Self-confidence in the management of health complications at school: contributions of the <i>in situ</i> simulation

Zonta, Jaqueline Brosso; Eduardo, Aline Helena Appoloni; Ferreira, Maria Verônica Ferrareze; Chaves, Gabriela Heleno; Okido, Aline Cristiane Cavicchioli

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Brasil

Revista Latino-Americana de Enfermagem

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Original Article • Rev Lat Am Enfermagem 27 • 2019 • https://doi.org/10.1590/1518-8345.2909.3174 copy

Self-confidence in the management of health complications at school: contributions of the in situ simulation^* * Paper extracted from master’s thesis “Autoconfiança no manejo das intercorrências de saúde na escola entre professores da educação infantil e fundamental I”, presented to Universidade Federal de São Carlos, São Carlos, SP, Brazil. This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Brazil, Finance Code 001.

Authorship SCIMAGO INSTITUTIONS RANKINGS

Objective

to analyze the contributions of the in situ simulation in the self-confidence of early childhood and elementary education teachers regarding the initial management of health complications in school.

Method

this is a pre-post testing quasi-experimental study. Two pre and post in situ simulation instruments were applied to 76 teachers, namely: visual analogue scale of teachers’ self-confidence in the management of health complications at school, and a questionnaire to assess their knowledge on the subject. The educational activity was composed of four scenarios of in situ simulation. The data were analyzed by descriptive and analytical statistics using univariate and multivariate linear regression.

Results

the comparison of results of pre and post in situ simulation self-confidence identified promotion of self-confidence (p<0.001), especially for those teachers with less professional experience (p=0.008), without previous similar experience (p=0.003) and who actively participated in the simulation (p=0.009).

Conclusion

the teachers feel uncomfortable to handle health complications. The in situ simulation elevated the perception of self-confidence among teachers.

Child; School Health Services; Nursing; First Aid; Simulation; Trust

Item	Pre-simulation self-confidence	Post-simulation self-confidence	Self-confidence promotion
1. I feel confident to assess the safety of the place when a child shows a health complication, either due to illness or accident.	3.64	6.09	2.45
2. I feel confident to identify the need to call the Emergency Medical Service (SAMU) at phone number 192.	6.15	8.26	2.11
3. I feel confident to recognize when a child is having a seizure.	3.88	7.52	3.64
4. I feel very confident to offer first aid to a child who is having a seizure.	1.88	7.06	5.18
5. I feel confident to offer first aid to a child that fell.	3.75	6.53	2.78
6. I feel very confident to offer first aid to a child who suffered a wound that is bleeding too much.	3.68	6.39	2.71
7. I feel confident to recognize when a child is unconscious and not breathing.	3.27	6.08	2.81
8. I feel confident to offer first aid to an unconscious child who is not breathing.	1.35	5.53	4.18
9. I feel very confident to recognize when a child is choking.	4.56	6.93	2.37
10. I feel confident to offer first aid to a child that is choking.	2.61	6.42	3.81
11. I feel confident to recognize when a child has a fever.	8.19	8.16	0.03
12. I feel confident to offer first aid to a child that has a fever.	6.72	8.09	1.37

Variables	N (%)	Post-simulation self-confidence	p	Self-confidence promotion	p
Sex			0.844*		0.617*
Female	74 (97.4)	6.91		2.85
Male	2 (2.6)	7.32		3.61
Age			0.077^†		0.289^†
< 40 years	34 (47.2)	7.41		3.32
40-49 years	25 (34.7)	6.50		2.84
≥ 50 years	13 (18.1)	6.63		2.42
No reply	4			-
Education			0.304*		0.610*
Higher education	27 (36.5)	7.32		3.05
Graduate studies	47 (63.5)	6.64		2.76
No reply	2			-
Professional experience			0.001 ^†		0.011 ^†
<10 years	33 (44.6)	7.83		3.31
10-19 years	26 (35.1)	6.59		3.12
≥20 years	15 (20.3)	5.69		1.67
No reply	2			-
Children			0.920*		0.819*
No	22 (29.3)	6.82		2.83
Yes	53 (70.7)	6.92		2.95
No reply	1			-
Previous experience			0.131*		0.002*
No	16 (21.3)	7.59		4.10
Yes	59 (78.7)	6.70		2.50
No reply	1			-
Active participation			0.009*		0.375*
No	44 (57.9)	6.53		2.71
Yes	32 (42.1)	7.48		3.09

Variables	Age	Professional experience	Number of children	Knowledge promotion
Mean score of self-confidence after educational activity	-0.258*	-0.378*	-0.132	-0.083
Mean score of self-confidence promotion	-0.202	-0.187	0.007	0.148

Variable	Post-simulation self-confidence			Self-confidence promotion

	Beta* (EP)^†	p-value	R^2‡	Beta* (SE)^†	p-value	R^2‡
Age	-0.26 (0.12)	0.032	0.0651	-0.21 (0.12)	0.088	0.0421
Sex	3.08 (15.72)	0.845	0.0005	7.71 (15.52)	0.620	0.0034
Education	-5.31 (5.26)	0.316	0.0142	-2.60 (5.31)	0.626	0.0034
Children	-0.15 (0.13)	0.262	0.0184	0.01 (0.13)	0.953	0.0001
Professional experience	-0.38 (0.11)	0.001	0.1423	-0.19 (0.12)	0.114	0.0352
Previous experience	-9.22 (6.03)	0.131	0.0314	-19.29 (5.68)	0.001	0.1400
Knowledge promotion	-0.08 (0.12)	0.478	0.0069	0.15 (0.11)	0.199	0.0229
Active participation	-1.47 (5.33)	0.784	0.0011	-5.21 (5.24)	0.323	0.0142

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[1] Corresponding author: Jaqueline Brosso Zonta E-mail: jaquelinezonta@gmail.com https://orcid.org/0000-0002-9602-4087