Realistic simulation: use and benefits for teaching - learning nursing diagnostic reasoning
DOI:
https://doi.org/10.33448/rsd-v9i7.4338Keywords:
Nursing; Nursing diagnosis; Teaching; Simulation technique; Educational measurement.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.
References
Alves NP, Gomes TG, Lopes MMCO, Gubert FA, Lima MA, Beserra EP, .& Cavalcante, VMV. (2019). Simulação realística e seus atributos para a formação do enfermeiro. Rev. enferm. UFPE on line, 13(5), 1420-28. Recuperado de https://periodicos.ufpe.br/revistas/revistaenfermagem/article/view/239014/32337.
Barreto DG, Silva KGN, Moreira SSCR, Silva, TS & Magro MCS. (2014). Simulação realística como estratégia de ensino para o curso de graduação em enfermagem: revisão integrativa. Rev. baiana enferm., 28(2), 208-14. Recuperado de https://portalseer.ufba.br/index.php/enfermagem/article/view/8476/8874.
Bittencourt GKGD & Crossetti MGO. (2013). Habilidades de pensamento crítico no processo diagnóstico em enfermagem. Rev. Esc. Enferm. USP, 47(2), 341-47. Recuperado de https://www.scielo.br/pdf/reeusp/v47n2/10.pdf.
Bortolato-Major C, Mantovani, MF, Felix, JVC, Boostel, R, Silva, ATM & Caravaca-Morera, JA. (2019). Avaliação do debriefing na simulação clínica em enfermagem: um estudo transversal. Rev Bras Enferm [Internet], 72(3), 825-31. DOI: 10.1590/0034-7167-2018-0103.
Carneiro KKC, Moraes-Filho IM, Santos OP, Arantes AA, Félis KC & Guilherme IS. (2019). Simulação realística como instrumento no processo de ensino-aprendizagem de enfermagem. REVISA, 8(3), 273-84. DOI:10.36239/revisa.v8.n3.p273a284.
Coelho MMF, Miranda KCL, Guedes MVC, Monteiro ARM, Silva LF & Leite ACS. (2014). Aplicabilidade da CIPE® fundamentada na teoria da modelagem e modelagem de papel. Rev. Bras. Enferm., 67(3), 438-42. DOI: 10.5935/0034-7167.20140058.
Costa RRO, Medeiros SM, Martins JCA, Cossi MS & Araújo MS. (2017). Percepção de estudantes da graduação em enfermagem sobre a simulação realística. Rev. Cuid., 8(3), 1799-808. Recuperado de https://revistacuidarte.udes.edu.co/index.php/cuidarte/article/view/425.
Fabri, RP. (2015). Construção de roteiro teórico-prático para atividade simulada. Ribeirão Preto. Dissertação (Mestrado em Enfermagem) – Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo, Ribeirão Preto, SP, Brasil. Recuperado de https://www.scielo.br/pdf/reeusp/v51/pt_1980-220X-reeusp-51-e03218.pdf.
Fabri RP, Mazzo A, Martins JCA, Fonseca AS, Pedersoli CE, Miranda FBG, ..&. Baptista, RCN. (2017). Development of a theoretical-practical script for clinical simulation. Rev. Esc. Enferm. USP. 2017;51:e03218. DOI: 10.1590/S1980-220X2016265103218
Fernandes AKC. (2014). Avaliação da simulação realística por alunos do curso de enfermagem como estratégia para o aprendizado em pediatria (Monografia). Universidade de Brasília, Faculdade de Ceilândia, Ceilândia, DF, Brasil. Recuperado de https://bdm.unb.br/bitstream/10483/8276/1/2014_AnnaKarolyneCarvalhoFernandes.pdf.
Fernandes BKC, Soares AG, Melo BV, Lima WN, Borges CL, Lopes VM, .&. Freitas MC. (2019). Diagnósticos de enfermagem para idosos frágeis institucionalizados. Rev. Enferm. UFPE On Line, 13(4), 966-72. Recuperado de https://periodicos.ufpe.br/revistas/revistaenfermagem/article/view/237572/31779.
Fernandes MGM, Pereira MA, Bastos RAA & Santos KFO. (2012). Diagnósticos de enfermagem do domínio atividade/repouso evidenciados por idosos em tratamento hemodialítico. Rev. RENE, 13(4), 929-37. Recuperado de http://www.periodicos.ufc.br/rene/article/view/4063/3181.
Franzon, JC, Meska, MHG, Cotta Filho, CK, Machado, GCC & Mazzo, A. (2020, Fev). Implicações da prática clínica em atividades simuladas: satisfação e autoconfiança dos estudantes. REME rev. min. enferm., 24 (e-1274), 01-07. DOI: 10.5935/1415-2762.20200003.
Fontelles MJ, Simões, MG, Almeida JC & Fontelles RGS. (2010). Metodologia da pesquisa: diretrizes para o cálculo do tamanho da amostra. Rev Para Med. [Internet], 24(1), 57-64. Recuperado de http://files.bvs.br/upload/S/0101-5907/2010/v24n2/a2125.pdf.
Garbuio DC, Oliveira ARS, Kameo, SY, Melo, ES, Dalri, MCB & Carvalho EC. (2016). Clinical simulation in nursing: experience report on the construction of a scenario. J Nurs UFPE on line., 10(8), 3149-55. DOI: https://doi.org/10.5205/1981-8963-v10i8a11388p3149-3155-2016.
Gordon M, Baker P., Catchpole K, Darbyshire D & Schocken D. (2015) Devising a consensus definition and framework for non-technical skills in healthcare to support educational design: a modified Delphi study. Med Teach., 37(6), 572-77. DOI: 10.3109/0142159X.2014.959910.
INACSL (2016). Standards Committee. INACSL standards of best practice: SimulationSM Simulation design. Clinical Simulation in Nursing, 12(S), S5-S12. DOI: http://dx.doi.org/10.1016/j.ecns.2016.09.005.
Issenberg, SB, McGaghie WC, Petrusa ER, Lee Gordon D & Scalese RJ. (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach., 27(1), 10-28. DOI: 10.1080 / 01421590500046924.
Jerônimo IRL, Campos JF, Peixoto MAP & Brandão MAG. (2018). Use of clinical simulation to improve diagnostic reasoning in nursing. Esc. Anna Nery [online], 22(3), 01-09. DOI: 10.1590/2177-9465-EAN-2017-0442.
Jeffries PR. (2012). Simulation in nursing: from conceptualization to evaluation (2th ed.) New York: National League for Nursing.
Maria MA, Quadros FAA & Grassi MFO. (2012). Sistematização da assistência de enfermagem em serviços de urgência e emergência: viabilidade de implantação. Rev. Bras. Enferm., 65 (2), 297-303. DOI: 10.1590/S0034-71672012000200015.
Major CB, Arthur JP, Silva ÂTM, Mantovani MF, Felix JVC & Boostel R. (2018). Contribuições da simulação para estudantes de graduação em enfermagem. Rev. enferm. UFPE on line, 12(6), 1751-62. DOI:10.5205/1981-8963-v12i6a230633p1751-1762-2018.
Motola I, Devine LA, Chung HS, Sullivan JE & Issenberg, SB. (2013). Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Med Teach., 35(10), e1511-1530. DOI: 10.3109/0142159X.2013.818632.
Oliveira SN. (2014). Simulação clínica com participação de atores no ensino da consulta de enfermagem: uma pesquisa-ação. (Dissertação de Mestrado) – Universidade de Santa Catarina, Florianópolis, SC, Brasil. Recuperado de https://repositorio.ufsc.br/xmlui/handle/123456789/123331.
Oliveira SN, Massaroli A, Martini JG & Rodrigues J. (2018). From theory to practice, operating the clinical simulation in Nursing teaching. Rev Bras Enferm [Internet], 71(4):1791-98. DOI:10.1590/0034-7167-2017-0180.
Palaganas JC, Fey M & Simon R. (2016). Structured debriefing in simulation-based education. AACN Adv Crit Care., 27(1), 78-85. DOI: 10.4037/aacnacc2016328.
Teixeira CRS, Pereira MCA, Kusumota L, Gaioso VP, Mello CL & Carvalho EC. (2015). Evaluation of nursing students about learning with clinical simulation. Rev Bras Enferm., 68(2), 311-9. DOI: 10.1590/0034-7167.2015680218i.
Tobasei L .(2018). A dramatização como estratégia facilitadora no processo ensino aprendizagem dos estudantes de enfermagem. Rev Paul Enferm [internet], 29(1-2-3), 77-99. Recuperado de https://pesquisa.bvsalud.org/portal/resource/pt/biblio-970766.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
