Abstract
ABSTRACT Objective: to synthesize the production of knowledge on simulation in Nursing generated by the Nursing graduate programs in Brazil between January 2011 and February 2020. Method: a documentary research study, which adopted as primary source the official documents of the Coordination for the Improvement of Higher Level personnel, conducted by means of an integrative literature review from October 2019 to February 2020, with quantitative analysis of the data. Results: initially, 68 studies were identified, 40 of them comprising the final sample. The following categories stood out: purpose of the studies; types of simulation; Health Care level; variables analyzed regarding the effectiveness of the simulation; themes addressed; comparison of the effectiveness of simulation with that of other teaching strategies, and weaknesses and potentialities of simulation. The scientific research of the Brazilian graduate courses prioritized the analysis of the effectiveness of simulation in the development of knowledge, satisfaction and confidence, in an off-site or virtual teaching environment, aimed both at hospital care and at primary care, mainly in Neonatology and Pediatrics, with the participants' anxiety as main weakness; and satisfaction, knowledge, critical thinking, safety, confidence and the ability to articulate theory and practice as potentialities. Conclusion: this study contributes to research, teaching and care in Nursing, for enabling the identification of the scientific production setting on simulation, which supports new research studies, with a focus on objectives and settings not yet explored. Simulation is indicated as an effective strategy for the development of cognitive, psychomotor and attitudinal skills in Nursing.
Highlights
There is still no clarity as to the definition of a setting on the use of simulation, in terms of a teaching strategy aimed at Nursing in Brazil, on the methodological nature of the scientific research studies developed in graduate programs in this scope, the most adopted types of simulation, and the themes related to Nursing care prioritized, among other variables, which can support research, teaching and assistance.[8,9]
The following question emerges in this context: what is the scientific evidence available generated by the Nursing graduate programs in Brazil on simulation for students and professionals between January 2011 and February 2020?
The diverse available evidence on the scientific production generated by the Nursing graduate programs in Brazil regarding the teaching and learning process by means of simulation, between January 2011 and February 2020, comprised the final sample of 40 manuscripts
Summary
The present time is permeated by new pedagogical trends related to teaching in Nursing, which point to the possibility of adopting strategies capable of improving the educational processes in this area, when considering the demands of the labor market and the concern with patient safety.[1]Despite the traditional approaches and educational methods such as dialoged exposition of the contents facilitating the understanding of certain themes and being useful and effective for the teaching-learning process in Nursing,[2,3] it becomes important to incorporate new pedagogical strategies in the curricula and, in this perspective, simulation stands out.[4]Defined as a teaching and learning strategy that accurately replicates an event, a situation, an environment or a clinical setting,[5,6] simulation allows developing knowledge, skills and attitudes pertinent to the nurse’s practice in a controlled and safe setting, in addition to configuring the current theme, which is relevant and inspires scientific deepening in its various contexts.[7]In this perspective, it is important to understand how the Brazilian Nursing graduate-level studies on simulation are conducted, what their main outcomes are in relation to the teaching and learning process with the intention of identifying this educational background, its characteristics, trends, weaknesses and potentialities, as well as supporting new pedagogical paths, based on reliable scientific evidence.[8]There is still no clarity as to the definition of a setting on the use of simulation, in terms of a teaching strategy aimed at Nursing in Brazil, on the methodological nature of the scientific research studies developed in graduate programs in this scope, the most adopted types of simulation, and the themes related to Nursing care prioritized, among other variables, which can support research, teaching and assistance.[8,9]In addition, the National Curricular Guidelines emphasize the adoption of innovating and significant teaching and learning methods, which align with the use of simulation and with the purpose of deepening the Brazilian scientific research studies on this topic, so as to define the best Nursing practices.[10]. Defined as a teaching and learning strategy that accurately replicates an event, a situation, an environment or a clinical setting,[5,6] simulation allows developing knowledge, skills and attitudes pertinent to the nurse’s practice in a controlled and safe setting, in addition to configuring the current theme, which is relevant and inspires scientific deepening in its various contexts.[7] In this perspective, it is important to understand how the Brazilian Nursing graduate-level studies on simulation are conducted, what their main outcomes are in relation to the teaching and learning process with the intention of identifying this educational background, its characteristics, trends, weaknesses and potentialities, as well as supporting new pedagogical paths, based on reliable scientific evidence.[8]. The following question emerges in this context: what is the scientific evidence available generated by the Nursing graduate programs in Brazil on simulation for students and professionals between January 2011 and February 2020?
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