Use of simulations in nursing education: an integrative review

Abstract

RESUMOObjetivo: conhecer como a simulação vem sendo utilizada no ensino de Enfermagem. Método: revisão integrativa da literatura de publicações no período [2008][2009][2010][2011][2012]. Dos 1.837 estudos encontrados, 54 foram selecionados para análise. Resultado: os estudos estavam distribuídos em 31 periódicos; o ano de 2010 apresenta o maior número de publicações, a maioria nos Estados Unidos. Da análise emergiram três categorias: a simulação utiliza diferentes tipos de simuladores; a simulação é utilizada para desenvolver diferentes competências e a simulação clínica é mais do que o simples uso de um simulador. Discussão: diferentes tipos de simuladores são utilizados no ensino de Enfermagem, para o desenvolvimento de variadas competências. A simulação vai além do simples uso do simulador e envolve estratégia, técnica, processo e ferramenta. Conclusão: o uso da simulação no ensino de Enfermagem vem ganhando espaço como metodologia ativa de ensino que proporciona uma aprendizagem experiencial de forma segura. Palavras-chave: Educação em Enfermagem; Simulação; Enfermagem. ABSTR ACT

Teaching-learning tendencies and strategies used in the leadership development of nurses

“…Consequently, conceptual maps encourage the clarification of existing concepts for the stimulation of critical thinking (16,31) and leadership exercise. Several international (32)(33)(34) and national studies (3)(4)(5)(6)(7)(10)(11)16,(35)(36) have mentioned simulation as a strategy for leadership teaching in nursing, which diverges from this research, as it denotes that its use is still scarce and of low frequency. Simulation with realistic scenarios enables the exploration of situations that encourage development of managerial skills such as leadership.…”

“…In Brazil, the teaching strategies described as active methodologies that stimulate critical thinking in the education of leadership-related content in the discipline of Nursing Administration were: group dynamics, case study, laboratory simulation, dramatization, movies, integrative panel, creative games, group work, portfolio, online programs (Wesites, WebCT), pedagogical workshop, verbalization and observation group (VG-OG), seminars, e-learning platform, teaching with research, and strategic planning (3)(4)(5)(6)(7)(8)(9) . Certain studies mention that professors do recognize the need for modification in their pedagogical practice; however, due to the lack of training, of interest and/or resources, the active methodology of the professor may itself suffer adaptations, which can lead to dubious results (1,4,(10)(11)(12) . For a professor of Nursing Administration, a changing pedagogical practice, keeping an updated and dynamic knowledge foundation on teaching strategies focused on the development of an attitude of intellectual autonomy of students are of utmost importance, especially regarding leadership-related content.…”

Realistic Simulation as Strategy of Problematization in Women’s Health

“…It involves a comprehensive context in which teachers, students, practitioners, as well as professionals from other areas of knowledge are involved. Regardless of the content or area of comprehension, it awakens to a new possibility of teaching-learning, minimizing constraints, increasing student achievement in the practice scenario, providing security when developing activities in a near-real scenario, expanding the critical-reflexive capacity and creative and decision-making (Oliveira, Do Prado, & Kempfer, 2014).…”

“…Simulated patients are actors who use standardized scripts to interact with students, and promote a planned and almost uniform learning experience. Virtual learning objects (educational game software, videos, audios, and Web technology) and mixed methods (use of more than one type of simulator) can still be used that represent a real situation with creativity, adapting it according to the scenario that if it intends to simulate (Buxton, Phillippi, & Collins, 2014;Oliveira, Do Prado, & Kempfer, 2014).…”

Development of a virtual learning environment for cardiorespiratory arrest training

“…Simulation is a strategy that has been gaining space as a teaching method, through the development of an environment with the representation of a real event, offering a learning laboratory (23)(24) . With this objective, this technological resource was used in the virtual environment, subsidizing the creation of a video that reproduces a real situation, aiming to awaken in the user a moment of reflection.…”