Simulação realística: aproveitamento e benefícios para o ensino - aprendizagem do raciocínio diagnóstico de enfermagem

Abstract

Objective: to evaluate the use of students' learning about nursing diagnostic reasoning, through realistic simulation. Methodology: cross-sectional study, with a quantitative approach, developed at a public university in Northeast Brazil with students from the last year of the Nursing Undergraduate Course. For the evaluation, the students answered an evaluation instrument on realistic simulation with 11 questions, using a 5-point Likert scale. The ethical principles of research with human beings were respected. Results: the evaluation of the students' learning performance presented higher means (5.0) for the following items: simulation as a teaching-learning strategy, made it possible to develop the diagnostic reasoning, made it possible to develop the clinical judgment, recommend the realistic simulation for teaching the graduation and lowest average (3.87) for the item adequate time. Conclusion: The study identified that students usefully evaluated learning about nursing diagnostic reasoning, through realistic simulation. Realistic simulation presents itself with a teaching strategy for the development of nursing diagnostic reasoning and clinical judgment for bringing theory and practice closer together, contributing to the formation of critical and reflective professionals better prepared to act on current everyday problems.

A importância do diagnóstico de enfermagem: visão dos enfermeiros

“…Para existência de um diagnóstico de enfermagem, é essencial que a etapa inicial do Processo de Enfermagem, ou seja, a coleta de dados deve ser bem sucedida, a mesma não pode ser realizada apenas com intuito de impressos ou formulários eletrônicos (Herdman & Kamitsuru, 2015;Rodrigues, Ferreira, Lopes, Menezes, Rocha, & Silva, 2020).…”

Simulation in Nursing: Production of the Knowledge of the Graduate Courses in Brazil From 2011 to 2020

“…To assess the effectiveness of the realistic simulation in the teachinglearning process of Nursing diagnostic reasoning. 23…”

“…Category 6: Comparison of the effectiveness of simulation versus other teaching and learning strategies Simulation versus traditional teaching strategy: simulation is more effective for the teaching and learning process than the traditional strategy: expository-dialog class and skills training. [22][23]30,39,45 Simulation versus traditional teaching strategy: similar effectiveness regarding the teaching-learning process.…”

Uso de simuladores virtuais no ensino de Enfermagem: scoping review

“…A grande diferença entre uma prática específica de um procedimento para um momento de simulação consiste no fato de que este mesmo procedimento estará contextualizado, isto é, o aluno já deve deter o conhecimento técnico do procedimento realizado no ambiente, e agora ele precisará entender quando deverá realizá-lo em ambiente contextualizado (Melo, et al, 2017). A simulação pode gerar benefícios importantes para o ensino na Enfermagem ao aproximar a teoria da prática, a atender aos objetivos propostos, desenvolvimento do raciocínio diagnóstico e julgamento clínico, além do desenvolvimento de competências, habilidades e atitudes no ensino, assistência, pesquisa e gestão (Rodrigues, et al, 2020). Dentre estas ferramentas, destacam-se o uso das simulações virtuais.…”