Abstract
To evaluate the satisfaction and self-confidence of undergraduate nursing students' learning in a scenario of realistic clinical simulation with the theme of advanced cardiopulmonary arrest maneuvers. Exploratory-descriptive study, with a quantitative approach. In order to evaluate the simulation activity developed undergraduate nursing students responded to the Student Satisfaction and Self-Confidence with Learning Scale. 19 students participated in the study. Students' satisfaction and self-confidence with learning were identified, with an average of 4.17 ± 0.59 in the developed scenario. In the subscale of satisfaction with current learning and in the subscale of self-confidence with learning, 86.3% and 76.6% of students scored the items in a maximum way (4-5), respectively. Nursing students demonstrate satisfaction and self-confidence with learning from a realistic clinical simulation scenario on the theme of advanced cardiorespiratory arrest maneuvers.
Highlights
Innovative teaching methodologies have been widely implemented in the area of health for students and professionals, as they provide the necessary critical and reflective training in the face of progress in knowledge, technological advancement and increasing care complexity[1]
The discipline of Nursing in Adult Health II had 27 students enrolled. 19 of these students participated in the realistic clinical simulation (RCS) activity of Advanced situations of cardiorespiratory arrest (SCA) Maneuvers and responded to Satisfaction and Learning Confidence Scale (SSLCS)
We identified both students’ satisfaction and self-confidence with learning, with an average og 4.17 ± 0.59
Summary
Innovative teaching methodologies have been widely implemented in the area of health for students and professionals, as they provide the necessary critical and reflective training in the face of progress in knowledge, technological advancement and increasing care complexity[1] In this context, realistic clinical simulation (RCS) e merges, which allows a group of people to experience a representation of a real event with the purpose of p racticing, learning, assessing or understanding human systems or actions[2]. RCS, as a dynamic process that involves the creation of a hypothetical situation incorporating an authentic representation of reality, facilitates the active participation of the student/professional and integrates the complexities of practical and theoretical learning with opportunities for repetition, feedback, evaluation and reflection, without causing harm to the patient[4] Such aspects, when c ontemplated in a properly structured simulation activity, guarantee students’ satisfaction with learning[5]. Studies have demonstrated the effectiveness of using this method for the development of critical thinking[6], skills development[7], decision making[8], teamwork and strengthening self-confidence[9]
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