Reflection on realistic simulation and didactic sequences in the science, technology and innovation in health policy

Abstract

The aim of this study was to reflect on the principles of the National Policy for Science, Technology and Innovation in Health (NPSTIH) from the perspective of realistic simulation in order to create a technology to instrumentalize teaching. In order to present a contextualized approach, a reflective analysis was carried out by searching the scientific literature for productions based on the concepts mentioned in the Virtual Health Library (VHL), with support from the keywords: Realistic Simulation; Meaningful Learning; Nursing; Teaching, selecting articles available in full and with significant content to support the proposed discussion. The use of simulations is increasingly seen as an opportunity to provide future teachers with unique opportunities to demonstrate professional experience in the classroom in a controlled and structured way. By integrating realistic simulation guided by didactic sequences into the training process, healthcare professionals can acquire essential clinical skills, work collaboratively in interprofessional teams and keep up to date with the latest healthcare practices and technologies. It was concluded that realistic simulation requires a holistic approach that considers not only the clinical effectiveness of simulations, but also their environmental and social impact. By adopting responsible practices and promoting awareness of their importance, it is possible to ensure that health simulations contribute to the advancement of NPSTIH and human health in an ethical and sustainable manner.