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Prática Simulada e Desenvolvimento de Competências nos Estudantes de Licenciatura em Enfermagem: Scoping Review
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Abstract(s)
Enquadramento: A supervisão em enfermagem define-se como um processo dinâmico,
sistemático, interpessoal e formal entre o supervisor e o supervisado, com o objetivo de
estruturar a aprendizagem, construir conhecimento e desenvolver competências reflexivas,
analíticas e profissionais. A qualidade da supervisão clínica, disponibilizada aos estudantes, é
fundamental no processo de construção do seu conhecimento pessoal e profissional, no
desenvolvimento das capacidades crítico-reflexivas e na consolidação da identidade profissional.
Neste âmbito, a inclusão da prática simulada no processo de ensino e aprendizagem pode
contribuir para melhorar o conhecimento e as práticas pedagógicas para os estudantes do curso
de licenciatura em enfermagem. Objetivo: Mapear a evidência científica existente sobre o
contributo da prática simulada para o desenvolvimento de competências dos estudantes do
curso de licenciatura em enfermagem. Métodos: Scoping review realizada de acordo com as
orientações do Joanna Briggs Institute, PRISMA extension for scoping reviews (PRISMA-ScR) e o
método PCC: P (população – Estudantes de enfermagem, em licenciatura de enfermagem); C
(conceito – Prática Simulada); C (contexto – Ambiente controlado com recurso a cenários que
recriam a realidade clínica, em ambiente de centro de simulação, com materiais e equipamentos
realistas). Com pesquisa nas bases de dados PubMed, CINAHL complete, Scopus, Web of Science.
Após a aplicação dos critérios de inclusão, o corpus de análise ficou constituído por 18 artigos.
Resultados: Os estudos incluídos na presente Scoping Review permitiram identificar os
benefícios da prática simulada no desenvolvimento de competências dos estudantes de
licenciatura em enfermagem, nomeadamente: Competências de pensamento crítico e
julgamento clínico, Competências de tomada de decisão, Competências de prestação e gestão
de cuidados e de responsabilidade profissional e Competências comunicacionais. Esta é uma
estratégia que proporciona uma verdadeira experiência clínica (ainda que simulada), permitindo
nivelar experiências (em quantidade e qualidade) entre os diferentes estudantes. Conclusão: A
simulação, enquanto estratégia pedagógica ativa, contribui para a consolidação de
conhecimentos, o desenvolvimento de habilidades técnicas e relacionais, pensamento críticoreflexivo
e para a promoção de profissionais globalmente competentes, num ambiente seguro.
Background: Nursing supervision is defined as a dynamic, systematic, interpersonal and formal process between supervisor and supervisee, with the aim of structuring learning, building knowledge and developing reflective, analytical and professional skills. The quality of the clinical supervision provided to students is fundamental in the process of building their personal and professional knowledge, developing critical-reflective skills, and consolidating their professional identity. In this context, the inclusion of simulated practice in the teaching and learning process can contribute to improving the knowledge and pedagogical practices for the undergraduate nursing students. Objective: To map the existing scientific evidence on the contribution of simulated practice to the development of competencies in undergraduate nursing students. Methods: Scoping review carried out according to the Joanna Briggs Institute guidelines, PRISMA extension for scoping reviews and the PCC method: P (population - Nursing students, in a nursing degree course); C (concept - Simulated Practice); C (context - Controlled environment using scenarios that recreate clinical reality, in a simulation center environment, with realistic materials and equipment). With a search in the PubMed, CINAHL complete, Scopus and Web of Science databases. After applying the inclusion criteria, the corpus of analysis consisted of 18 articles. Results: The studies included in this Scoping Review made it possible to identify the benefits of simulated practice in developing the skills of undergraduate nursing students, namely: critical thinking skills and clinical judgment, decision-making skills, skills in providing and managing care and professional responsibility and communication skills. This is a strategy that provides a real clinical experience (albeit simulated), making it possible to level out experiences (in quantity and quality) between the different students. Conclusion: Simulation, as an active pedagogical strategy, contributes to the consolidation of knowledge, the development of technical and relational skills, critical-reflective thinking and the promotion of globally competent professionals in a safe environment.
Background: Nursing supervision is defined as a dynamic, systematic, interpersonal and formal process between supervisor and supervisee, with the aim of structuring learning, building knowledge and developing reflective, analytical and professional skills. The quality of the clinical supervision provided to students is fundamental in the process of building their personal and professional knowledge, developing critical-reflective skills, and consolidating their professional identity. In this context, the inclusion of simulated practice in the teaching and learning process can contribute to improving the knowledge and pedagogical practices for the undergraduate nursing students. Objective: To map the existing scientific evidence on the contribution of simulated practice to the development of competencies in undergraduate nursing students. Methods: Scoping review carried out according to the Joanna Briggs Institute guidelines, PRISMA extension for scoping reviews and the PCC method: P (population - Nursing students, in a nursing degree course); C (concept - Simulated Practice); C (context - Controlled environment using scenarios that recreate clinical reality, in a simulation center environment, with realistic materials and equipment). With a search in the PubMed, CINAHL complete, Scopus and Web of Science databases. After applying the inclusion criteria, the corpus of analysis consisted of 18 articles. Results: The studies included in this Scoping Review made it possible to identify the benefits of simulated practice in developing the skills of undergraduate nursing students, namely: critical thinking skills and clinical judgment, decision-making skills, skills in providing and managing care and professional responsibility and communication skills. This is a strategy that provides a real clinical experience (albeit simulated), making it possible to level out experiences (in quantity and quality) between the different students. Conclusion: Simulation, as an active pedagogical strategy, contributes to the consolidation of knowledge, the development of technical and relational skills, critical-reflective thinking and the promotion of globally competent professionals in a safe environment.
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Keywords
Supervisão Clínica Simulação virtual Estudantes Licenciatura Enfermagem Competências