Rodrigo Guimarães Dos Santos Almeida1, Beatriz Maria Jorge, Valtuir Duarte Souza-Junior, Alessandra Mazzo, José Carlos Amado Martins, Elaine Cristina Negri, Isabel Amélia Costa Mendes. 1. About the Authors Rodrigo Guimarães dos Santos Almeida, RN, Beatriz Maria Jorge, RN, and Valtuir Duarte Souza-Junior, RN, are PhD students, University of São Paulo at Ribeirão Preto College of Nursing, a WHO Collaborating Centre for Nursing Research Development, São Paulo, Brazil. Alessandra Mazzo, PhD, RN, is a faculty member, University of São Paulo at Ribeirão Preto College of Nursing. José Carlos Amado Martins, PhD, RN, is a faculty member, School of Nursing Coimbra, Coimbra, Portugal. Elaine Cristina Negri, RN, is a PhD student, University of São Paulo at Ribeirão Preto College of Nursing. Isabel Amélia Costa Mendes, PhD, RN, is a faculty member, University of São Paulo at Ribeirão Preto College of Nursing. The study received funding from the Coordination for the Improvement of Higher Education Personnel (CAPES). For more information, write to Dr. Costa Mendes at iamendes@usp.br.
Abstract
AIM: The aim of the study was to identify and reflect on evidence regarding the use of simulation in nursing education. BACKGROUND: The use of simulation as a teaching strategy in nursing is expanding. It is important to check the evidence deriving from research. METHOD: Departing from a guiding question, an international literature search was undertaken between January 2008 and March 2014 in Portuguese, English, and Spanish. RESULTS: Out of 160 articles, 68.1 percent used simulated teaching to develop clinical reasoning; 31.9 percent used it to train skills. Most (about 91.8 percent) discussed positive aspects related to the use of simulation, including support for the teaching process and increased self-efficacy and self-confidence. CONCLUSION: The studies indicate that appropriate tools are needed to measure the true impact of the strategy on the teaching of nursing care and the training needed to use simulation as a teaching strategy.
AIM: The aim of the study was to identify and reflect on evidence regarding the use of simulation in nursing education. BACKGROUND: The use of simulation as a teaching strategy in nursing is expanding. It is important to check the evidence deriving from research. METHOD: Departing from a guiding question, an international literature search was undertaken between January 2008 and March 2014 in Portuguese, English, and Spanish. RESULTS: Out of 160 articles, 68.1 percent used simulated teaching to develop clinical reasoning; 31.9 percent used it to train skills. Most (about 91.8 percent) discussed positive aspects related to the use of simulation, including support for the teaching process and increased self-efficacy and self-confidence. CONCLUSION: The studies indicate that appropriate tools are needed to measure the true impact of the strategy on the teaching of nursing care and the training needed to use simulation as a teaching strategy.