Construction and validation of simulated scenario for the development of nursing students diagnostic reasoning
DOI:
https://doi.org/10.5902/2179460X43354Keywords:
Patient simulation, Nrsing, Validation studiesAbstract
Objective: to describe the process of construction and validation of a clinical simulation scenario whose objective of the scenario was the development of diagnostic reasoning skills in nursing students. Method: this is a descriptive study of the process of construction and content validation of a clinical simulation scenario for the development of diagnostic reasoning skills in students of the fourth semester of the Undergraduate Nursing course. Results: The scenario was validated by eight experts in the area covered by the study. The level of agreement between the judges above 90% was considered. Conclusion: In order for clinical simulation to be effective, it is necessary to have prior planning and clear objectives. Following a practical theoretical-script facilitates the development of the scenario, favoring the student's learning process.
Downloads
References
AEBERSOLD M, TSCHANNEN D, BATHISH M. Innovative Simulation Strategies in Education. Nurs Res Pract, v. 2012, p. 1–7, 2012.
ALEXANDRE NMC, COLUCI MZO. Validade de conteúdo nos processos de construção e adaptação de instrumentos de medidas. Cien Saude Colet, v. 16, n. 7, p. 3061–3068, jul. 2011.
ALMEIDA MA et al. Processo de Enfermagem na prática clínica: estudos clínicos realizados no Hospital de Clínicas de Porto Alegre. Porto Alegre: Artmed, 2011. p-191.
BLAND AJ, TOPPING A, WOOD B. A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students. Nurse Educ Today, v. 31, n. 7, p. 664–670, 2011.
BRADLEY P, POSTLETHWAITE K. Setting up a clinical skills learning facility. Med. Educ, v. 37, n. s1, p. 6–13, nov. 2003.
BRADY S, BOGOSSIAN F, GIBBONS K. The effectiveness of varied levels of simulation fidelity on integrated performance of technical skills in midwifery students — A randomised intervention trial. Nurse Educ Today, v. 35, n. 3, p. 524–529, mar. 2015.
COLUCI MZO, ALEXANDRE NMC, MILANI D. Construção de instrumentos de medida na área da saúde. Cien Saude Colet, v. 20, n. 3, p. 925–936, mar. 2015.
FABRI RP. et al. Construção de um roteiro teórico-prático para simulação clínica. Rev Esc Enferm USP, v. 51, p. e03218, 2017.
GABA DM. The future vision of simulation in healthcare. Simul Healthc, v. 2, n. 2, p. 126–135, 2007.
JERÔNIMO IRL. et al. Use of clinical simulation to improve diagnostic reasoning in nursing. Esc Anna Nery, v. 22, n. 3, p. 1–9, 18 jun. 2018.
KANEKO RMU, LOPES MHB. DE M. Realistic health care simulation scenario: what is relevant for its design?. Rev Esc Enferm USP, v. 53, p. 1–8, 2019.
KAWAKAME PMG, MIYADAHIRA AMK. Assessment of the teaching-learning process in students of the health area: cardiopulmonary resuscitation maneuvers. Rev Esc Enferm USP, v. 49, n. 4, p. 0657–0664, ago. 2015.
KIM S. et al. A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines. Med Educ, v. 40, n. 9, p. 867–876, set. 2006.
MARTINS JCA, MAZZO A, MENDES IAC, RODRIGUES MA, organizadores. A simulação no ensino de enfermagem. Ribeirão Preto: SOBRACEN; 2014.
MEDLEY C, HORNE C. Using simulation technology for undergrad nursing education. J. Innov. Educ, 2013.
NEHRING WM, LASHLEY FR. Nursing Simulation: A Review of the Past 40 Years LK. Simul. Gaming, v. 40, n. 4, p. 528–552, 2009.
PYWELL MJ. et al. High fidelity, low cost moulage as a valid simulation tool to improve burns education. Burns, v. 42, n. 4, p. 844–852, jun. 2016.
QUILICI AP, ABRÃO KC, TIMERMAM S, GUTIERREZ F. Simulação Clínica: Do conceito à aplicabilidade. 1st ed. São Paulo: Atheneu; 2012.
ROMANO MMD, PAZIN FILHO A. Simulação em manequins: aspectos técnicos. Medicina (Ribeirao Preto. Online), v. 40, n. 2, p. 171, 30 jun. 2007.
TUN JK. et al. Redefining Simulation Fidelity for Healthcare Education. Simul Gaming, 2015.
TUORINIEMI P, SCHOTT-BAER D. Implementing a high-fidelity simulation program in a community college setting. Nurs. Educ. Perspect, 2008.
VARGA CRR. et al. Relato de experiência: o uso de simulações no processo de ensino-aprendizagem em medicina. Rev Bras Educ Med, v. 33, n. 2, p. 291–297, jun. 2009.
WAXMAN KT. The Development of Evidence-Based Clinical Simulation Scenarios: Guidelines for Nurse Educators. J Nurs Educ, v. 49, n. 1, p. 29–35, 1 jan. 2010.
Published
How to Cite
Issue
Section
License
To access the DECLARATION AND TRANSFER OF COPYRIGHT AUTHOR’S DECLARATION AND COPYRIGHT LICENSE click here.
Ethical Guidelines for Journal Publication
The Ciência e Natura journal is committed to ensuring ethics in publication and quality of articles.
Conformance to standards of ethical behavior is therefore expected of all parties involved: Authors, Editors, Reviewers, and the Publisher.
In particular,
Authors: Authors should present an objective discussion of the significance of research work as well as sufficient detail and references to permit others to replicate the experiments. Fraudulent or knowingly inaccurate statements constitute unethical behavior and are unacceptable. Review Articles should also be objective, comprehensive, and accurate accounts of the state of the art. The Authors should ensure that their work is entirely original works, and if the work and/or words of others have been used, this has been appropriately acknowledged. Plagiarism in all its forms constitutes unethical publishing behavior and is unacceptable. Submitting the same manuscript to more than one journal concurrently constitutes unethical publishing behavior and is unacceptable. Authors should not submit articles describing essentially the same research to more than one journal. The corresponding Author should ensure that there is a full consensus of all Co-authors in approving the final version of the paper and its submission for publication.
Editors: Editors should evaluate manuscripts exclusively on the basis of their academic merit. An Editor must not use unpublished information in the editor's own research without the express written consent of the Author. Editors should take reasonable responsive measures when ethical complaints have been presented concerning a submitted manuscript or published paper.
Reviewers: Any manuscripts received for review must be treated as confidential documents. Privileged information or ideas obtained through peer review must be kept confidential and not used for personal advantage. Reviewers should be conducted objectively, and observations should be formulated clearly with supporting arguments, so that Authors can use them for improving the paper. Any selected Reviewer who feels unqualified to review the research reported in a manuscript or knows that its prompt review will be impossible should notify the Editor and excuse himself from the review process. Reviewers should not consider manuscripts in which they have conflicts of interest resulting from competitive, collaborative, or other relationships or connections with any of the authors, companies, or institutions connected to the papers.
