Análise da satisfação e autoconfiança na aprendizagem de práticas educacionais após simulação clínica com alunos ingressantes de graduação em enfermagem

Abstract

Teachers employ various teaching techniques to assist students in constructing their knowledge. Over time, these approaches have evolved to integrate theory, practice, and teaching methods that foster active student participation. In the current scenario, education practices based on active methodologies, such as clinical simulation, are gaining prominence, breaking away from traditional methods. While the effectiveness of clinical simulation in higher education is recognized, there are no specific studies on how to apply it to novice nursing students. Furthermore, there is a shortage of research aimed at improving student retention or reducing academic attrition through clinical simulation, with monitoring through specific indicators. In this context, the present research aimed to evaluate clinical simulation for incoming undergraduate nursing students before assisted practices to reduce attrition. For this purpose, an applied, descriptive, and comparative research was conducted with a quantitative approach involving 48 students from the first and second semesters of the nursing undergraduate program. Participants were selected through non-probabilistic sequential sampling, considering inclusion criteria. The research setting was the Nursing Skills and Practices Laboratory. The proposed method was divided into three stages: (1) identifying participants and presenting the research; (2) detailing the implementation of clinical simulation; (3) describing the development of student analysis indicators. Two scholarship holders from the Welcome and Incentive Program for Persistence applied the simulation in three sessions of 50 minutes each, following a Standard Operating Procedure. The simulation was guided by Jeffries' theoretical model and the guidelines of The International Nursing Association for Clinical Simulation and Learning. After each clinical simulation, participants responded to the Student Satisfaction and Self-Confidence with Learning Scale (ESSSLS) and the Simulation Design Scale (EDS). Data were analyzed using calculations of relative and absolute frequency, mean, error, and standard deviation. In inferential statistical analysis, the Kolmogorov–Smirnov test, T-test, and Likelihood Ratio were applied. The research received approval from the Research Ethics Committee, with opinion no: 3,577,232. "The results showed that, although there was no statistical significance in most of the items of the ESSSLS and EDS, students expressed satisfaction and self-confidence with learning through observation of the simulation, with the participants' responses being mostly 'agree' or 'strongly agree'. The mean of the ESSSLS was 4.57 (SD±0.36) for the first simulation and 4.51 (SD±0.83) for the second simulation. The proposed indicators were: (1) Adherence Rate; (2) Simulation Understanding Rate; (3) Permanence Incentive Rate; (4) Attendance Rate of Participants in Clinical Simulation; and (5) Identification with the Profession Index. It has been concluded that the application of clinical simulation can be employed as an approach to introduce incoming nursing students, stimulating a sense of satisfaction and confidence during the learning process.