A experiência clínica simulada no ensino de enfermagem: retrospectiva histórica

Abstract

Objectives: To specify the ritual of teaching basic nursing procedures, analyze the implications of their use and discuss their pertinence, in the face of the current contexts for teaching and for practice. Methods: A historical-social study of rituals incorporated in the teaching method of nursing theory-practice, in Portugal and Brazil. As primary sources, we used written documents (letters, brochures, manuals) and photographs, and as secondary sources: textbooks, master's theses, doctoral dissertations and journal articles. Results: The description, analysis, interpretation and synthesis exposed the reader to a journey through the history and rituals, and changes that have occurred in nursing and health education. The simulation was discussed in terms of its pertinence in the face of the ethical, safety and quality requirements in health care, technological advances, and changes in environments and contexts of clinical practice. Conclusion: The use of simulation meets the needs and the current context of education for theory-practice. Descriptors: Nursing; Simulation; Education, nursing; History of nursing, Educacional technology RESUMOObjetivos: particularizar o ritual do ensino de procedimentos básicos de enfermagem, analisar as implicações de sua utilização e discutir sua pertinência, face aos contextos atuais para o ensino e para a prática. Métodos: estudo histórico-social de rituais incorporados ao método de ensino teórico-prático de Enfermagem em Portugal e no Brasil. Como fontes primárias, foram utilizados documentos escritos (ofícios, apostilas, manuais) e fotográficos; e como fontes secundárias: livros-texto, dissertação de mestrado, tese de doutoramento e artigos de periódicos. Resultados: descrição, análise, interpretação e síntese que expõe ao leitor uma viagem na história quanto aos rituais e mudanças ocorridas na formação de recursos humanos de enfermagem e saúde. A simulação foi discutida em termos da pertinência face às exigências éticas, segurança e qualidade em saúde, avanço tecnológico e mudanças nos ambientes e contextos da prática clínica. Conclusão: o uso da simulação atende às necessidades e ao contexto atual de ensino teórico-prático. Descritores: Enfermagem; Simulação; Educação em enfermagem; História da enfermagem; Tecnologia educacional RESUMEN Objetivos: particularizar el ritual de la enseñanza de procedimientos básicos de enfermería, analizar las implicancias de su utilización, discutir su pertinencia, face a los contextos actuales para la enseñanza y para la práctica. Métodos: estudo histórico-social de rituales incorporados al método de enseñanza teórico-práctica de Enfermería en Portugal y en Brasil. Como fuentes primarias, fueron utilizados documentos escritos (oficios, apostilas, manuales) y fotográficos; y como fuentes secundarias: libros de texto, tesis de maestría, tesis de doctorado y artículos de periódicos. Resultados: descripción, análisis, interpretación y síntesis que expone al lector un viaje en la historia en cuanto a los rituales y cambios ocurridos en la ...

Impact of a simulated practice program in the construction of self-confidence for intervention in emergencies and its association with knowledge and performance

“…Simulation has proven to be an excellent strategy for competency building in nursing students, [2,19,28,37] as well as for improving nurses' self-confidence [7-9, 14, 37-40] to respond to emergency situations, which was also evident in this study. The possibility of training in safe simulated environments and being able to make errors without direct risks to the patients promoted students' learning.…”

“…Again, repeated practice seems to positively influence self-confidence, as mentioned by other authors. [2,19] This deliberate practice helps to develop structured thinking and consolidate the sequence of actions, especially patient assessment.…”

“…Examples of these benefits include increased student satisfaction; [1][2][3][4] learning gains; [5,6] increased self-confidence to intervene in different contexts; [7][8][9] more appropriate use of knowledge and competences; [5,6] transferability of competences to clinical practice; [1,[10][11][12][13] global competency development, such as clinical judgment, priority setting, decision making, accomplishment of correct actions, teamwork and correction of errors without the effects of these errors on the patients. [2] Simulation is a stimulating tool in the learning process, and institutions and trainers increasingly invest in this area.…”

“…[20] Various studies show that self-confidence to respond to emergency situations increases when factors like repeated practice [19] and simulation training are present. [2,9,19,[21][22][23][24][25] In a recent systematic review [26] on high-fidelity simulation, although the qualitative studies indicated that self-confidence and competences were variables with positive results, the quantitative studies did not confirm these results. So, the authors suggested further research with larger samples and validated assessment instruments.…”

Communication and leadership in emergency situations: Systematic literature review and recommendations for practice

“…Almost all studies included in this SLR mention the importance of communication, leadership, and teamwork training. [4,5,11,13,16,18,22,[24][25][26]29] Simulation-based training is an important pedagogical tool to consolidate knowledge, [30,31] develop acute care skills, maintain proficiency, [30,[32][33][34] and produce leaders. [35][36][37][38][39] Communication and leadership are two closely related concepts, [13] to the extent that effective leadership requires effective communication [4,10,11,19,24,26] at different levels: to collect and process data; [14] to make quick [13,22] and correct decisions; [16,19,22] to achieve a more effective teamwork; [13,17,23,25] to motivate the team; [14] to improve the overall quality of the response; [4,14,15,20,24,29] and to ...…”