Cenário simulado no ensino da visita domiciliar no âmbito da Atenção Primária à Saúde

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Abstract

Objetivo: relatar a experiência do uso da simulação, com a finalidade de , junto a estudantes de Enfermagem do primeiro ano da graduação, para o desenvolvimento das desenvolver as habilidades necessárias para a visita domiciliar, com estudantes de Enfermagem do primeiro ano da graduação. Descrição da experiência: a simulação em questão foi desenvolvida seguindo três etapas: briefing, cena e debriefing. A estratégia foi realizada na casa simulada, um laboratório que recria as condições do ambiente domiciliar. Nesse espaço, no qual o estudante vivencia a prática da visita domiciliar, antecipando possíveis dificuldades ou desafios. Os estudantes participaram ativamente da simulação. O debriefing oportunizou aos que os estudantes a expressão expressassem seus de sentimentos diante do cenário, a visualização visualizassem de sua a atuação e permitiu a reflexão refletissem sobre aspectos positivos relacionados ao desenvolvimento da atividade. Além disso, proporcionou uma autorreflexão de sobre tópicos que podem ser aprimorados. Considerações finais: a estratégia viabilizou uma atmosfera de ensino mais realística e aplicada, propiciando, aos estudantes, o desenvolvimento de habilidades de observação, comunicação e entrevista. A vivência simulada da primeira visita domiciliar pode instrumentalizar os estudantes para que eles identifiquem uma melhor identificação de as necessidades e potencialidades presentes nos indivíduos, nas famílias ou no domicílio, assim como façam uma e melhor integração dos entre os conteúdos teóricos e práticos.

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From theory to practice, operating the clinical simulation in Nursing teaching

Saionara Oliveira, Jussara Martini, Aline Massaroli … (2018)

ABSTRACT Objective: To report the experience of the operationalization of clinical simulation as a pedagogical strategy in a subject of an undergraduate course in Nursing. Method: Clinical simulation cycles were carried out following the steps of action research, such as: planning, action, observation and reflection, from March 2014 to July 2015 with 10 professors and 44 students from a Primary Care and Mental Health subject of an undergraduate course in Nursing. Results: Five cycles of clinical simulation were performed, at the end of each cycle modifications were suggested by students and professors and the operation was adjusted to meet the needs of the subject. The main points of change were: professor role, logistics, equipment, debriefing model and preparation of “simulated patients”. Final considerations: The clinical simulation is a possible method to be operationalized in undergraduate course in Nursing, needs pedagogical and logistic planning as well as, sensitization of professors and students.

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Active methodologies for graduation in nursing: focus on the health care of older adults

Elaine Souza, Amanda Silva, Ariana Ieda Lima Ferreira da Silva (2018)

ABSTRACT Objective: To describe the experience of the use of simulation as active teaching methodology in the Developmental Psychology discipline and share its impacts on the students’ learning process. Method: Based on Active Methodologies, the students in Nursing of Universidade do Oeste Paulista – Presidente Prudente-SP developed simulated visits to older users of the Family Health Strategies. Results: In accordance with the 2014 National Curriculum Guidelines and the Brazilian Unified Health System, particularities of the needs of older adults at their homes were problematized. Final considerations: Addressing the biopsychosocial needs and integrality associated with the health of older adults in simulated home visits provides a differentiated instrument in the development of skills and competence of future nurses.

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Analysis of professional implication as a tool of permanent education in health *

Flávio Adriano Borges, Cinira Magali Fortuna, Adriana Barbieri Feliciano … (2019)

Objective: analyze professional implication with the support of humanization and articulators of permanent education in health as a tool of Permanent Education in Health. Method: this is an interventional study of qualitative approach, based on the theoretical reference of Institutional Analysis. Thirty-five humanization supporters and/or permanent education articulators participated in this study. Semi-structured interviews, monthly meetings, restitution meetings and a daily logbook were used as tools for data production. The material was analyzed according to the principles of the study reference and the results were presented according to the ideological, organizational and libidinal dimensions of professional implication. Results: this study identified a contradiction when finding a professional profile for the development of support and articulation; feelings of discouragement, pessimism and optimism in the development of these roles; influences of the nursing profession on the development of support and articulation; length of professional service; and the absence/presence of desire in such development. Conclusion: the analysis of professional implication consisted of a powerful tool generating training processes. It allowed learning and reflection of the practice through analysis of the actions performed by the professionals, generating changes in the conception of work in health.

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Author and article information

Contributors

Nayara Gonçalves Barbosa: (View ORCID Profile)

Isabela dos Santos Martin: (View ORCID Profile)

Andreia Fernanda Nievas: (View ORCID Profile)

Angelina Letierre Viana: (View ORCID Profile)

Ana Carolina Guidorizzi Zanetti: (View ORCID Profile)

Jacqueline de Souza: (View ORCID Profile)

Journal

Title: REME-Revista Mineira de Enfermagem

Abbreviated Title: REME Rev Min Enferm.

Publisher: Universidade Federal de Minas Gerais - Pro-Reitoria de Pesquisa

ISSN (Electronic): 2316-9389

ISSN (Print): 1415-2762

Publication date Created: August 30 2022

Publication date (Electronic): August 30 2022

Volume: 26

Article

DOI: 10.35699/2316-9389.2022.40273

SO-VID: 5a4462af-617e-4a4d-bdde-82848d683671

License:

https://creativecommons.org/licenses/by/4.0

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