Clinical Education In psychiatric mental health nursing: Overcoming current challenges

Efeito da simulação para a aprendizagem significativa

“…The value of the simulation is translated by the gain of experience of the learner or professional and, as a strategy, the development of clinical, reflexive and critical skills and competences that, isolated or combined, provide meaningful learning. [10][11][12]15,[19][20][21][22][23] It is pointed out in the health area, in particular, that the simulation allows to experience different cases or situations that, perhaps, were limited or impossible in real and daily clinical practice. 18 The simulation was adopted, as an example of Australia, as an educational strategy in the area of complementary nursing, but not a substitute for clinical practice, including the management of severe patients, considering that the recognition of these patients imposes the need for clinical skills , in addition to the qualified and individualized management of the care to reach the international goals of patient safety.…”

“…18 Sometimes, in the context of the simulation, learning in the midst of group activities is based on a dynamic interaction between the peers, a situation also found in some studies. 20,23 It is pointed out that scientific evidence, with the objective of exploring the facilities provided by the simulation on learning in the Nursing undergraduate curriculum, through a multi-method approach, enabled the interaction between different actors, as well as reflection through the projection of videos , a fact that stimulated and allowed the dynamic discussion in group and, consequently, the acquisition of different experiences and knowledge. 20 It is necessary that Nursing students reconcile theoretical learning with clinical practice.…”

“…It is pointed out that, in this area, developing teaching and learning approaches has become the target of many educators in Nursing and for this, it should facilitate the acquisition of knowledge and skill through the application of theoretical content in practice. 19,22 It shows the use of softwares of virtual patients adapted to stimulate learning in the educational process as an incentive to the development of clinical reasoning of Nursing students with the integration of technology, anchored by learning theories, favoring the constructive alignment of learning. 21 It is described in scientific evidence that the use of the simulation accelerates the learning process because it is an integration factor, systemic and orderly that must be linked to the educational plan and to the learner and also to adapt to the needs and curricular requirements.…”

“…21 It is described in scientific evidence that the use of the simulation accelerates the learning process because it is an integration factor, systemic and orderly that must be linked to the educational plan and to the learner and also to adapt to the needs and curricular requirements. 22 It is possible, in programs that include the simulation, the combination of previous knowledge and learning experiences for the development of cognitive competences through reflection, pre-action and conceptual mapping for the acquisition of significant learning experiences. 18 It is believed above all that it is no longer sustainable to assume that all adult students in a class learn in the same way.…”

“…It is emphasized, however, that students with different learning styles and clinical judgment skills, in situations of simulation, when influenced by different factors, will build their own knowledge. 23…”