Interdisciplinary simulation scenario in nursing education: Humanized childbirth and birth

Abstract

<jats:p> Objective: to develop and validate with a panel of experts a scenario of maternal-child clinical simulation, related to humanized childbirth and birth. Method: methodological study based on the Jeffries framework and standardized guides of the International Nursing Association for Clinical Simulation in Learning, which used analysis with descriptive statistics for general aspects of adherence to the aforementioned guide and inferential statistics for validating the checklist of actions through the Intraclass Correlation Coefficient (ICC). Results: the scenario contains learning objectives, necessary resources, prebriefing and debriefing of guidelines, description of the simulated situation, participants and roles, and checklist of expected actions. The validation obtained an agreement level above 80% in all aspects evaluated by 31 experts, highlighting realism of the environment and setting, vital sign parameters, alignment with scientific literature and encouragement of critical thinking and problem solving. In addition, the checklist of actions was validated with 0.899 agreement among experts, statistically analyzed by the ICC and Cronbach’s alpha 0.908 (95% confidence interval). Conclusion: the simulated scenario on humanized childbirth and birth can strengthen the articulation between women’s and children’s health disciplines, and was validated by experts.</jats:p>

Educação e tecnologias digitais em tempos de pandemia: uma experiência, muitos desafios

“…(24,25) O tempo utilizado no debriefi ng depende das situações propostas nos cenários de simulação e dos objetivos desta atividade, não devendo exceder em três vezes o tempo de jogo. (26,27) Outra ferramenta utilizada foi o chat educativo, acontece num curto período de tempo, sendo importante para aprender a raciocinar agilmente e sintetizar o conhecimento, estimular a construção de conhecimento e vínculo entre os estudantes. (28) O fórum também auxiliou no desenvolvimento da disciplina (Figura 4), por estimular a construção conjunta dos alunos, além de auxiliar na aprendizagem da comunicação, escrita mais crítica e refl exiva.…”

Simulation Training for Hospital Admission of Patients With Covid-19: Assessment of Nursing Professionals

“…7,9 Moreover, it allows participants to perform a practice in a safe and controlled setting, in which it is possible to repeat and improve the skill before it is performed in nursing practice. 10 In this sense, the ability of a professional to perform procedures or activities within their competence, preventing potential problems, may imply greater satisfaction and confidence in professional practice. [9][10] A study carried out in the United Kingdom used simulation in situ or simulation employed in the clinical environment itself to identify potential problems in the admission of patients with COVID-19 to an Intensive Care Unit.…”

“…10 In this sense, the ability of a professional to perform procedures or activities within their competence, preventing potential problems, may imply greater satisfaction and confidence in professional practice. [9][10] A study carried out in the United Kingdom used simulation in situ or simulation employed in the clinical environment itself to identify potential problems in the admission of patients with COVID-19 to an Intensive Care Unit. Through simulation, it was possible to identify and correct operational deficiencies around protocols of multiprofessional work and communication, increasing the safety of assistance provided.…”

Efetividade da simulação realística no ensino de cuidados paliativos em enfermagem: estudo randomizado

“…Contribuindo com esse fato, e com a intenção de se proporcionar uma formação mais qualificada, as metodologias ativas, cujo foco central é o estudante, poderão corroborar a formação interdisciplinar crítica e reflexiva do enfermeiro. Neste sentido a simulação realística tem se destacado como relevante nesse processo (1)(2)(3) .…”

“…Por meio da simulação é possível ao estudante observar seu desempenho, aprender com fragilidades e fortalezas, compreender processos, trocar experiências e refletir sobre seu aprendizado oportunizando a formação crítica reflexiva desejada e esperada do egresso (2,15) . Tratando-se de cuidados paliativos em que o aprender biológico não dará conta do atendimento integral ao paciente, essa estratégia demonstrou ser eficaz como nesta pesquisa, o que pode auxiliar no processo de formação dos graduandos de enfermagem (11,12,15) .…”