Nursing students’ satisfaction with simulated clinical experience: a mixed-methods study
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2021 |
| Outros Autores: | , , , |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
| Texto Completo: | https://doi.org/10.34624/id.v13i5.27184 |
Resumo: | The simulated clinical experience is an important strategy to approach professional practice. This study aims to assess undergraduate nursing students’ satisfaction with simulated clinical experiences. A mixed-methods study was conducted. One hundred seventy nine students of the undergraduate Nursing Course of the first year participated in the simulation. Data collection was carried out through a questionnaire of sociodemographic, Simulated Clinical Experiences Satisfaction Scale and two open questions about the simulated practice importance in nursing students teaching-learning process. Four categories emerged from qualitative analysis: approximation to clinical practice; facilitator of professional life; develops the dimensions of nursing care; dynamic and critical reflective teaching-learning process. Overall, students are very satisfied with the simulated clinical experiences, being the cognitive satisfaction dimension with the highest mean value (88.23%). The overall simulated clinical experience satisfaction and the previous simulated clinical experience showed a statistically significant difference (U=3008.5; p= 0.037), and students who did not have the previous simulated experience had a higher mean raking. The students who intervened directly in the scenario presented greater overall simulated clinical experience satisfaction than those who did not intervene in the scenario. There are no significant statistical differences between participation in the debriefing and overall satisfaction. The Simulated clinical practice promotes students meaningful learning development in a realistic and risk-free environment. |
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Nursing students’ satisfaction with simulated clinical experience: a mixed-methods studySatisfação dos estudantes de Enfermagem com a experiência clínica simulada: um estudo com métodos mistosThe simulated clinical experience is an important strategy to approach professional practice. This study aims to assess undergraduate nursing students’ satisfaction with simulated clinical experiences. A mixed-methods study was conducted. One hundred seventy nine students of the undergraduate Nursing Course of the first year participated in the simulation. Data collection was carried out through a questionnaire of sociodemographic, Simulated Clinical Experiences Satisfaction Scale and two open questions about the simulated practice importance in nursing students teaching-learning process. Four categories emerged from qualitative analysis: approximation to clinical practice; facilitator of professional life; develops the dimensions of nursing care; dynamic and critical reflective teaching-learning process. Overall, students are very satisfied with the simulated clinical experiences, being the cognitive satisfaction dimension with the highest mean value (88.23%). The overall simulated clinical experience satisfaction and the previous simulated clinical experience showed a statistically significant difference (U=3008.5; p= 0.037), and students who did not have the previous simulated experience had a higher mean raking. The students who intervened directly in the scenario presented greater overall simulated clinical experience satisfaction than those who did not intervene in the scenario. There are no significant statistical differences between participation in the debriefing and overall satisfaction. The Simulated clinical practice promotes students meaningful learning development in a realistic and risk-free environment.El recurso à experiencia clínica simulada es importante como estrategia para abordar la práctica profesional. Este trabajo tiene como objetivo evaluar la satisfacción de los estudiantes de grado en Enfermería con experiencias clínicas simuladas. Se realizó un estudio de enfoque metodológico mixto. Participaron 179 estudiantes del primer año del Curso de Grado en Enfermería. En la recolección de datos, se utilizó un cuestionario sociodemográfico y la Escala de Satisfacción con Las Experiencias Clínicas Simuladas y dos preguntas abiertas sobre la importancia de la práctica simulada en el proceso de enseñanza y aprendizaje de los estudiantes de enfermería. Cuatro categorías surgieron del análisis cualitativo: aproximación a la práctica clínica; facilitador de la vida profesional; desarrolla las dimensiones del cuidado de enfermería; proceso de enseñanza y aprendizaje reflexivo dinámico y crítico. En general, los estudiantes están muy satisfechos con las experiencias clínicas simuladas, siendo la dimensión de satisfacción cognitiva la de mayor valor medio (88,23%). La relación entre la satisfacción global con la experiencia clínica simulada y la existencia de experiencia clínica simulada previa mostró una diferencia estadísticamente significativa (U=3008,5; p= 0,037), y los estudiantes que no tenían experiencia simulada previa tuvieron un orden medio más alto. Los estudiantes que intervinieron directamente en el escenario presentaron una mayor satisfacción general con la experiencia clínica simulada que aquellos que no intervinieron en el escenario. No hay diferencias estadísticas significativas entre la participación en el debriefing y la satisfacción general. La práctica clínica simulada promueve el desarrollo de un aprendizaje significativo en los estudiantes en un entorno realista y libre de riesgos.A utilização da experiência clínica simulada é importante como estratégia de aproximação à prática profissional. Este estudo tem como objetivo avaliar a satisfação dos estudantes de licenciatura em Enfermagem com as experiências clínicas simuladas. Realizou-se estudo de abordagem metodológica mista. Participaram 179 estudantes do primeiro ano do Curso de Licenciatura em Enfermagem. Na recolha de dados utilizou-se um questionário sociodemográfico, a Escala de Satisfação com as Experiências Clínicas Simuladas e duas questões abertas sobre a importância da prática simulada no processo ensino e aprendizagem dos estudantes de Enfermagem. Da análise qualitativa emergiram quatro categorias: aproximação à prática clínica; facilitador da vida profissional; desenvolve as dimensões do cuidado em enfermagem; processo de ensino e aprendizagem dinâmico e crítico reflexivo. No global, os estudantes estão muito satisfeitos com as experiências clínicas simuladas, sendo a dimensão da satisfação cognitiva a que apresenta um valor médio mais elevado (88,23%). A relação entre a satisfação global com a experiência clínica simulada e a existência de experiência clínica simulada prévia evidenciou uma diferença estatisticamente significativa (U=3008,5; p= 0,037), sendo que os estudantes que não tinham experiência simulada prévia apresentaram uma ordenação média superior. Os estudantes que intervieram diretamente no cenário apresentaram maior satisfação global com a experiência clínica simulada do que os que não intervieram no cenário. Não existem diferenças estatísticas significativas entre a participação no debriefing e a satisfação global. A prática clínica simulada promove o desenvolvimento de aprendizagens significativas nos estudantes num ambiente realista e isento de riscos.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2021-12-20info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v13i5.27184https://doi.org/10.34624/id.v13i5.27184Indagatio Didactica; Vol 13 No 5 (2021); 155-169Indagatio Didactica; Vol. 13 Núm. 5 (2021); 155-169Indagatio Didactica; Vol. 13 No 5 (2021); 155-169Indagatio Didactica; vol. 13 n.º 5 (2021); 155-1691647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/27184https://proa.ua.pt/index.php/id/article/view/27184/19762http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessde Freitas, Célia Maria AbreuTavares, João Paulo de Almeidada Silva, Natália Soaresda Silva, Marta Susana MartinsBaptista, Catarina Salomé Dias2023-09-22T10:19:24Zoai:proa.ua.pt:article/27184Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:32.240139Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
| dc.title.none.fl_str_mv |
Nursing students’ satisfaction with simulated clinical experience: a mixed-methods study Satisfação dos estudantes de Enfermagem com a experiência clínica simulada: um estudo com métodos mistos |
| title |
Nursing students’ satisfaction with simulated clinical experience: a mixed-methods study |
| spellingShingle |
Nursing students’ satisfaction with simulated clinical experience: a mixed-methods study de Freitas, Célia Maria Abreu |
| title_short |
Nursing students’ satisfaction with simulated clinical experience: a mixed-methods study |
| title_full |
Nursing students’ satisfaction with simulated clinical experience: a mixed-methods study |
| title_fullStr |
Nursing students’ satisfaction with simulated clinical experience: a mixed-methods study |
| title_full_unstemmed |
Nursing students’ satisfaction with simulated clinical experience: a mixed-methods study |
| title_sort |
Nursing students’ satisfaction with simulated clinical experience: a mixed-methods study |
| author |
de Freitas, Célia Maria Abreu |
| author_facet |
de Freitas, Célia Maria Abreu Tavares, João Paulo de Almeida da Silva, Natália Soares da Silva, Marta Susana Martins Baptista, Catarina Salomé Dias |
| author_role |
author |
| author2 |
Tavares, João Paulo de Almeida da Silva, Natália Soares da Silva, Marta Susana Martins Baptista, Catarina Salomé Dias |
| author2_role |
author author author author |
| dc.contributor.author.fl_str_mv |
de Freitas, Célia Maria Abreu Tavares, João Paulo de Almeida da Silva, Natália Soares da Silva, Marta Susana Martins Baptista, Catarina Salomé Dias |
| description |
The simulated clinical experience is an important strategy to approach professional practice. This study aims to assess undergraduate nursing students’ satisfaction with simulated clinical experiences. A mixed-methods study was conducted. One hundred seventy nine students of the undergraduate Nursing Course of the first year participated in the simulation. Data collection was carried out through a questionnaire of sociodemographic, Simulated Clinical Experiences Satisfaction Scale and two open questions about the simulated practice importance in nursing students teaching-learning process. Four categories emerged from qualitative analysis: approximation to clinical practice; facilitator of professional life; develops the dimensions of nursing care; dynamic and critical reflective teaching-learning process. Overall, students are very satisfied with the simulated clinical experiences, being the cognitive satisfaction dimension with the highest mean value (88.23%). The overall simulated clinical experience satisfaction and the previous simulated clinical experience showed a statistically significant difference (U=3008.5; p= 0.037), and students who did not have the previous simulated experience had a higher mean raking. The students who intervened directly in the scenario presented greater overall simulated clinical experience satisfaction than those who did not intervene in the scenario. There are no significant statistical differences between participation in the debriefing and overall satisfaction. The Simulated clinical practice promotes students meaningful learning development in a realistic and risk-free environment. |
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2021 |
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2021-12-20 |
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https://doi.org/10.34624/id.v13i5.27184 https://doi.org/10.34624/id.v13i5.27184 |
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https://doi.org/10.34624/id.v13i5.27184 |
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por |
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por |
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https://proa.ua.pt/index.php/id/article/view/27184 https://proa.ua.pt/index.php/id/article/view/27184/19762 |
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http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc/4.0 |
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openAccess |
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application/pdf |
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Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
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Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
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Indagatio Didactica; Vol 13 No 5 (2021); 155-169 Indagatio Didactica; Vol. 13 Núm. 5 (2021); 155-169 Indagatio Didactica; Vol. 13 No 5 (2021); 155-169 Indagatio Didactica; vol. 13 n.º 5 (2021); 155-169 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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