Eficácia da simulação clínica sobre o cuidado de feridas operatórias no conhecimento e habilidades de estudantes de enfermagem

Abstract

Clinical simulation has been widely used in health education, especially in nursing, in order to enhance practical experiences in an innovative, safe and harm-free way. The objective is to evaluate the effectiveness of clinical simulation as a teaching-learning strategy in terms of knowledge and skills of nursing students on Operative Wounds (FO). Quasi-experimental study of the before and after type, with a quantitative approach. The research was carried out in an HEI along with the Nursing course of a Federal Public University, located in Picos-PI, with 50 students regularly enrolled between the sixth, seventh and eighth semester and who had already attended the subjects Basic Fundamentals of Nursing I and II , as well as Nursing in Surgeries and Emergencies, aged 18 years or older and who were available for voluntary participation in the simulated scenario on OC. Those with experience or previous training in courses or training with clinical simulation related to the treatment of FO were excluded. The study was carried out in three stages: 1-Assessment of students' knowledge and skills on OC management; 2-Simulated scenario, assessment of satisfaction and self confidence of nursing students regarding the teaching strategy and assessment of the quality of the debriefing; 3-Assessment of knowledge and skills after clinical simulation. Data were organized in an electronic bank using the Statistical Package for the Social Sciences, version 26.0, and analyzed using descriptive and inferential statistics (use of the McNemar test). The research was approved by the Research Ethics Committee of the Federal University of Piauí with CAAE: 63869222.9.0000.8057. The results showed that there was a predominance of females in all studied periods. Significant correctness rates, especially in the items on the evaluation of aspects and characteristics of the wound, signs of infection, perilesional skin care and parameters for defining the dressing. The highest frequencies of errors were concentrated in the choice of dressing for the sixth period (29.4%) and in the FO evaluation process for both the seventh (30.4%) and eighth (30.0%) periods. . After simulated intervention, the frequency of adjustments increased considerably in all evaluated domains. In the satisfaction domain, the items presented variation in CVI from 0.960 to 1.00. In self confidence, satisfactory scores of agreement were also evidenced. The debriefing quality indicators indicated that the cognitive, affective and psychosocial strategy favored the self-assessment of actions, decisions, communications and attitude. The incorporation of teaching and learning strategies are fundamental for the development and training of skills, competences and professional practices. Among these methods, simulated clinical scenarios stand out, which has been considered in the literature as an important teaching method. New studies should be conducted considering the student community inserted in other periods and areas of health activity to assess the effects of simulation on the interdisciplinary approach and on teamwork skills.