Abstract
to evaluate students' knowledge gain after the implementation of clinical simulation in Nursing Fundamentals disciplines. a quasi-experimental intervention was carried out with 60 students, distributed in comparison and intervention groups, who underwent traditional teaching and traditional teaching associated with simulated teaching, respectively. Pre-test and post-test instruments were applied to both groups. after analyzing the students' performance through the applied instruments, both groups had a cognitive evolution along with the taught content, however, when compared, the intervention group obtained a higher knowledge gain than the comparison group (p = 0.016), demonstrating progressive and increasing improvement with the use of the methodology. simulated teaching significantly helps students in gaining technical-cognitive knowledge. Therefore, it is recommended to adhere to the use of this methodology for teaching Nursing Fundamentals.
Highlights
In recent years, teaching has undergone numerous conceptual, methodological, and training proposals changes, aimed at improving teaching and learning techniques[1,2].Advances and changes in political, social, and cultural factors have demonstrated the need to use new active training strategies in medical and nursing education
When analyzing the average of correct answers of students regarding the cognitive assessment instrument, it can be seen that the comparison group (CG) spans from an average of 5.3 in the pre-test to an average of correct answers of 7.3 in the post-test
The intervention group (IG) starts with an average of 4.7 and moves to a final average of 7.7 at the last post-test moment
Summary
In recent years, teaching has undergone numerous conceptual, methodological, and training proposals changes, aimed at improving teaching and learning techniques[1,2].Advances and changes in political, social, and cultural factors have demonstrated the need to use new active training strategies in medical and nursing education. The evolution of teaching methods starts to produce a learning process more centered on the student, moving away from processes oriented only to the institution[3,4]. It is redirected to assume a dialogic posture in the classroom, allowing students to be co-authors of their learning. From this perspective, the intention is not to take the responsibility of the educational process away from the teacher, but to encourage students to have autonomy in this new process, of which simulation is included[3,5,6]
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