Lira, Ana Luisa Brandão de CarvalhoLúcio, Kadyjina Daiane Batista2022-05-202022-05-202022-02-21LÚCIO, Kadyjina Daiane Batista. Eficácia da simulação clínica aliada ao mapa conceitual na habilidade do raciocínio diagnóstico de discentes de enfermagem. 2022. 179f. Tese (Doutorado em Enfermagem na Atenção à Saúde) - Centro de Ciências da Saúde, Universidade Federal do Rio Grande do Norte, Natal, 2022.https://repositorio.ufrn.br/handle/123456789/47234The ability to think critically is necessary for nursing students in the decisionmaking process in order to strengthen the inference process. Thus, the use of active methodologies has a disruptive capacity with traditional pedagogy, through innovative practices that stimulate the student, arouse interest and curiosity. Given this context, the objective is: to evaluate the effectiveness of clinical simulation combined w ith the conceptual map in the diagnostic reasoning ability of nursing students. The research was developed in three stages, the first two being subsidized by a methodological study and the third by a controlled and randomized clinical trial. The first incl udes the construction of two clinical cases for the pretest and posttest instruments, two clinical simulation scenarios on diagnostic reasoning in nursing and the elaboration of the students' leveling assessment. The second stage corresponded to content analysis of clinical cases, simulation scenarios and assessment of students' placement by judges. The evaluation of the scenarios had 45 judges in diagnostic reasoning and/or clinical simulation, who analyzed each item using a likert scale. To assess the d egree of diagnostic accuracy, the Nursing Diagnosis Accuracy Scale was used. Clinical cases and leveling questions had their content evaluated by 8 judges in a focus group. The third stage included the application of clinical simulation combined with conce ptual maps to improve the ability of diagnostic reasoning for undergraduate nursing students. Students were randomized into intervention and control groups. The intervention group was submitted to the use of educational technology and the control group to the lecture. Data were analyzed by descriptive and inferential statistics. For the simulation scenarios, a proportion of 85% of acceptance by the judges was considered. For the Nursing Diagnosis Accuracy Scale, the S coefficient was calculated. The student s' performance was analyzed using inferential statistics in the pretest, posttest and diagnostic reasoning inventory, adopting a significance level of 5%. . The research project was approved by the responsible Ethics Committee, under number 3,084,032. It was registered in the Brazilian Clinical Trials Registry database, receiving the number: RBR7qjpn6. The results show that the scenarios were judged with an acceptable proportion by the judges, the proposed diagnoses showed a high degree of accuracy. The clinical cases used in the pretest and posttest had an average content validity index of 93.7%. In the last stage, the intervention group stood out in the inference of the diagnostic label and presented a statistically significant difference when compari ng the pretest and posttest moments (p= 0.001). The same happened in the correct answers regarding related factors (p=0.004) and defining characteristics (p=0.004). Higher values were also found in the Diagnostic Reasoning Inventory, in the flexibility of thought and in the structure of knowledge in memory. Thus, it is concluded that the clinical simulation combined with the conceptual map was effective in improving the diagnostic reasoning of nursing students. Furthermore, the study provides visibility for two active teaching methodologies, clinical simulation and the conceptual map, which represents an advance in the role of students as active subjects in the teachinglearning process.Acesso AbertoEnfermagemDiagnósticos de enfermagemEducação em enfermagemTecnologia educacionaldoctoralThesis