenários simulados permite a este, pensar criticamente e analisar as diversas situações práticas. Esta reflexão atua como um dispositivo para melhorar a atuação profissional [19,20]. Além disso, quanto maior a oportunidade de uma experiência ativa de aprendizado, maior a habilidade que o estudante tem de assimilar as informações que são facilitadas durante o processo de aprendizagem [21,22].…”

Section: Discussionunclassified

Percepções de estudantes de enfermagem sobre práticas educativas em imunização de adultos com o uso de Simulação Clínica

Costa

Medeiros

Coutinho

et al. 2019

Sci Med

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AIMS: To identify and compare the perceptions of students about educational practices in the teaching of immunization of adults.METHODS: Observational, descriptive, comparative, performed with nursing students. These students were allocated to two groups: traditional strategies group (dialogue and clinical simulation for skills training) and group associated with high fidelity clinical simulation. After receiving the interventions, the Portuguese version of the Educational Practices Questionnaire was applied.RESULTS: The group associated with high fidelity clinical simulation. presented higher means in seven of the eight domains of concordance and importance subscales, with statistical significance in the subscale of importance in the “different ways of learning” domain (p=0.018).CONCLUSION: The high-fidelity clinical simulation strategy scores the requirements of good educational practice in that it provides active, collaborative learning, different from traditional strategies, and provides positive expectations for students.

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Percepção de estudantes da graduação em enfermagem sobre a simulação realística

Cited by 47 publications

References 1 publication

Satisfaction and self-confidence in the learning of nursing students: Randomized clinical trial

Satisfaction and self-confidence in the learning of nursing students: Randomized clinical trial

Development and validation of clinical cases to be used in maternal-child nursing education

Percepções de estudantes de enfermagem sobre práticas educativas em imunização de adultos com o uso de Simulação Clínica

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