Validación De La Encuesta De Calidad Y Satisfacción De Simulación Clínica en Estudiantes De Enfermería

Araya, Ángela Astudillo; López-Espinoza, Miguel Ángel; Medina, Victor Cádiz; Palma, Jaqueline Fierro; Lara, Andrea Figueroa; Parra, Nicole Vilches

doi:10.4067/s0717-95532017000200133

Cited by 18 publications

(13 citation statements)

References 4 publications

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“…8,9, 28 Based on this, it is important to note that the differences found in the association of perception with previous experience could be linked to the definition of the last mentioned variable, since the present research considered it as an approach to the dental program regardless of simulation and/or clinical practices, unlike the study by Fernández et al, 12 who differentiated the participants by means of a specific previous experience of a practical session and of the same type of simulator, reaching the conclusion that the repetition of the procedures influences perception. 7 The present study has certain limitations regarding the participants' memory bias, because it was the first dental simulation performed that was evaluated, for which audiovisual material was used, as well as the application of the questionnaire in a single educational institution. It is advisable to continue with this type of research to improve the teaching and training process.…”

Section: Discussionmentioning

confidence: 99%

Student perception of early simulation in dentistry

et al. 2021

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Objective: To evaluate student perception of early simulation in dentistry. Material and Methods: The design of the study was quantitative, observational and cross-sectional. A total of 121 students, from third year to senior year were evaluated. The perception and its dimensions: satisfaction, self-confidence and good educational practices were evaluated by a survey with a high level of reliability (0.89), modified and adapted for the present investigation, checking coefficients for its use: Aiken's V, Cronbach's Alpha, Test-Retest (Spearman), classified in ability, scenario and general simulation practices, based on the Likert scale (from 1 to 5). For the univariate analysis, the descriptive statistics from qualitative and quantitative variables were obtained and for the bivariate analysis, Spearman's rank correlation coefficient and Kruskal Wallis and Mann-Whitney U-tests were employed. Results: The students rated the simulation perception positively with anaverage of 4.42±0.49, 4.14±0.63 y 4.73±0.66 regarding the ability, scenario and general simulation practices, respectively. No statistically significant differences were found between the perception of early preclinical practices with the variables age, gender, year of study and previous experience. Conclusion: The perception of students regarding early preclinical practices got a high score and it is not related with the variables studied, according to the survey modified and adapted.

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Section: Discussionmentioning

confidence: 99%

Student perception of early simulation in dentistry

et al. 2021

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“…Las características sociodemográficas se comportaron de acuerdo con la distribución que han tenido históricamente las carreras de enfermería, predominando el sexo femenino y de procedencia de zonas urbanas, diferenciándose de otros hallazgos en que la mayor parte de ellos no pertenecen al mismo lugar donde se encuentra la casa de estudios (18) . Por otro lado, pertenecen al sector urbano, la mayoría no vive con su familia de origen, presentan alta frecuencia de consumo de alcohol, acompañado de algún grado de consumo de marihuana y otros tipos de sustancias; pero a pesar de ello reconocen contar con redes de apoyo y en un alto porcentaje viven acompañados.…”

Section: Discussionunclassified

Importancia De La Simulación Clínica en El Desarrollo Personal Y Desempeño Del Estudiante De Enfermería

Contreras¹,

Ríos²,

Palma³

2021

CicyEnf

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Objective: To determine the importance of Clinical Simulation on the performance of the nursing student in the clinical field and to explore the effects of this methodology for their subsequent performance in real contexts. Material and Method: Mixed study, cross-sectional, quantitative, associative and qualitative phenomenological approach. The unit of analysis were nursing students; the population corresponded to the universe of two fourth-year cohorts from the Universidad Austral de Chile, 106 participants for the quantitative approach and 10 for the qualitative one, selected by convenience sampling. The inclusion criteria for both approaches were having attended the 7th and 8th semester of the study program and having participated in subject simulation activities. Data collection was carried out using sociodemographic, Likerttype perception questionnaires (after face validity and clarity review) and in-depth interviews. Descriptive analyzes, parametric or non-parametric tests were carried out using SPSS v.15 software and qualitative analysis with phenomenological reduction. Researcher triangulation was performed to ensure data quality. Ethical rigor was based on the principles of Ezequiel Emanuel, informed consent and authorization of the university's Scientific Ethics Committee. Results: The methodology was valued in academic and personal areas, increasing security, abilities, skills and the presence of emotional memory, thus contributing to meaningful learning. Conclusions: Early curricular implementation of clinical simulation is important to enhance and optimize aspects related to the users of the system when interacting in real scenarios.

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“…Favoring meaningful learning, they presented a degree of satisfaction tending towards the positive regarding the way in which the clinical simulation session is organized and a high degree of satisfaction with the development of communication skills and interpersonal relationship with the teacher and the team. 15 Students consider clinical simulation as a tool that integrates theory and practice, enhancing organization, teamwork, and empowerment of the professional role. Thus allowing the reduction of malpractice with patients.…”

Section: /12mentioning

confidence: 99%

Clinical Simulation in Nursing Teaching: Student Experience in Chile

Cabrera

Kempfer

2020

Texto contexto - enferm.

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Objective: to describe the experiences lived in clinical simulation by nursing students at the University of Magallanes, Punta Arenas, Chile, in relation to the use of clinical simulation as a learning methodology for the achievement of skills for nursing care. Method: the simulation by the students was carried out in 2017, while they attended the seventh and eighth semester of professional training. The study carried out was qualitative, exploratory descriptive, in which eight students participated using the semi-structured interview instrument applied during the second semester of 2018. Results: it was observed that the simulation experience was good and very good. It stands out that the main points of discussion for the participants were that the clinical simulation gave them tools that allowed them to acquire professional identity, empowerment of the professional role, clinical reasoning, professional practice and organization. On the other hand, it also allowed them to apply theoretical knowledge. Conclusion: although this experience allowed the students to acquire comprehensive skills, it also has the limitation that feelings of fear and anxiety emerge that may make it impossible to develop it.

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Validación De La Encuesta De Calidad Y Satisfacción De Simulación Clínica en Estudiantes De Enfermería

Cited by 18 publications

References 4 publications

Student perception of early simulation in dentistry

Student perception of early simulation in dentistry

Importancia De La Simulación Clínica en El Desarrollo Personal Y Desempeño Del Estudiante De Enfermería

Clinical Simulation in Nursing Teaching: Student Experience in Chile

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