Conhecimento, satisfação e autoconfiança de estudantes técnicos de enfermagem a partir do uso da simulação clínica: estudo quase-experimental

Abstract

This study aimed to compare the knowledge, satisfaction and self-confidence of nursing technical students from the use of simulation in the teaching of basic life support in the context of Primary Health Care. This is a longitudinal intervention study. and quantitative approach. A quasi-experimental design of a non-equivalent pre-test and post-test control group was used through a non-probabilistic convenience sampling. The theoretical framework of experiential learning proposed by David Kolb was used. The study was carried out at the School of Health of the Federal University of Rio Grande do Norte with 46 students of the technical nursing program of that institution. The assessment of knowledge, satisfaction and selfconfidence in learning and self-confidence to act in emergency situations, validated, were applied in three moments: pretest, immediate posttest and late posttest (after 30 days). The control group participated in the theoretical-practical course of Basic Life Support with emphasis on Primary Health Care with the following methodological strategies: lecture with demonstration of skills. The experimental group participated in the same course, however, with the following strategies: lecture with demonstration of skills plus clinical simulation. To perform the simulation, the NLN / Jeffries Simulation conceptual model for nursing teaching was followed. Forty-six students, predominantly female (69.6%), aged 16 to 25 years (63%), who had never studied basic life support in the technical course (76.9%) and participated in this study. without professional experience in health (100%). Regarding the comparison of the level of knowledge, it was found that, at the 5% level of significance, there was a statistical difference between the medians of the control and experimental groups in the late posttest, thus, the students of the experimental group retained more knowledge than the of the control group. In addition, students in the experimental group maintained higher levels of self-confidence for emergency work, with a difference in the immediate and late posttests. In this respect, female students had higher levels of self-confidence for emergency work when compared to male students. As for the satisfaction and self-confidence in the applied learning for the students of the experimental group after the use of the simulation, there is a predominance of students strongly satisfied and self-confident with the learning after the participation in the clinical simulation. Thus, learning from the clinical simulation methodology gave higher scores of knowledge, satisfaction and self-confidence, compared to those acquired through lectures with demonstration of skills.