Carla Regina de Souza Teixeira1, Marta Cristiane Alves Pereira1, Luciana Kusumota1, Vanessa Pirani Gaioso2, Carolina Lima de Mello3, Emília Campos de Carvalho1. 1. Departamento de Enfermagem Geral e Especializada, Escola de Enfermagem de Ribeirão, Universidade de São Paulo, Ribeirão Preto, SP, Brasil. 2. School of Nursing Chronic Care and Foundations Department, UniversIty of Alabama, Birmingham, Alabama, United State of America. 3. Programa de Pós-Graduação Enfermagem Fundamental, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, SP, Brasil.
Abstract
OBJECTIVE: to describe the contributions of clinical simulation for learning cognitive and procedural attributes through debriefing, from the perspective of nursing students. METHOD: descriptive exploratory study. Twenty nursing undergraduate students from a university in the interior of the state of São Paulo participated in this study. Data collection was performed at the debriefing stage. Student's perceptions about the simulation, positive aspects and what they could have done differently were registered. The students' statements were grouped according to the central themes and the framework of Bardin's content analysis (2011) and were analyzed using descriptive statistics. RESULTS: enhancement of active, critical and reflective learning (47.5%) was identified due to the closeness to reality in nursing care (20.3%), manifestation of feelings experienced during the simulation (15.3%) and composition of the scenario (15.3%). CONCLUSION: the clinical simulation followed by debriefing promotes the understanding of the link between action and achievements in learning.
OBJECTIVE: to describe the contributions of clinical simulation for learning cognitive and procedural attributes through debriefing, from the perspective of nursing students. METHOD: descriptive exploratory study. Twenty nursing undergraduate students from a university in the interior of the state of São Paulo participated in this study. Data collection was performed at the debriefing stage. Student's perceptions about the simulation, positive aspects and what they could have done differently were registered. The students' statements were grouped according to the central themes and the framework of Bardin's content analysis (2011) and were analyzed using descriptive statistics. RESULTS: enhancement of active, critical and reflective learning (47.5%) was identified due to the closeness to reality in nursing care (20.3%), manifestation of feelings experienced during the simulation (15.3%) and composition of the scenario (15.3%). CONCLUSION: the clinical simulation followed by debriefing promotes the understanding of the link between action and achievements in learning.