Percepções de estudantes de enfermagem acerca das dimensões estruturais da simulação clínica

Costa, Raphael Raniere de Oliveira; Medeiros, Soraya Maria de; Martins, José Carlos Amado; Coutinho, Verónica Rita Dias

doi:10.15448/1980-6108.2019.1.32972

Cited by 10 publications

(22 citation statements)

References 15 publications

(22 reference statements)

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“…From the research point of view, we expect that it provides solid evidence and that it contributes to the evolution of the nursing science, since research in different contexts of nursing contributes to the consolidation of this science. 30 Thus, satisfied and self-confident students are expected to be able to master the content presented to them, develop competencies and skills, be able to perform what has been learned in the clinical setting and change the realities into which they will be inserted.…”

Section: Satisfaction and Self-confidence In Learningmentioning

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: Satisfaction and Self-confidence In Learningmentioning

confidence: 99%

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

et al. 2020

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“…However, the fact that this strategy requires students to be at the center of the formative process implies that they should have more initiative, greater self-awareness, and better emotion management skills, which has not been a constant attitude throughout their education process and may explain the lower scores found in this dimension when compared to the Cognitive Value and Affective Value dimensions. Therefore, at the beginning of the simulation, the teacher should talk to the students about: the simulation environment, the simulation objectives, the possibilities for help and/or interventions of others during the implementation of the scenario, description of the case and the possibility of previous manipulation of the equipment available in the scenario (Costa et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…The advantages of replacing passive learning methods by experiential learning are now recognized, and simulation is part of this group (Martins, 2017). Simulation is a pedagogical strategy that uses a situation or creates an environment to allow the trainees to experience a representation of a real-life event with the purpose of practicing, learning, evaluating, testing, or understanding systems or human actions (Costa, Medeiros, Martins, & Coutinho, 2019). Simulation allows trainees to make decisions, consolidate their knowledge, and develop a set of skills that promote their technical, relational, and ethical development (Martins, 2009).…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2020

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Background: The impact of simulation with structured debriefing as a pedagogical strategy in nursing education is unquestionable today. However, no references were found regarding the use of this strategy in family health nursing education. Objective: To evaluate structured debriefing associated with simulation as a pedagogical strategy in family nursing consultations. Methodology: A quantitative cross-sectional descriptive study was conducted with a sample of 169 students attending the 2 nd year of the Bachelor's Degree in Nursing. The Simulation Debriefing Assessment Scale (Escala de Avaliação do Debriefing Associado à Simulação-EADaS) was applied in laboratory classes. Results: The scale had an overall mean score of 4.25 (SD = 0.400), with a minimum of 3.03 and a maximum of 5.00. The highest mean scores (M = 4.58; SD = 0.462) were found in the Affective Value Dimension and the lowest mean scores (M = 3.87; SD = 0.621) were found in the Psychosocial Value Dimension. The Cognitive Value Dimension had M = 4.35 points and SD = 0.435. Conclusion: Structured debriefing associated with simulation proved to be a suitable pedagogical strategy for the acquisition and development of students' competencies in family health nursing, facilitating critical and reflexive learning that is essential to intervene within the family and should, therefore, be implemented in this area.

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“…Para que a aprendizagem seja ativa, é indispensável que o estudante tenha a oportunidade de discutir e ampliar seus conhecimentos a partir da ativação dos conhecimentos prévios -conceitos, experiências, entre outros -e compartilhá-los junto ao facilitador, outros estudantes e colaboradores [19].…”

Section: Discussionunclassified

“…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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Percepções de estudantes de enfermagem acerca das dimensões estruturais da simulação clínica

Cited by 10 publications

References 15 publications

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

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

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

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