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Simulação colaborativa: promoção de um ensino sustentável em competências de comunicação em saúde
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| 2.24 MB | Adobe PDF |
Authors
Abstract(s)
Introdução: O aumento da afluência dos utentes aos sistemas de saúde, dificulta o cumprimento do contrato social da prestação de cuidados centrados no utente. Esta questão humanística do setor é uma tendência crescente da investigação em saúde.
Objetivo: Produzir e aplicar uma metodologia de ensino sustentável de simulação, através da colaboração das áreas de Imagem Médica e Radioterapia (IMR) e Teatro e Educação (TE), para o desenvolvimento, respetivamente, das Competências de Comunicação em Saúde (CCS) e das capacidades de representação e improvisação de situações ficcionais do foro da saúde.
Metodologia: Neste estudo interventivo misto, os dados qualitativos pré-pós teste, recolheram-se por meio de entrevista semiestruturada, sendo que os dados quantitativos derivaram da avaliação de três Simulações Práticas (SP). Entre as SPs realizaram-se duas Sessões de Feedback e Feedfoward (SFF) que completaram a intervenção. A amostra foi composta por 44 participantes, 22 alunos do curso de IMR e 22 alunos do curso de TE. Nas SPs os participantes de IMR assumiram o papel de Técnicos de Radiologia (TR) na realização de exames de diagnóstico e terapêutica a Doentes Padrão (DP), representados por participantes de TE. Nas SPs uma equipa de quatro avaliadores externos ao estudo avaliou as CCS dos TR. Nas SFF foi transmitido Feedback e Feedfoward para ambas as áreas. Para os TR transmitiram-se ainda as CCS necessárias à execução dos exames e, para os DP, foi transmitido o debriefing e briefing do contexto clínico a representar.
Resultados: Para os TR registaram-se melhorias estatisticamente significativas de todas as CCS (Acolhimento Técnico, Execução e Dinamismo, Qualidades Humanas e Profissionalismo, Orientação Técnica, Reflexão Técnica, Organização e Eficiência e Competências Gerais) da primeira para a terceira SP (p = 0,000) e revelou-se aumento da segurança, proximidade e conforto perante o utente. Para os alunos de TE verificou-
se desinibição a nível da representação e improvisação de DP, facilidades na adequação dos figurinos e melhorias na caracterização psicológica da personagem.
Conclusão: A aplicabilidade da metodologia de ensino colaborativa com recurso à simulação melhorou as capacidades de representação e improvisação de situações ficcionais nos alunos de TE e desenvolveu as CCS nos alunos de IMR. Esta estratégia formativa sustentável revelou-se benéfica e sugere-se a adoção de práticas idênticas para exponenciar a humanização do setor da saúde.
Introduction: The increased affluence of users to health systems makes it difficult to comply with the social contract of providing patient-centered care. This humanistic issue of the sector is a growing trend in health research. Objective: Produce and apply a sustainable teaching methodology of simulation, through the collaboration of Medical Imaging and Radiotherapy (MIR) and Theater and Education (TE), for the development, respectively, of the Health Communication Skills (HCS) and skills in representation and improvisation of fictional situations in health. Methods: In this mixed interventional study, pre-posttest, qualitative data were collected through semi-structured interviews and quantitative data derived from the evaluation of three Practical Simulations (PS). Between the PSs, two Feedback and Feedforward Sessions (FFS) were held that completed the intervention. The sample consisted of 44 cases, 22 students from the MIR course and 22 students from the TE course. In the PSs, MIR participants assumed the role of Radiographers (R) in performing diagnostic and therapeutic exams to Standard Patients (SP), represented by TE participants. In the PSs, a team of four evaluators external to the study evaluated the HCS of the Rs. In the FFS, Feedback and Feedforward were transmitted and also the HCS necessary for the execution of the exams, for the R. For the SP, the debriefing and briefing of the clinical context to be represented were also transmitted in the FFS. Results: For the Rs, there were statistically significant improvements in all the HCS (Technical Admission, Execution and Dynamism, Human Qualities and Professionalism, Technical Orientation, Technical Reflection, Organization and Efficiency and General Skills) between first and third PS (p = 0.000) and showed an increase in safety, proximity and comfort with the patient. For the TE students, there was disinhibition at the level of representation and improvisation of SP, easiness in adapting the costumes and improvements in the psychological characterization of the character. Conclusion: The applicability of this collaborative teaching methodology using simulation, improved the skills in representation and improvisation of fictional situations in TE students and developed HCS in MIR students. This sustainable training strategy proved to be benefic and the adoption of similar practices is suggested to enhance the humanization of the health sector.
Introduction: The increased affluence of users to health systems makes it difficult to comply with the social contract of providing patient-centered care. This humanistic issue of the sector is a growing trend in health research. Objective: Produce and apply a sustainable teaching methodology of simulation, through the collaboration of Medical Imaging and Radiotherapy (MIR) and Theater and Education (TE), for the development, respectively, of the Health Communication Skills (HCS) and skills in representation and improvisation of fictional situations in health. Methods: In this mixed interventional study, pre-posttest, qualitative data were collected through semi-structured interviews and quantitative data derived from the evaluation of three Practical Simulations (PS). Between the PSs, two Feedback and Feedforward Sessions (FFS) were held that completed the intervention. The sample consisted of 44 cases, 22 students from the MIR course and 22 students from the TE course. In the PSs, MIR participants assumed the role of Radiographers (R) in performing diagnostic and therapeutic exams to Standard Patients (SP), represented by TE participants. In the PSs, a team of four evaluators external to the study evaluated the HCS of the Rs. In the FFS, Feedback and Feedforward were transmitted and also the HCS necessary for the execution of the exams, for the R. For the SP, the debriefing and briefing of the clinical context to be represented were also transmitted in the FFS. Results: For the Rs, there were statistically significant improvements in all the HCS (Technical Admission, Execution and Dynamism, Human Qualities and Professionalism, Technical Orientation, Technical Reflection, Organization and Efficiency and General Skills) between first and third PS (p = 0.000) and showed an increase in safety, proximity and comfort with the patient. For the TE students, there was disinhibition at the level of representation and improvisation of SP, easiness in adapting the costumes and improvements in the psychological characterization of the character. Conclusion: The applicability of this collaborative teaching methodology using simulation, improved the skills in representation and improvisation of fictional situations in TE students and developed HCS in MIR students. This sustainable training strategy proved to be benefic and the adoption of similar practices is suggested to enhance the humanization of the health sector.
Description
Keywords
Cuidados centrados no utente Simulação Comunicação em saúde