EDUCATIONAL MODELING WITH SIMULATION FOR THE CONSOLIDATION OF PROFESSIONAL COMPETENCE IN CONTINUING EDUCATION

Santos, Bruna dos; Cruz, Elaine Drehmer de Almeida; Brusamarello, Tatiana; Nazário, Saimon da Silva

doi:10.1590/ce.v29i0.95918

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ORIGINAL ARTICLE • Cogit. Enferm. 29 • 2024 • https://doi.org/10.1590/ce.v29i0.95918 copy

EDUCATIONAL MODELING WITH SIMULATION FOR THE CONSOLIDATION OF PROFESSIONAL COMPETENCE IN CONTINUING EDUCATION^* * Article extracted from master’s thesis: “SIMULAÇÃO REALÍSTICA: TECNOLOGIA PARA CONSOLIDAÇÃO DE COMPETÊNCIAS PROFISSIONAIS PARA SEGURANÇA DO PACIENTE”, Universidade Federal do Paraná, Curitiba, PR, Brasil, 2023.

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objective:

to describe the development, application, and evaluation of educational modeling technology with simulation.

Method:

a methodological study carried out in 2022 in southern Brazil. Nursing and medical leaders and residents took part in two phases (identification of patient safety gaps and definition of educational sub-themes) and 10 stages (learning objectives; theoretical foundation; learner knowledge; scenario design; evaluation and adjustments to the simulation scenario; training of actors and guidance for observers; development of scenes; observation; and debriefing).

Results:

gaps in patient safety: developing communication between the interprofessional team, understanding the importance of protocols, and including the patient in the care process. Educational technology with simulation was evaluated as a tool that provides the opportunity to replicate and contrast everyday practice with patient safety precepts and to learn.

Conclusion:

The replicability of the methodology for different contexts and audiences is an important contribution to practice.

KEYWORDS:
Educational Technology; Simulation Training; Competency-Based Education; Interprofessional Education; Patient Safety

HIGHLIGHTS

Educational modeling technology with simulation.

It closes the gap between education and practice.

It contributes to innovation in the educational process.

Educational modeling that can be replicated and adapted to different subjects.

Script from a Brazilian study⁸8 Fabri RP, Mazzo A, Martins JCA, Fonseca A da S, Pedersoli CE, Miranda FBG, et al. Development of a theoretical-practical script for clinical simulation. Rev Esc Enferm USP. [Internet]. 2017 [cited 2023 Apr. 02]; 51:e03218-e. Available from: http://dx.doi.org/10.1590/S1980-220X2016265103218. http://dx.doi.org/10.1590/S1980-220X2016...		Adapted script for the research
Significance unit	Significance sub-unit	Phases	Stages
Learner’s prior knowledge	Identifying the theoretical basis of the subject/ prior knowledge	1 - Identification of gaps in patient safety and definition of sub-themes sub-themes	1 - Professional and patient safety competencies and strategic objectives 2 - Focus group
Learning objective	Primary and secondary learning objectives
Theoretical foundation	References Sending pre- and post-training material
Scenario development	Evolution of the situation Critical factor of the scenario Clues Estimated scenario time/should be short	2 - Structuring the simulation scenario	1 - Learning objectives 2 - Theoretical foundation 3 - Learner knowledge 4 - Designing the simulation scenario 5 - Evaluating and adjusting the simulation scenario 6 - Training the actors and orientation for observers 7 - Scene development and critical observation 8 - Debriefing
Debriefing	Theoretical foundation Debriefing/planning Points to be discussed in the debriefing/critical points
	Theoretical foundation Debriefing/planning
	Points to be discussed in the debriefing/critical points Estimated debriefing time
Evaluation	Activity evaluation

SCENES	SUB-THEMES ADDRESSED
1 and 2	Communication Transversality of the Patient Safety Theme Continuity of care and teamwork Adherence to the unit’s rules and protocols
3 and 4	Communication Transversality of the Patient Safety Theme Continuity of care and teamwork Adherence to the unit’s standards and protocols Patient involvement

Universidade Federal do Paraná Av. Prefeito Lothário Meissner, 632, Cep: 80210-170, Brasil - Paraná / Curitiba, Tel: +55 (41) 3361-3755 - Curitiba - PR - Brazil
E-mail: cogitare@ufpr.br

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[1] Corresponding author:
Bruna dos Santos Universidade Federal do Paraná Av. Prefeito Lothário Meissner, 623 - Jardim Botânico, Curitiba - PR, CEP: 80210-170 E-mail: bruna_santos09@hotmail.com

Scene 1	Maria (nurse 1) and Joana (nurse 2) start the shift change at the nursing station. The doctor (José) starts reading Patient 1’s chart (Elaine).
Scene 2	The nurses go to room 101 and finalize the transfer of care. The doctor remains reading Patient 1’s chart.
Scene 3	Nurse 1 leaves the scene. Nurse 2 remains at the nurse’s station on the phone. The doctor goes to room 101 and communicates with Patient 1. The doctor returns to the nursing station and tries unsuccessfully to communicate with Nurse 2. The doctor leaves the scene.
Scene 4	The alarm bell in room 101 rings, nurse 2 goes into the room and communicates with Patient 1.