SIMULACIÓN EN ENFERMERÍA: PRODUCCIÓN DE CONOCIMIENTO EN LOS PROGRAMAS DE POSTGRADO EN BRASIL ENTRE 2011 Y 2020

Assis, Maurício da Silva de; Nascimento, Juliana da Silva Garcia; Nascimento, Kleiton Gonçalves do; Torres, Gabriel Andrés Segura; Pedersoli, Cesar Eduardo; Dalri, Maria Celia Barcellos

doi:10.1590/1980-265X-TCE-2020-0090

Sumário Anterior Atual Seguinte

Sumário

Literature Review • Texto contexto - enferm. 30 • 2021 • https://doi.org/10.1590/1980-265X-TCE-2020-0090 linkcopiar

SIMULACIÓN EN ENFERMERÍA: PRODUCCIÓN DE CONOCIMIENTO EN LOS PROGRAMAS DE POSTGRADO EN BRASIL ENTRE 2011 Y 2020

Autoría SCIMAGO INSTITUTIONS RANKINGS

Objetivo: sintetizar la producción de conocimiento sobre simulación en Enfermería generada por los programas de postgrado del área de Enfermería en Brasil, entre enero de 2011 y febrero de 2020.

Método: investigación documental, que adoptó como fuente primaria los documentos oficiales de la Coordinación de Perfeccionamiento de Personal de Nivel Superior, realizada por medio de una revisión integradora de la literatura, de octubre de 2019 a febrero de 2020, con análisis cualitativo de los datos.

Resultados: inicialmente se identificaron 68 estudios, de los cuales 40 compusieron la muestra final. Se destacaron las siguientes categorías: propósito de los estudios; tipos de simulación; nivel de Atención de la Salud; variables analizadas en relación a la eficacia de la simulación; temáticas abordadas; comparación entre la efectividad de la simulación y la de otras estrategias de enseñanza, y puntos débiles y potencialidades de la simulación. La investigación científica de los programas de postgrado de Brasil priorizó el análisis de la eficacia de la simulación en el desarrollo de conocimiento, satisfacción y confianza, en un ambiente de enseñanza externo o virtual, dirigido tanto a la atención hospitalaria como primaria, principalmente en Neonatología y Pediatría, donde la ansiedad de los participantes se indicó como el principal punto débil; y la satisfacción, el conocimiento, el pensamiento crítico, la seguridad, la confianza y la capacidad para articular teoría y práctica se indicaron como potencialidades.

Conclusión: este estudio contribuye a la investigación, la enseñanza y la asistencia en Enfermería, ya que permite identificar el ámbito de la producción científica sobre simulación, que sustenta nuevas investigaciones, enfocadas en objetivos y ámbitos todavía no explorados. La simulación se indica como una estrategia eficaz para desarrollar habilidades cognitivas, psicomotoras y actitudinales en Enfermería.

DESCRIPTORES:
Simulación; Enfermería; Enseñanza; Aprendizaje; Investigación

Objective	Type of study; Level of Evidence
To reveal how the student considered learning Nursing by means of the realistic simulation.¹⁹	Descriptive-exploratory study; Level 6
To develop, implement, and assess a training course for instructors of clinical simulation in Nursing with the use of a VLE, together with the faculty of the UNICAMP Nursing School.²⁰	Methodological study followed by an intervention; Level 6
To analyze the methodology of the realistic simulation as a facilitating instrument for the teaching and learning process in Nursing.²¹	Descriptive study of the action-research type; Level 6
To analyze the effectiveness of the students' learning, immediately, 14 and 30 days after the expository-dialog class and the class simulated in the Nursing laboratory.²²	Longitudinal and experimental study; Level 2
To assess the effectiveness of the realistic simulation in the teaching-learning process of Nursing diagnostic reasoning.²³	Experimental study, randomized; Level 2
To understand the contributions of the clinical simulation with the participation of actors to the experiential learning of the Nursing consultation.²⁴	Descriptive study; Level 6
To assess the contribution of teaching based on high-fidelity simulation for the development of clinical competences by the Nursing student.²⁵	Intervention study; Level 6
To assess the realistic simulation as a teaching-learning strategy in the acquisition of knowledge in the transfusion process for Nursing professionals.²⁶	Quasi-experimental study; Level 3
To compare the clinical performance of students who attended learning settings with and without debriefing and to verify their opinion regarding the use of settings with debriefing.²⁷	Longitudinal intervention study, randomized; Level 2
To assess the teaching-learning process in view of the clinical simulation strategy, aiming at the development of the professional competence of evaluation of the risk for pressure injury and its respective knowledge, skills and attitudes.²⁸	Descriptive study; Level 6
To assess the teaching and learning process in the pre-hospital care to the victims of CPA, by using the CPR maneuvers and the AED, in the theoretical (knowledge) and practical (skill) aspects, according to the recommendations of the 2010 ILCOR²⁹ guideline.	Quasi-experimental study; Level 3
To assess the effectiveness and efficacy of using high-fidelity simulation in the teaching and learning process in relation to traditional teaching.³⁰	Experimental study, randomized clinical trial; Level 2
To analyze the use of the realistic simulation as a facilitating strategy of the teaching and learning process, with the undergraduate Nursing students in the settings of Primary Health Care.³¹	Descriptive-exploratory study; Level 6
To assess the teaching-learning process for electrocardiograms before and after the training, by means of the traditional method and in the Center of Realistic Simulation.³²	Quasi-experimental study of the before-and-after type; Level 3
To investigate the knowledge, satisfaction and self-confidence of graduate Nursing students on the learning of the delirium in older adults content, by means of the teaching method of realistic simulation, as well as to assess the simulation design.³³	Intervention study; Level 6
To assess the impact of the e-Baby serious game: skin integrity in cognitive learning of Nursing students, considering the learning styles.³⁴	Methodological study with an experimental and randomized design; Level 2
To construct and assess the robotic simulation setting with the specialists; to describe the development process of the Clinical Evaluation of Oxygenation and Blood Flow of the Preterm Baby semi-in-person diffusion course; and to assess the performance of cognitive learning of the students attending the semi-in-person course on the clinical evaluation of oxygenation and blood flow of the preterm baby.³⁵	Quasi-experimental study of the before-and-after type; Level 3
To analyze the use of the realistic simulation as a teaching strategy for the students attending the Nursing undergraduate course in the Ceilândia College.³⁶	Intervention study with a cross-sectional design; Level 6
To assess the perception of the teachers and students regarding the use of the realistic simulation as a teaching-learning strategy for the Nursing undergraduate course of the Pernambuco Health School.³⁷	Descriptive-exploratory study; Level 6
To assess the satisfaction and self-confidence of the Nursing students in learning experiences by means of advanced simulation.³⁸	Descriptive and cross-sectional study; Level 6
To analyze the efficacy of teaching and learning strategies in the acquisition of knowledge and the satisfaction of Nursing undergraduate students in the teaching of immunization in the PHC context.³⁹	Experimental study of the randomized clinical trial type; Level 2
To develop and assess the educational game called e-Baby: clinical evaluation of thermo-regulation in the preterm newborn.⁴⁰	Methodological and quasi-experimental research; Level 3
To assess and compare the theoretical and practical performance of Nursing students exposed to teaching-learning strategies, expository-dialog classes, and practical activities in skills laboratory or simulated classroom, in emergency airway management by using an LM.⁴¹	Experimental study, randomized; Level 2
To develop and assess the BLS online course: essential aspects for the care of adults in cardiopulmonary arrest.⁴²	Applied research study of technological production followed by a quasi-experiment; Level 3
To identify the perception of teachers and students on the efficacy of the realistic simulation in Nursing education.⁴³	Descriptive-exploratory study; Level 6
To identify the opinions of the faculty regarding the introduction of realistic simulation in the curriculum; how the faculty experiments the use of settings followed by debriefing in their classrooms; and to determine what the difficulties, challenges and conquests are in the use of simulation as a teaching tool in undergraduate health courses.⁴⁴	Descriptive-exploratory study; Level 6
To identify the effect of the realistic simulation in the learning of Nursing students.⁴⁵	Experimental study; Level 2
To validate a setting for clinical simulation on breastfeeding, with a focus on communication in health, applied to the training of nurses for performance in the SUS.⁴⁶	Methodological study with intervention; Level 6
To assess the knowledge (theoretical) and the skills (practical) of laypeople before and after their participation in the BLS course for laypeople exposed to teaching-learning strategies, expository-dialog classes, and practical activities in skills laboratory or simulated classroom in the care for CPA/CPR with BLS for laypeople.⁴⁷	Quasi-experimental study; Level 3
To analyze the professional and pedagogical path of the nurse-professors for the development of clinical simulation in Nursing teaching, considering their social and cultural interactions throughout life and the repercussions in undergraduate Nursing teaching.⁴⁸	Descriptive and exploratory study; Level 6
To assess the perception of Nursing undergraduates on the teaching and learning process in the practice settings of the Semiology and Semiotechnics subject.⁴⁹	Case study research; Level 6
To assess the self-efficacy and clinical judgement response of nurses for the management of sepsis based on high-fidelity clinical simulation.⁵⁰	Methodological study followed by a quasi-experimental design; Level 3
To elaborate and apply an inventory of knowledge, skills and attitudes, in face of the use of multi-parametric monitors in an intensive care unit.⁵¹	Quasi-experimental study; Level 3
To develop an educational software program for the simulation of a hospitalization unit, in relation to staffing and decision-making, offering the possibility of experiencing situations close to reality, in a virtual environment.⁵²	Applied research, Level 6
To report the first experience of the Continuing Education service of a child-youth hospital in the state of Paraná with the use of realistic simulation as a teaching and learning methodology for the Nursing teams.⁵³	Descriptive study; Level 6
To identify the levels of satisfaction and self-confidence of students in the roles of doers and observers in realistic simulation.⁵⁴	Quasi-experimental study; Level 3
To understand the experiential learning process in clinical simulation in the Nursing undergraduate course.⁵⁵	Case study research; Level 6
To develop and validate educational material, consisting in an educational video, a virtual learning environment, and a clinical simulation setting, on the management of pediatric CPA caused by respiratory failure.⁵⁶	Methodological study followed by an intervention; Level 6
To analyze the competences developed by the student in the assessment of the critically-ill patient, based on clinical simulation. Method: a qualitative, analytical and deductive study, following Vygotsky’s historical-cultural strand.⁵⁷	Deductive analytical study; Level 6
To assess the influence of the simulation strategy in knowledge acquisition for the development related to the competence in the dyspnea setting among Nursing students.⁵⁸	Quasi-experimental study; Level 3.

Category	Studies
Category 1: Main purposes of the studies regarding simulation
To understand the meaning of the teaching and learning process, by means of the simulation for Nursing students and professionals.	¹⁹ ^, ²² ^, ³⁷ ^, ⁴³ ^- ⁴⁴ ^, ⁴⁸ ^- ⁴⁹ ^, ⁵⁵ ^, ⁵⁷
To develop, validate and apply virtual teaching and learning environments and tools by means of simulation.	²⁰ ^, ³⁴ ^- ³⁵ ^, ⁴² ^, ⁵² ^- ⁵³ ^, ⁵⁶
To analyze the efficacy of using the simulation as a teaching and learning strategy for Nursing.	²¹ ^, ²⁵ ^- ²⁶ ^, ²⁸ ^- ²⁹ ^, ³¹ ^, ³³ ^, ³⁴ ^, ³⁸ ^, ⁴⁰ ^, ⁴⁶ ^, ⁴⁷ ^, ⁵⁰ ^- ⁵¹ ^, ⁵⁴ ^, ⁵⁸
To compare the effectiveness of simulation with other teaching and learning strategies.	²² ^- ²³ ^, ²⁷ ^, ³⁰ ^, ³² ^, ³⁴ ^, ⁴¹ ^, ⁴⁵
Category 2: Types of simulation
Simulation with high-fidelity mannequin.	²¹ ^, ²⁵ ^, ³⁰ ^, ⁴¹
Scenic simulation.	²⁴ ^, ⁴⁶
Off-site simulation.	²² ^, ²⁹ ^, ³² ^, ⁴¹ ^, ⁴⁷ ^, ⁴⁹ ^- ⁵⁰ ^, ⁵¹ ^- ⁵³ ^, ⁵⁷ ^- ⁵⁸
Virtual simulation.	³⁴ ^- ³⁵ ^, ⁴⁰ ^, ⁴² ^, ⁵²
Category 3: Level of health care referring to the simulation setting
Primary Level (Primary Care).	²¹ ^, ²⁴ ^, ²⁷ ^, ²⁹ ^, ³¹ ^, ³⁹ ^, ⁴⁶
Tertiary Level (Hospital).	²⁶ ^, ⁴¹ ^, ⁵⁰ ^- ⁵³ ^, ⁵⁵ ^, ⁵⁷ ^- ⁵⁸
Category 4: Main variables analyzed in the teaching and learning process
Self-confidence.	²⁵ ^, ³⁰ ^, ³² ^- ³³ ^, ³⁶ ^, ³⁸ ^- ³⁹ ^, ⁵⁴ ^, ⁵⁸
Satisfaction.	²⁵ ^- ²⁶ ^, ³⁰ ^- ³³ ^, ³⁶ ^, ³⁸ ^- ³⁹ ^, ⁵³ ^- ⁵⁴ ^, ⁵⁸
Effectiveness to develop competence: knowledge-skill and attitudes.	²⁵ ^, ²⁸ ^, ⁵¹
Effectiveness to develop only knowledge and skill.	²⁵ ^- ²⁶ ^, ²⁹ ^, ³¹ ^, ⁴⁷
Effectiveness to develop only knowledge.	²² ^, ³² ^- ³³ ^, ³⁵ ^, ³⁹ ^- ⁴⁰ ^, ⁵⁸
Category 5: Themes addressed to conduct the simulation setting
Diagnostic reasoning.	²³
Nursing consultation.	²⁴ ^, ³¹
Cardiovascular emergency.	²⁵ ^, ²⁹ ^, ⁴² ^, ⁴⁷ ^, ⁵⁶
Respiratory emergency.	²⁵ ^, ⁴¹ ^, ⁵⁸
Neurological emergency.	²² ^, ²⁵
Transfusion process.	²⁶
Immunization.	²⁷ ^, ³⁹
Pressure injury.	²⁸
Medication administration.	³⁰
Electrocardiogram.	³²
Delirium in older adult.	³³
Care in Neonatology and Pediatrics.	³⁴ ^- ³⁶ ^, ⁴⁰ ^, ⁴⁶ ^, ⁵⁷
Women's health.	³⁶
Sepsis.	⁵⁰
Use of equipment.	⁵¹
Staffing.	⁵²
Nursing in surgical clinic and surgical center.	⁵³ ^, ⁵⁵
Patient safety.	⁵⁴
Intensive care and critical care unit.	⁵⁷
Category 6: Comparison of the effectiveness of simulation versus other teaching and learning strategies
Simulation versus traditional teaching strategy: simulation is more effective for the teaching and learning process than the traditional strategy: expository-dialog class and skills training.	²² ^- ²³ ^, ³⁰ ^, ³⁹ ^, ⁴⁵
Simulation versus traditional teaching strategy: similar effectiveness regarding the teaching-learning process.	³² ^, ³⁴ ^, ⁴¹
Category 7: Weaknesses perceived by students and nurses regarding the simulation
Insufficient time and duration of the settings.	²³ ^, ³¹
Exacerbated anxiety/Nervousness/Distress.	³¹ ^, ³⁷ ^, ⁵⁷
Students/Professor ratio.	³¹ ^, ⁴⁴
Correlation between the objectives of the settings and the curricular competences.	³¹ ^, ⁴⁷
Category 8: Potentialities perceived by students and nurses regarding the simulation
Significant experience.	¹⁹ ^, ²⁴ ^, ³¹ ^, ³⁷
Development of knowledge, critical thinking, doing and learning.	¹⁹ ^, ²⁵ ^- ²⁶ ^, ²⁸ ^, ³³ ^- ³⁴ ^, ³⁸ ^, ⁴⁰ ^, ⁵⁰ ^, ⁵³ ^, ⁵⁸
Promotion of self-evaluation.	¹⁹ ^, ²⁴ ^, ²⁸ ^. ³⁷
Promotion of patients' and participants' safety.	¹⁹ ^, ³¹ ^, ³⁷ ^, ³⁸ ^, ⁴³ ^, ⁴⁹ ^, ⁵³
Satisfaction/Motivation/Gratitude.	²¹ ^, ²² ^, ²⁵ ^- ²⁶ ^, ²⁸ ^, ³⁰ ^- ³¹ ^, ³³ ^- ³⁴ ^, ³⁵ ^, ³⁶
Development of competence-knowledge, skills, attitudes.	²⁸ ^, ³⁰ ^- ³¹ ^, ⁵¹
Self-confidence.	²⁰ ^, ²⁵ ^, ³³ ^, ³⁸ ^, ⁵⁴ ^. ⁵⁸
They consider the debriefing as a fundamental phase.	²⁵ ^, ²⁷ ^, ³⁷ ^. ⁴⁴
Articulates theory and practice.	³¹ ^. ³⁵ ^- ³⁷ ^, ⁴⁹ ^, ⁵³ ^, ⁵⁵

location_on

Universidade Federal de Santa Catarina, Programa de Pós Graduação em Enfermagem Campus Universitário Trindade, 88040-970 Florianópolis - Santa Catarina - Brasil, Tel.: (55 48) 3721-4915 / (55 48) 3721-9043 - Florianópolis - SC - Brazil
E-mail: textoecontexto@contato.ufsc.br

rss_feed Acompanhe os números deste periódico no seu leitor de RSS

[TFN1] ^*
VLE: Virtual Learning Environment; ^†UNICAMP: Universidade Estadual de Campinas; ^‡CPA: Cardiopulmonary Arrest; ^§CPR: Cardiopulmonary Resuscitation; ^||AED: Automatic External Defibrillator; ^¶ILCOR: Aliança Internacional dos Comitês de Ressuscitação; ^**PHC: Primary Health Care; ^††BLS: Basic Life Support; ^‡‡LM: Laryngeal Mask); ^***SUS: Sistema Único de Saúde.