Perspectivas sobre o uso das diretrizes de desenho instrucional para a simulação na saúde: revisão da literatura

Melo, Brena Carvalho Pinto de; Falbo, Ana Rodrigues; Bezerra, Patricia Gomes de Mattos; Katz, Leila

doi:10.15448/1980-6108.2018.1.28852

Cited by 7 publications

(5 citation statements)

References 53 publications

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“…Many authors suggest that the most effective scenarios for competence development are those that are centered on a problem 16 . Based on these authors, Merrill (2002) elaborated five instructional principles to promote learning, which are: (a) Learning is promoted when learners are engaged in solving real-world problems; (b) Learning is promoted when existing knowledge is activated as a foundation for new knowledge; (c) Learning is promoted when new knowledge is demonstrated to the learner; (d) Learning is promoted when new knowledge is applied by the learner; and (e) Learning is promoted when new knowledge is integrated into the learner’s world 17 .…”

Section: Discussionmentioning

confidence: 99%

Residency training for minimally invasive surgery

Campos

Monteiro

Kakehasi

2022

Rev. Col. Bras. Cir.

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Objective: to develop a training program in minimally invasive surgery, based on simulation and with an emphasis on the acquisition of laparoscopic competences. Methods: this was a prospective, observational study carried out at a university hospital in Belo Horizonte, Brazil, between April 2020 and January 2021. We recruited residents of surgical specialties for structured, progressive training according to instructional principles to promote learning, such as motivation, activation, demonstration, application, and integration. We filmed the skill tests at the program’s beginning, middle, and end, which were then anonymously evaluated by a surgical education expert. Individual performances were scored using the global assessment tools “GOALS” and “specific checklist for suture”. At the end, all participants received individual feedback and completed a questionnaire to assess the impact of training on the Kirkpatrick model. Results: 43 residents completed the program. The evolution of performances was evident and grew between tests. The average achievements were 29% in the initial test, 43% in the intermediate test, and 88% in the final test, with significant differences between all mean scores, with H=97.59, GL=2, p<0.0001. The program evaluation and learning perceptions were excellent, but only 10.7% of residents felt fully capable of performing unsupervised, low-complexity laparoscopic surgery at the end of training. Conclusions: the training program developed in this study proved to be feasible and promising as a strategy for teaching laparoscopic surgery.

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Section: Discussionmentioning

confidence: 99%

Residency training for minimally invasive surgery

Campos

Monteiro

Kakehasi

2022

Rev. Col. Bras. Cir.

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“…64 The adoption of or preference to conduct the simulation in environments such as simulation laboratories can be justified by the existing operational obstacles regarding the conduction of an in-situ simulation. 64 Among the most innovating types of simulation, virtual simulation with computers and serious games stands out, with the objective of creating realistic environments so that Nursing undergraduate students and/or nurses can practice and construct their own learning, in addition to stimulating the execution of certain care actions as many times as necessary, in a virtual environment. 65 The health care level related to the conduction of a simulation setting was also one of the categories of this study.…”

Section: Discussionmentioning

confidence: 99%

“…The simulation strategy is strongly associated with the prevention of adverse events in the patient, which requires training of the facilitators and the elaboration of settings that meet the specific educational objectives, be it in the hospital setting or in Primary Health Care. [2][3]64 The main variables analyzed in the studies, regarding the efficacy of simulation, were the following: satisfaction, self-confidence, and cognitive knowledge. Such criteria have been considered for the teaching and learning process in the simulation, with an association with better performance and motivation of the students.…”

Section: Discussionmentioning

confidence: 99%

Simulation in Nursing: Production of the Knowledge of the Graduate Courses in Brazil From 2011 to 2020

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Nascimento

et al. 2021

Texto contexto - enferm.

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Objective: to synthesize the production of knowledge on simulation in Nursing generated by the Nursing graduate programs in Brazil between January 2011 and February 2020. Method: a documentary research study, which adopted as primary source the official documents of the Coordination for the Improvement of Higher Level personnel, conducted by means of an integrative literature review from October 2019 to February 2020, with quantitative analysis of the data. Results: initially, 68 studies were identified, 40 of them comprising the final sample. The following categories stood out: purpose of the studies; types of simulation; Health Care level; variables analyzed regarding the effectiveness of the simulation; themes addressed; comparison of the effectiveness of simulation with that of other teaching strategies, and weaknesses and potentialities of simulation. The scientific research of the Brazilian graduate courses prioritized the analysis of the effectiveness of simulation in the development of knowledge, satisfaction and confidence, in an off-site or virtual teaching environment, aimed both at hospital care and at primary care, mainly in Neonatology and Pediatrics, with the participants' anxiety as main weakness; and satisfaction, knowledge, critical thinking, safety, confidence and the ability to articulate theory and practice as potentialities. Conclusion: this study contributes to research, teaching and care in Nursing, for enabling the identification of the scientific production setting on simulation, which supports new research studies, with a focus on objectives and settings not yet explored. Simulation is indicated as an effective strategy for the development of cognitive, psychomotor and attitudinal skills in Nursing.

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“…O conceito (WATSON, 1981). O ISD, também conhecido como ADDIE, é um dos modelos sistêmicos mais conhecidos, que compreende cinco fases: 1) análise; 2) desenho; 3) desenvolvimento; 4) implementação e 5) avaliação, este modelo permite a visão geral do processo de aprendizagem e as correções necessárias para garantir a sua efetividade (MELO et al, 2018).…”

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Metodologia Addie Para Construção De Produto Educacional Em Saúde Para Fenilcetonúria

Poubel¹,

Dutra²

2021

Blucher Engineering Proceedings

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RESUMOA fenilcetonúria é uma doença rara, autossômica recessiva, caracterizada por acúmulo do aminoácido fenilalanina (FAL) no sangue e outros tecidos. O conhecimento sobre a doença e o seu tratamento constituem os pilares do auto manejo responsável da Fenilcetonúria. Há escassez de materiais educacionais padronizados para o paciente sobre a doença e sua compreensibilidade também não foram investigadas sistematicamente. Na literatura há insuficiência de referências práticas publicadas sobre o desenvolvimento de produtos educacionais em saúde para a fenilcetonúria. O conteúdo do produto educacional deve ser maleável como todo os processos de educação e aberto para acolher as diferentes demandas dos usuários em saúde, o modelo de design instrucional ADDIE possibilita esta construção devido a sua característica genérica e flexível, seu uso centrado no paciente e sua coerência com as teorias de aprendizagem possibilitam a construção de um instrumento educacional para ser utilizado pela equipe multiprofissional de assistência à fenilcetonúria.

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Perspectivas sobre o uso das diretrizes de desenho instrucional para a simulação na saúde: revisão da literatura

Cited by 7 publications

References 53 publications

Residency training for minimally invasive surgery

Residency training for minimally invasive surgery

Simulation in Nursing: Production of the Knowledge of the Graduate Courses in Brazil From 2011 to 2020

Metodologia Addie Para Construção De Produto Educacional Em Saúde Para Fenilcetonúria

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