Simulation as a Strategy for Learning in Pediatrics

Abstract

RESUMOIntrodução: a simulação é importante para situações que exijam habilidades psicomotoras ou decisões rápidas, como as de urgência e emergência. Objetivo: avaliar o uso da simulação clínica em Pediatria como estratégia para o aprendizado de alunos do curso de Enfermagem da Faculdade de Ceilândia. Método: estudo transversal de natureza descritivo, com 47 alunos do curso de enfermagem da Faculdade de Ceilândia. Os instrumentos de coleta de dados foram questionários relacionados às Diretrizes da American Heart Association (AHA) e à influência da simulação clínica no aprendizado do aluno. Resultados: os alunos possuem conhecimento relevante das diretrizes e afirmaram que a simulação foi produtiva, que deve ser inserida no cronograma do curso e realizada com outros temas. Conclusão: a pesquisa evidenciou o conhecimento acentuado dos graduandos em Enfermagem da UnB/Ceilândia das Diretrizes de RCP da AHA e concluiu que a prática da simulação clínica foi benéfica para o processo de ensino e aprendizagem. Palavras-chave: Simulação; Educação em Enfermagem; Pediatria. ABSTR ACT

Características e repercussões da simulação como estratégia para o ensino-aprendizagem em enfermagem: revisão integrativa

“…A maioria dos artigos 10,[14][15][18][19][20][21][22] foram provenientes da base de dados LILACS (57,1%), sendo que quatro destes 10,12,14-15 também estavam na BDENF. Ao todo, sete artigos (50,0%) 1,10-12,14-15,21 foram encontrados na BDENF.…”

Efeito da simulação para a aprendizagem significativa

“…as a strategy for learning in pediatrics (21) To evaluate the use of clinical simulation in Pediatrics as a strategy for the learning of students of the Nursing course of the College of Ceilândia .…”

“…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.…”

“…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. 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.…”

“…11,24 It is possible to mediate and allow, in an organizational environment such as the laboratory, through its resources, be they material and human, the best management of educational proposals with or without the presence of the teacher, considering that students can exchange experiences among themselves, which favors the development of autonomy and self-confidence making the learning authentic and meaningful, 17 a finding also identified in some selected studies. 12,[17][18][19][20][21][22][23] It is stimulated by the creation of a hybrid environment composed of simulated experiences, the acquisition of vast experience by the students. It is fundamental for Nursing educators, given the increasing introduction of combined simulation to traditional teaching, to explore the conditions that may favor the transfer of skills from real to simulated scenarios and vice versa.…”