Almeida Rodrigo Guimarães Dos Santos, Jorge Beatriz Maria, Souza-Junior Valtuir Duarte, Mazzo Alessandra, Martins José Carlos Amado, Negri Elaine Cristina, Mendes Isabel Amélia Costa
About the Authors Rodrigo Guimarães dos Santos Almeida, RN, Beatriz Maria Jorge, RN, and Valtuir Duarte Souza-Junior, RN, are PhD students, University of São Paulo at Ribeirão Preto College of Nursing, a WHO Collaborating Centre for Nursing Research Development, São Paulo, Brazil. Alessandra Mazzo, PhD, RN, is a faculty member, University of São Paulo at Ribeirão Preto College of Nursing. José Carlos Amado Martins, PhD, RN, is a faculty member, School of Nursing Coimbra, Coimbra, Portugal. Elaine Cristina Negri, RN, is a PhD student, University of São Paulo at Ribeirão Preto College of Nursing. Isabel Amélia Costa Mendes, PhD, RN, is a faculty member, University of São Paulo at Ribeirão Preto College of Nursing. The study received funding from the Coordination for the Improvement of Higher Education Personnel (CAPES). For more information, write to Dr. Costa Mendes at
Nurs Educ Perspect. 2018 May/Jun;39(3):E7-E10. doi: 10.1097/01.NEP.0000000000000292.
The aim of the study was to identify and reflect on evidence regarding the use of simulation in nursing education.
The use of simulation as a teaching strategy in nursing is expanding. It is important to check the evidence deriving from research.
Departing from a guiding question, an international literature search was undertaken between January 2008 and March 2014 in Portuguese, English, and Spanish.
Out of 160 articles, 68.1 percent used simulated teaching to develop clinical reasoning; 31.9 percent used it to train skills. Most (about 91.8 percent) discussed positive aspects related to the use of simulation, including support for the teaching process and increased self-efficacy and self-confidence.
The studies indicate that appropriate tools are needed to measure the true impact of the strategy on the teaching of nursing care and the training needed to use simulation as a teaching strategy.
本研究的目的是识别并思考关于模拟在护理教育中应用的证据。
模拟作为一种教学策略在护理领域的应用正在不断扩展。核实来自研究的证据很重要。
从一个指导性问题出发，于2008年1月至2014年3月期间，用葡萄牙语、英语和西班牙语进行了一次国际文献检索。
在160篇文章中，68.1%使用模拟教学来培养临床推理能力；31.9%使用模拟教学来训练技能。大多数（约91.8%）讨论了与模拟应用相关的积极方面，包括对教学过程的支持以及自我效能感和自信心的增强。
研究表明，需要合适的工具来衡量该策略对护理教学的真正影响以及将模拟作为一种教学策略所需的培训。
