SIMULACIÓN MÓVIL: CONTRIBUCIONES CIENTÍFICAS PARA AL CAMPO DE LA SALUD

Silva, Cristiane Costa Reis da; Fernandes, Maria Isabel Domingues; Baptista, Rui Carlos Negrão; Silva, Rosana Maria de Oliveira; Malfussi, Luciana Bihain Hagemann de; Silva, Gilberto Tadeu Reis da

doi:10.1590/1980-265X-TCE-2020-0111

person Cristiane Costa Reis da Silva

schoolEscola Superior de Enfermagem de Coimbra, Unidade de Investigação em Ciências da Saúde. Coimbra, Portugal.

0000-0003-0455-5508

person Maria Isabel Domingues Fernandes

schoolEscola Superior de Enfermagem de Coimbra, Unidade de Investigação em Ciências da Saúde. Coimbra, Portugal.

0000-0002-4856-4441

person Rui Carlos Negrão Baptista

schoolEscola Superior de Enfermagem de Coimbra, Unidade de Investigação em Ciências da Saúde. Coimbra, Portugal.

0000-0002-4125-1186

person Rosana Maria de Oliveira Silva

schoolUniversidade Federal da Bahia, Escola de Enfermagem. Salvador, Bahia, Brasil.

0000-0003-3371-6550

person Luciana Bihain Hagemann de Malfussi

schoolUniversidade Federal de Santa Catarina, Programa de Pós-Graduação em Enfermagem. Florianópolis, Santa Catarina, Brasil.

0000-0002-3199-9529

person Gilberto Tadeu Reis da Silva

schoolUniversidade Federal da Bahia, Escola de Enfermagem. Salvador, Bahia, Brasil.

0000-0002-0595-0780

personCORRESPONDING AUTHOR Cristiane Costa Reis da Silva
cristianereisfb@gmail.com

groupsCONTRIBUTION OF AUTHORITY

Study design: Silva CCR, Malfussi LBH, Fernandes MID, Baptista RCN. Data collection: Silva CCR, Malfussi LBH. Data analysis and interpretation: Silva CCR, Malfussi LBH, Fernandes MID, Baptista RCN. Discussion of the results: Silva CCR, Malfussi LBH, Fernandes MID, Baptista RCN, Silva RMO, Silva GTR. Writing and/or critical review of the content: Fernandes MID, Baptista RCN, Silva GTR. Review and final approval of the final version: Silva CCR, Malfussi LBH, Fernandes MID, Baptista RCN, Silva RMO, Silva GTR.

CONFLICT OF INTERESTS

There is no conflict of interests.

EDITORS

Associated Editors: Mara Ambrosina de Oliveira Vargas, Gisele Cristina Manfrini, Monica Motta Lino. Editor-in-chief: Roberta Costa.

Title: Mobile simulation: scientific contributions for the health area

1. Objective: to identify and analyze in the literature the use of the mobile simulation strategy for health professionals and for the community.

2. Guiding question: what contributions of the mobile simulation have been identified and assessed in the training processes of health professionals and the community?

3. Search strategies:

3.1. Databases:

Database 1: PubMed;

Database 2: CINAHL via EBSCO;

Database 3: Scopus;

Database 4: LILACS.

3.2. Search by descriptors and keywords - Conducted in December 2019:

Database 1: PubMed

“simulation mobile” OR “Mobile Simulation” OR “Mobile Medical Simulation” OR “ambulance simulator” OR “simulator-based unit” OR “simulator-based units” OR “mobile healthcare simulation” OR “Mobile High Fidelity Medical Simulation” OR “Mobile training” OR “Mobile Pop Up Simulation” OR “Mobile emergency simulation” = 41 articles found.

Database 2: CINAHL via EBSCO

“simulation mobile” OR “Mobile Simulation” OR “Mobile Medical Simulation” OR “ambulance simulator” OR “simulator-based unit” OR “simulator-based units” OR “mobile healthcare simulation” OR “Mobile High Fidelity Medical Simulation” OR “Mobile training” OR “Mobile Pop Up Simulation” OR “Mobile emergency simulation” = 29 articles found.

Database 3: Scopus

TITLE-ABS-KEY (“simulation mobile” OR “Mobile Simulation” OR “Mobile Medical Simulation” OR “ambulance simulator” OR “simulator-based unit” OR “simulator-based units” OR “mobile healthcare simulation” OR “Mobile High Fidelity Medical Simulation” OR “Mobile training” OR “Mobile Pop Up Simulation” OR “Mobile emergency simulation”) = 232 articles found.

Database 4: LILACS

“simulation mobile” OR “Mobile Simulation” OR “Mobile Medical Simulation” OR “ambulance simulator” OR “simulator-based unit” OR “simulator-based units” OR “mobile healthcare simulation” OR “Mobile High Fidelity Medical Simulation” OR “Mobile training” OR “Mobile Pop Up Simulation” OR “Mobile emergency simulation” = 0.

4. Inclusion criteria: studies of any kind that addressed the use of mobile simulation to train professionals, the community, family members, and patients. Studies available in electronic format in the English, Spanish and Portuguese languages were included; there was no restriction in relation to the publication period.

5. Exclusion criteria: articles that reported the use of mobile simulation through cell phone applications and computer software programs.

6. Data extraction: the selection of the articles was initiated by assessing titles and abstracts. It was carried out by two researchers and, when there was no consensus between them, the opinion of a third researcher was requested, who decided on including or not the article in the study. An instrument prepared by the authors according to the guidelines set forth in the Joanna Briggs Institute manual was used, consisting in items related to the title, study method, data, locus, objectives, population (age and gender) and results.

7. Synthesis of the information: the studies were analyzed seeking to identify the use and contribution of mobile simulation for health professionals and for the community.

Study code	Author Title	Year of publication Place/Country	Method	Population (age and gender)	Objectives and Context	Results
A1	Tribe HC, Harris A, Kneebone R. Life on a knife edge: using simulation to engage young people in issues surrounding knife crime¹⁶	2018 London, United Kingdom	Qualitative	Community-dwelling adolescents (n=70). From 13 to 19 years old in the first workshop; from 14 to 19 years old in the second workshop.	To conduct a workshop to promote learning and change in behavior related to knife injuries. Educational workshop conducted in a bus.	From four to six weeks after the second workshop, the data captured through photographs and videos, observations, and notes in the field diary suggested that the workshop could promote learning and a change in the participants' behavior in the future.
A2	Martin D, Bekiaris B, Hansen G. Mobile emergency simulation training for rural health providers¹³	2017 Province of Manitoba, Canada.	Qualitative descriptive	131 professionals from a multidisciplinary team (nurses, resident physicians, pilots of an aerial mobile ICU, medical students, paramedics, assistant physicians).	To improve the critical care skills of rural health service providers. To provide an educational session on emergency for rural health service providers contemplating at least nine different professions.	The interviewees reported that the general quality of learning was excellent and that the simulation developed clinical reasoning and decision-making skills, as well as it allowed for self-reflection.
A3	Bischof JJ, Panchal AR, Finnegan GI, Terndrup TE. Creation and validation of a novel mobile simulation laboratory for high fidelity, prehospital, difficult airway simulation¹⁷	2016 Ohio, United States. Emergency Department.	Qualitative descriptive	19 specialists in airways conducted 57 simulation sessions.	To develop and validate a prehospital airway simulator in a mobile simulation laboratory. Development and validation of an airway simulator in a mobile simulation laboratory.	The mobile simulation laboratory was tested by paramedics. The success rate was 44% in the first intubation attempt. The mobile simulation laboratory created a reproducible and high-fidelity learning environment.
A4	Pena G, Altree M, Babidge W, Field J, Hewett P, Maddern, G. Mobile Simulation Unit: taking simulation to the surgical trainee¹⁸	2015 Australia (metropolitan region and two rural areas).	Qualitative descriptive	55 participants (staff physicians, resident physicians, interns, scholarship students, and graduates in Medicine).	To develop a Mobile Simulation Unit for the training of surgical skills in urban and rural areas. Training of basic surgical skills. A post-training questionnaire was filled out to know the perception about the mobile simulation environment and the relevance of the simulation activities.	The use of a mobile simulator provides education in surgery, as it is viable and practical. The simulator enables simulation training at the surgery interns' workplace, regardless of their geographic location.
A5	Xafis V, Babidge W, Field J, Altree, M, Marlow N, Maddern G. The efficacy of laparoscopic skills training in a Mobile Simulation Unit compared with a fixed site: a comparative study¹⁰	2013 Australia	Quantitative (cohort)	144 participants (medical students in their last year, resident physicians, and staff physicians).	To compare the results of laparoscopy skills training with mobile simulation versus simulation laboratories. Both cohorts were similar, which points out that the lack of randomization in the places was not detrimental.	Training in laparoscopic simulation provided by the Mobile Simulation Unit is not inferior to training in a fixed location, proving to be an effective tool in the training and continuing education of physicians in Australia.
A6	Shaikh FM, Hseino H, Hill AD, Kavanagh E, Traynor O. Mobile surgical skills education unit: a new concept in surgical training¹²	2011 Dublin, Ireland.	Qualitative, experience report	Graduate students in Medicine (resident physicians).	To allow that surgical interns learn the main surgical techniques and procedures in a qualified laboratory in their own hospitals. A mobile program to teach surgical skills to the interns in the basic Surgery course.	The mobile surgical skills teaching unit offered the interns the opportunity to be trained in their own hospitals, using realistic models, in a friendly and non-stressful manner, which improved their technical skills, without compromising patient safety.
A7	Higbee D. New mobile simulation service rolls out health care training to rural areas¹⁹	2011 Missouri, United States (including the rural area).	Qualitative (experience report)	800 participants, among health professionals and community-dwelling individuals (high-school students interested in studying Medicine).	To provide training in a mobile simulation unit to develop skills, teamwork, situation awareness, and the ability to make decisions. Training for advanced life support, pediatrics and pregnancy.	Simulation training and skills such as teamwork, situation awareness, and decision-making were improved.
A8	Weinstock PH, Kappus LJ, Garden A, Burns JP. Simulation at the point of care: reduced-cost, in situ training via a mobile cart²⁰	2009 Boston, United States.	Qualitative-descriptive study	425 professionals from the multi-professional team (physicians, nurses, physiotherapists, clinical assistants, radiologists, and technicians).	To develop a mobile simulation cart for training teams in the clinical environment. Didactic, realistic, and video courses and presentations.	The mobile cart provided simulation for hospital teams, highlighting that this was the way adopted for everyone to benefit from this educational tool. This reduced the installation cost and the space requirements for this approach.
A9	Kobayashi L, Patterson MD, Overly FL, Shapiro MD, Williams KA, Jay GD. Educational and research implications of portable human patient simulation in acute care medicine²¹	2008 San Diego, United States.	Qualitative (case report)	Medical professionals and students.	To conduct an educational workshop in trauma assistance. Improving the accessibility of the simulation through on-site training.	The use of technologies and portable mannequin techniques can further advance the simulation of teaching and medical research in acute care. Mobile simulations represent an evolution in medical educational simulation, enabling health professionals to learn and train in non-traditional environments, with better accessibility and reality.

[TFN1] Source: Adapted from the Joanna Briggs Institute Reviewers’ Manual 2014.¹⁵