Characteristics transferred into simulation-based learning of nursing programs

Abstract

PurposeThe purpose of this research is to relate the characteristics transferred from teaching into simulation-based learning in nursing by highlighting how they are presented and, thus, focus on more assertive pedagogical actions in higher education.Design/methodology/approachThe research was performed in the Brazilian context through a survey, and the data were analyzed by the structural equation modeling.FindingsThe results show meaningful relationships for the four factors that are impacted by simulation-based learning: clinical reasoning for decision-making, patient safety, self-confidence and knowledge.Practical implicationsThis research identified the importance of simulation as an alternative to improving the teaching–learning process, and it can contribute to structuring the nursing program curriculum and other training zones, by enabling the inclusion of new methodological modalities.Originality/valueThe simulation strategy becomes a differential tool in the integration between theory and practice, especially in the nursing program, and promotes teamwork, leadership and communication, self-confidence, critical thinking, clinical reasoning, priority management, decision-taking and conflict management.

Simulation-based education to facilitate clinical readiness in nursing and midwifery programmes in sub-Saharan Africa: a meta-synthesis

“…Simulation as a valuable pedagogical teaching method Simulation, as a pedagogical tool in nursing and midwifery education, allows students to prepare for clinical placement by working together in situations with clear learning goals directed by a facilitator, teacher or clinical instructor (Tjofl at et al, 2021). Simulation technique blends theory and practice allowing nursing and midwifery students to work in teams and demonstrate leadership, communication, critical thinking and clinical reasoning skills just to mention a few (Nodari et al, 2020). A simulation session involves three phases: briefing, roleplay/scenario playing and debriefing (Kelly and Guinea, 2018;Sittner et al, 2015;Irwin et al, 2020).…”

“…These studies have highlighted the authenticity of scenarios in training. A scenario is a problematic case that requires various skills, including clinical competencies, decision-making and problemsolving abilities (Bø et al, 2022;D ery et al, 2019;Nodari et al, 2020). The scenarios in simulation training allow participants to practice, repeat and reinforce their information, instantly boosting their skill acquisition and clinical performance before managing real-life emergencies in a clinical context (Hazell et al, 2020).…”

“…Nursing and midwifery educators should engage in innovative teaching and learning methodologies that promote the transfer of theory to practice to improve students' clinical skills and competencies (Girzelska et al, 2019). Innovative teaching strategies are approaches and methods that go beyond traditional lecturing and rote learning, aiming to engage students actively, enhance learning outcomes, and foster critical thinking and problem-solving skills (Kruk et al, 2018;Nodari et al, 2020). These strategies leverage various techniques, technologies and pedagogies to create dynamic and effective learning environments.…”

“…Innovative teaching strategies are approaches and methods that go beyond traditional lecturing and rote learning, aiming to engage students actively, enhance learning outcomes, and foster critical thinking and problem-solving skills (Kruk et al. , 2018; Nodari et al. , 2020).…”

Simulação virtual por meio de um serious game sobre segurança do paciente: um estudo experimental

“…Com a situação da pandemia pelo novo coronavírus também demonstrou ser um recurso essencial para o uso de metodologias ativa para atividades online, visto que auxilia o processo de ensino-aprendizagem e desenvolvimento de pelo estudante de enfermagem (MITCHELL et al, 2021; Na literatura já existem evidências (ANDERSEN et al 2020;CANTERO-LÓPEZ et al, 2021;GOMES et al 2020;LEE;MORSE, 2019;NODARI et al, 2020;ORTEGA et al, 2020;PRICE;SHINN, 2020), que demonstram que as atividades de simulação, recursos tecnológicos e os módulos de aprendizagem online melhoram as competências de segurança dos estudantes de enfermagem.…”