Telesimulation about home visits and child care: facilitators, barriers and perception of Nursing students

Abstract

Objective: to evaluate the facilitators, barriers and perceptions of Nursing students in learning about home visiting and child care through Telesimulation during the COVID-19 pandemic. Method: a qualitative study to evaluate Telesimulation via computers, grounded on Kolb’s theoretical model. A semi-structured questionnaire and the Student Satisfaction and Self-Confidence in Learning Scale were applied, with descriptive analysis and qualitative thematic analysis on the perceptions of 41 Nursing students. Results: the contextualized Telesimulation provided learning opportunities in dimensions of the pedagogical strategy, telesimulated scenario, communication and specificities of child care in home visits. It was considered a safe and dynamic activity that helped knowledge consolidation and reflective attitudes, proximity to reality, and develop interaction, observation and types of approaches. There were restrictions due to Internet connection failures. A large percentage of the students indicated good satisfaction and self-confidence level with learning in the scale applied. Conclusion: the real clinical situation with remote immersion allowed observation, decision-making, reflection and elaboration of conclusions, inherent to the experiential learning cycle. The set of elements of this Telesimulation created an environment that stimulated the interest of Nursing students for other learning stages, suggesting a space that strengthens knowledge and maintains dialogue with face-to-face practices.

Effectiveness of telesimulation on cardiorespiratory arrest for nursing students

“…The assembled environment seeks to recreate a reality, so that the student can practice, learn, test and evaluate. 3 Given the dynamism of the knowledge acquisition process, the use of a single educational theory and a single teaching model is sometimes insufficient to advance learning. 4 In order to design active courses and produce maturing clinical and reflective awareness of students, the educational spectrum and existing teaching models must be integrated.…”