护理临床模拟中的汇报评估：一项横断面研究。
Debriefing evaluation in nursing clinical simulation: a cross-sectional study.
作者信息
Bortolato-Major Carina, Mantovani Maria de Fátima, Felix Jorge Vinícius Cestari, Boostel Radamés, Silva Ângela Taís Mattei da, Caravaca-Morera Jaime Alonso
机构信息
Universidade Estadual do Norte do Paraná. Bandeirantes, Paraná, Brasil.
Universidade Federal do Paraná. Curitiba, Paraná, Brasil.
出版信息
Rev Bras Enferm. 2019 Jun 27;72(3):788-794. doi: 10.1590/0034-7167-2018-0103.
OBJECTIVE
Evaluate the contribution of debriefing after clinical simulations for nursing students.
METHOD
Quantitative study, conducted with 35 nursing students who participated in five clinical simulation scenarios with planned debriefings based on the model of the National League Nursing/Jeffries Simulation Theory. After the fifth scenario, students answered the Debriefing Evaluation Scale associated with the Simulation.
RESULTS
The items evaluated involved the psychosocial, cognitive, and affective values, and within a scale from one to five, the highest mean was found in cognitive value with 4.23 (±0.56) points, then in psychosocial value with 3.77 (±0.53), and finally in affective value with 3.71 (±0.63) points.
CONCLUSION
The debriefing conducted after the clinical simulation scenarios was a reflective exercise that contributed to the student integrating multiple knowledges in affective, cognitive and psychosocial values, and thus develop the competencies required.
目的
评估临床模拟后汇报对护理专业学生的作用。
方法
定量研究，35名护理专业学生参与了五个临床模拟场景，并根据美国国家护士联盟/杰弗里斯模拟理论模型进行了有计划的汇报。在第五个场景之后，学生们回答了与模拟相关的汇报评估量表。
结果
所评估的项目涉及心理社会、认知和情感价值，在1至5分的量表中，认知价值的平均得分最高，为4.23（±0.56）分，其次是心理社会价值，为3.77（±0.53）分，最后是情感价值，为3.71（±0.63）分。
结论
临床模拟场景后进行的汇报是一种反思性活动，有助于学生将多种知识整合到情感、认知和心理社会价值中，从而培养所需的能力。
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