Abstract
The High-Fidelity Simulation is a fundamental pedagogical method in the nursing student's teaching-learning process. An exploratory and descriptive study was performed by using a qualitative approach in order to understand the Nursing Degree course students' perception about the contribution of the Simulated High-Fidelity Practice for clinical competence learning. The self-filling questionnaire, composed of open questions and the technique of content analysis for the treatment of narrative material according to Bardin, was used. With the clinical scenario development, we emphasize the nursing students' perception in the learning of professional competences in three domains with greater focus in the field of care delivery and management. It was concluded that the High-fidelity Simulation is a fundamental pillar in the nursing students training, which reinforces the existing pedagogical practice. We stress the need to reformulate the scenarios in order to achieve a better learning balance in the different dimensions of their professional competences and to develop evaluation tools.
Highlights
The simulation is defined as a pedagogical method that uses one or more educational techniques or equipment in a simulation experiment aiming to promote, improve or validate the progression of a participant[1]
Using the individual subjective world to understand the meaning that people construct based on what they experience falls within the scope of this approach, to answer the research question: What are the CLE students’ perceptions about the contribution of the simulated high-fidelity practice (SHFP) to the learning of their professional competences?
The 82 participating students report that they developed the three competency domains of the generalist nurse[10], both during the scenario and during debriefing. These competences integrate the set of knowledge, skills and abilities necessary to mobilize in the context of clinical practice
Summary
The simulation is defined as a pedagogical method that uses one or more educational techniques or equipment in a simulation experiment aiming to promote, improve or validate the progression of a participant[1]. This learning experience aims to imitate the reality of the clinical environment and is distinguished in three modalities according to the levels of realism and proximity to the reality that is intended to recreate. The simulated high-fidelity practice (SHFP) contributes to the satisfaction and motivation of the students, they show receptivity to the use of new technologies and to the training of technical skills in a context similar to that of a real clinical practice. When compared to other pedagogical methods, simulated practice presents better results in terms of student satisfaction and student self-confidence[7]
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