Non face-to-face phase |
Stage 1: Planning, dissemination and registration |
The three stages of the clinical simulation were planned: preparation, participation and debriefing. The dissemination and registration were made via e-mail, sending the schedule and registration form with a deadline of 15 days for the student to return. |
Stage 2: Consent and characterization of the participant |
Made available through electronic submission of a Google Forms-type instrument within a period of 15 days prior to the execution of the workshop, containing: the explanation about the research, the FICF*, Term for authorization to capture the image and voice and a questionnaire to characterize the participants’ profile. |
Stage 3: Pre-simulation. |
Based on a validated script1313. Almeida RGS, Mazzo A, Martins JCA, Coutinho VRD, Jorge BM, Mendes IAC. Validation to Portuguese of the debriefing experience scale. Rev Bras Enferm. 2016;69(4):658-64. doi: https://doi.org/10.1590/0034-7167.2016690413i. https://doi.org/10.1590/0034-7167.201669...
), which describes the study materials made available to participants in a period of 15 days, prior to the execution of the clinical scenario, by e-mail.
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Face-to-face phase: in August 2021. |
Stage 4: Presentation and pre-test |
Welcomed in classroom, the students, divided into groups, were introduced to the facilitators and answered the pre-test1010. Alves MG, Pereira VOS, Batista DFG, Cordeiro ALPC, Nascimento JSG, Darli MCB. Construction and validation of a questionnaire for cardiopulmonary resuscitation knowledge assessment. Cogitare Enferm. 2019;24:e64560. doi: https://doi.org/10.5380/ce.v24i0.64560. https://doi.org/10.5380/ce.v24i0.64560...
. |
Stage 5: Skills training |
A skills training was performed for the BLS|| using the AED¶, using the Little Anne QCPR mannequin and a feedback device, based on an application via Bluetooth, for smartphone. After this stage, a coffee break was offered with a 15-minute interval. |
Stage 6: Pre-briefing/briefing |
Explanation of the participants regarding the environment and proposed simulation scenario1414. Alves MG. Objetos contemporâneos de aprendizagem para ensino-aprendizagem da ressuscitação cardiopulmonar [dissertação]. São Paulo: Universidade de São Paulo. [Internet]. 2018 [ cited 2021 Aug 12]. Available from: https://www.teses.usp.br/teses/disponiveis/22/22132/tde-31072018-105443/publico/MATEUSGOULARTALVES.pdf . https://www.teses.usp.br/teses/disponive...
. |
Stage 7: First execution of the scenario |
Development of the proposed scenario lasting approximately 10 minutes. This moment represented the first scene, performed before the debriefing, duly filmed for later evaluation by the main researcher, through the OSCE**. |
Stage 8: Debriefing |
After the scenario execution phase, similar for both groups, the participants sat in a circle. The CG†† was submitted to the oral debriefing guided by a facilitator1414. Alves MG. Objetos contemporâneos de aprendizagem para ensino-aprendizagem da ressuscitação cardiopulmonar [dissertação]. São Paulo: Universidade de São Paulo. [Internet]. 2018 [ cited 2021 Aug 12]. Available from: https://www.teses.usp.br/teses/disponiveis/22/22132/tde-31072018-105443/publico/MATEUSGOULARTALVES.pdf . https://www.teses.usp.br/teses/disponive...
and the IG‡‡ to the co-debriefing1515. Nascimento JSG, Nascimento KG, Regino DSG, Alves MG, Oliveira JLG, Dalri MCB. Clinical simulation: construction and validation of script for Basic Life Support in adults. Rev Enferm UFSM. 2021;11:1-19. doi: https://doi.org/10.5902/2179769254578. https://doi.org/10.5902/2179769254578...
) lasting approximately 20 minutes. The debriefing techniques used were detailed in Chart 2. |
Stage 9 - Second execution of the scenario |
The same scenario1414. Alves MG. Objetos contemporâneos de aprendizagem para ensino-aprendizagem da ressuscitação cardiopulmonar [dissertação]. São Paulo: Universidade de São Paulo. [Internet]. 2018 [ cited 2021 Aug 12]. Available from: https://www.teses.usp.br/teses/disponiveis/22/22132/tde-31072018-105443/publico/MATEUSGOULARTALVES.pdf . https://www.teses.usp.br/teses/disponive...
was performed again, in order to compare the psychomotor skills related to CPA‡ care, before and after the debriefing, and the necessary final feedbacks were given to the learners. After this stage, the students completed the post-test1010. Alves MG, Pereira VOS, Batista DFG, Cordeiro ALPC, Nascimento JSG, Darli MCB. Construction and validation of a questionnaire for cardiopulmonary resuscitation knowledge assessment. Cogitare Enferm. 2019;24:e64560. doi: https://doi.org/10.5380/ce.v24i0.64560. https://doi.org/10.5380/ce.v24i0.64560...
, the satisfaction and self-confidence in learning scale1212. Almeida RGS, Mazzo A, Martins JCA, Baptista RCN, Girão FB, Mendes IAC. Validation to Portuguese of the scale of student satisfactionand self-confidence in learning. Rev Latinoam Enferm. 2015;23(6):1007-13. doi: https://doi.org/10.1590/0104-1169.0472.2643. https://doi.org/10.1590/0104-1169.0472.2...
and the experience with debriefing scale1313. Almeida RGS, Mazzo A, Martins JCA, Coutinho VRD, Jorge BM, Mendes IAC. Validation to Portuguese of the debriefing experience scale. Rev Bras Enferm. 2016;69(4):658-64. doi: https://doi.org/10.1590/0034-7167.2016690413i. https://doi.org/10.1590/0034-7167.201669...
, ending the workshop. It is important to highlight that: (1) retention of skill was not evaluated over time; (2) the scenario was filmed before and after the debriefing so that the main researcher could compare the psychomotor skills, adopting the OSCE**; (3) due to its extension, the OSCE**(1111. Alves MG, Carvalho MTM, Nascimento JSG, Oliveira JLG, Cyrillo RMZ, Braga FTMM, Fonseca LMM, et al. Construction and validation of Objective Structured Clinical Examination (OSCE) on cardiopulmonary resuscitation. Rev Min Enferm. 2019;23:e-1257. doi: https://doi.org/10.5935/1415-2762.20190105. https://doi.org/10.5935/1415-2762.201901...
was not filled out concomitantly with the execution of the simulated scenario, but later, through the filming, established before and after the debriefing.
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