From theorization about teaching-learning to the practice in nursing continuing education and your contribution to self-efficacy

Detalhes bibliográficos
Autor(a) principal: Pisciottani, Fabiana
Data de Publicação: 2019
Outros Autores: Costa, Márcia Rosa, Figueiredo, Ana Elizabeth, Magalhães, Cleidilene Ramos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/1144
Resumo: The objective of this study was to know and problematize the explanatory theories about the learning process, focusing on the use of a teaching methodology based on experiential learning, called in situ simulation, and the relation of the result of this experience to the level of professional confidence to perform cardiopulmonary resuscitation. An exploratory quantitative approach was conducted, where the participants were divided into 3 groups with different intervention periodicities. A questionnaire based on a Likert-type scale on agreement level investigated the participants' perceptions regarding their competencies in attending to cardiorespiratory arrest before and after participating in each in situ simulation. It was evidenced averages of self-confidence of the highest professionals in the post-simulation evaluation, compared to the pre-simulation in most of the groups. It has been found that the fact that a learning methodology promotes practice within the professional's work context, and provides immediate feedback of its performance, can improve the professional's confidence, and when it causes discomfort for ineffective performance, promotes reflection and motivates future improvements. The use of in situ simulation in the nursing continuing education has shown potential for experiential learning, where, from the experimentation of a situation in a real context of the service, one can observe the increase of the self-efficacy of the apprentices.
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spelling From theorization about teaching-learning to the practice in nursing continuing education and your contribution to self-efficacyDe la teorización sobre la enseñanza-aprendizaje a la práctica de la educación permanente en enfermería y su contribución a la autoeficaciaDa teorização sobre o ensino-aprendizagem à prática da educação permanente em enfermagem e sua contribuição para a autoeficáciaEducação permanente em saúdeSimulaçãoAutoeficácia.Educación permanente en saludSimulaciónAutoeficacia.Permanent health educationSimulationSelf-efficacyThe objective of this study was to know and problematize the explanatory theories about the learning process, focusing on the use of a teaching methodology based on experiential learning, called in situ simulation, and the relation of the result of this experience to the level of professional confidence to perform cardiopulmonary resuscitation. An exploratory quantitative approach was conducted, where the participants were divided into 3 groups with different intervention periodicities. A questionnaire based on a Likert-type scale on agreement level investigated the participants' perceptions regarding their competencies in attending to cardiorespiratory arrest before and after participating in each in situ simulation. It was evidenced averages of self-confidence of the highest professionals in the post-simulation evaluation, compared to the pre-simulation in most of the groups. It has been found that the fact that a learning methodology promotes practice within the professional's work context, and provides immediate feedback of its performance, can improve the professional's confidence, and when it causes discomfort for ineffective performance, promotes reflection and motivates future improvements. The use of in situ simulation in the nursing continuing education has shown potential for experiential learning, where, from the experimentation of a situation in a real context of the service, one can observe the increase of the self-efficacy of the apprentices.El objetivo de este estudio fue conocer y problematizar las teorías explicativas sobre el proceso de aprender, con foco en el uso de una metodología de enseñanza basada en el aprendizaje experiencial, denominada simulación in situ, y la relación del resultado de esa experiencia con el nivel de confianza de profesionales de enfermería para realizar la resucitación cardiopulmonar. Se realizó una investigación exploratória de abordaje cuantitativa, donde los participantes fueron divididos en 3 grupos con periodicidades de intervención diferentes. Por medio de un cuestionario basado en una escala del tipo Likert a nivel de concordancia, se investigó la percepción de los participantes en relación a sus competencias en la atención a la parada cardiorrespiratoria antes y después de participar de cada simulación in situ. Se evidenció promedios de autoconfianza de los profesionales más elevados en la evaluación Post simulación, en comparación con la Pre simulación en la mayoría de los grupos. Se ha comprobado que el hecho de que una metodología de aprendizaje promueve la práctica dentro del contexto de trabajo del profesional, y proporcione retroalimentación inmediata de su desempeño, puede mejorar la confianza del profesional, y cuando causa incomodidad por un desempeño ineficaz, promueve la reflexión y genera una motivación para las mejoras futuras. El uso de la simulación in situ, en la educación permanente de profesionales de enfermería, se mostró potencializadora de aprendizaje experiencial, donde, a partir de la experimentación de una situación en un contexto real del servicio, se puede observar el aumento de la autoeficacia de los aprendices.O objetivo desse estudo foi conhecer e problematizar as teorias explicativas sobre o processo de aprender, com foco no uso de uma metodologia de ensino baseada na aprendizagem experiencial, denominada simulação in situ, e a relação do resultado dessa experiência com o nível de confiança de profissionais de enfermagem para executar ressuscitação cardiopulmonar. Foi realizada uma pesquisa exploratória de abordagem quantitativa, onde os participantes foram divididos em 3 grupos com periodicidades de intervenção diferentes. Por meio de um questionário baseado em uma escala do tipo Likert em nível de concordância, investigou-se a percepção dos participantes em relação às suas competências no atendimento à parada cardiorrespiratória antes e após participar de cada simulação in situ. Evidenciou-se médias de autoconfiança dos profissionais mais elevadas na avaliação Pós simulação, em comparação com a Pré simulação na maioria dos grupos. Verificou-se que o fato de uma metodologia de aprendizagem promover a prática dentro do contexto de trabalho do profissional, e fornecer feedback imediato de seu desempenho, pode melhorar a confiança do profissional, e quando causa desconforto por um desempenho ineficaz, promove a reflexão e gera motivação para melhorias futuras. O uso da simulação in situ, na educação permanente de profissionais de enfermagem mostrou-se potencializadora de aprendizagem experiencial, onde, a partir da experimentação de uma situação em um contexto real do serviço, pode-se observar o aumento da autoeficácia dos aprendizes.Research, Society and Development2019-05-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/114410.33448/rsd-v8i7.1144Research, Society and Development; Vol. 8 No. 7; e38871144Research, Society and Development; Vol. 8 Núm. 7; e38871144Research, Society and Development; v. 8 n. 7; e388711442525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/1144/949Copyright (c) 2019 Fabiana Pisciottani, Ana Elizabeth Figueiredo, Cleidilene Ramos Magalhãesinfo:eu-repo/semantics/openAccessPisciottani, FabianaCosta, Márcia RosaFigueiredo, Ana ElizabethMagalhães, Cleidilene Ramos2020-03-25T16:06:58Zoai:ojs.pkp.sfu.ca:article/1144Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:26:18.212571Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv From theorization about teaching-learning to the practice in nursing continuing education and your contribution to self-efficacy
De la teorización sobre la enseñanza-aprendizaje a la práctica de la educación permanente en enfermería y su contribución a la autoeficacia
Da teorização sobre o ensino-aprendizagem à prática da educação permanente em enfermagem e sua contribuição para a autoeficácia
title From theorization about teaching-learning to the practice in nursing continuing education and your contribution to self-efficacy
spellingShingle From theorization about teaching-learning to the practice in nursing continuing education and your contribution to self-efficacy
Pisciottani, Fabiana
Educação permanente em saúde
Simulação
Autoeficácia.
Educación permanente en salud
Simulación
Autoeficacia.
Permanent health education
Simulation
Self-efficacy
title_short From theorization about teaching-learning to the practice in nursing continuing education and your contribution to self-efficacy
title_full From theorization about teaching-learning to the practice in nursing continuing education and your contribution to self-efficacy
title_fullStr From theorization about teaching-learning to the practice in nursing continuing education and your contribution to self-efficacy
title_full_unstemmed From theorization about teaching-learning to the practice in nursing continuing education and your contribution to self-efficacy
title_sort From theorization about teaching-learning to the practice in nursing continuing education and your contribution to self-efficacy
author Pisciottani, Fabiana
author_facet Pisciottani, Fabiana
Costa, Márcia Rosa
Figueiredo, Ana Elizabeth
Magalhães, Cleidilene Ramos
author_role author
author2 Costa, Márcia Rosa
Figueiredo, Ana Elizabeth
Magalhães, Cleidilene Ramos
author2_role author
author
author
dc.contributor.author.fl_str_mv Pisciottani, Fabiana
Costa, Márcia Rosa
Figueiredo, Ana Elizabeth
Magalhães, Cleidilene Ramos
dc.subject.por.fl_str_mv Educação permanente em saúde
Simulação
Autoeficácia.
Educación permanente en salud
Simulación
Autoeficacia.
Permanent health education
Simulation
Self-efficacy
topic Educação permanente em saúde
Simulação
Autoeficácia.
Educación permanente en salud
Simulación
Autoeficacia.
Permanent health education
Simulation
Self-efficacy
description The objective of this study was to know and problematize the explanatory theories about the learning process, focusing on the use of a teaching methodology based on experiential learning, called in situ simulation, and the relation of the result of this experience to the level of professional confidence to perform cardiopulmonary resuscitation. An exploratory quantitative approach was conducted, where the participants were divided into 3 groups with different intervention periodicities. A questionnaire based on a Likert-type scale on agreement level investigated the participants' perceptions regarding their competencies in attending to cardiorespiratory arrest before and after participating in each in situ simulation. It was evidenced averages of self-confidence of the highest professionals in the post-simulation evaluation, compared to the pre-simulation in most of the groups. It has been found that the fact that a learning methodology promotes practice within the professional's work context, and provides immediate feedback of its performance, can improve the professional's confidence, and when it causes discomfort for ineffective performance, promotes reflection and motivates future improvements. The use of in situ simulation in the nursing continuing education has shown potential for experiential learning, where, from the experimentation of a situation in a real context of the service, one can observe the increase of the self-efficacy of the apprentices.
publishDate 2019
dc.date.none.fl_str_mv 2019-05-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/1144
10.33448/rsd-v8i7.1144
url https://rsdjournal.org/index.php/rsd/article/view/1144
identifier_str_mv 10.33448/rsd-v8i7.1144
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/1144/949
dc.rights.driver.fl_str_mv Copyright (c) 2019 Fabiana Pisciottani, Ana Elizabeth Figueiredo, Cleidilene Ramos Magalhães
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Fabiana Pisciottani, Ana Elizabeth Figueiredo, Cleidilene Ramos Magalhães
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 8 No. 7; e38871144
Research, Society and Development; Vol. 8 Núm. 7; e38871144
Research, Society and Development; v. 8 n. 7; e38871144
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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