RESUMEN
BACKGROUND: In nursing education, contact with real scenarios implies the design of favorable experiences to develop prioritization, reasoning, critical thinking, and management skills that support future practice. In the context of the teaching-learning process, simulation emerges as a support strategy, but its use and management require the knowledge and appropriation of teachers. Clinical simulation during education promotes growth in technical skills and aptitudes such as critical thinking, emotional management, organization, delegation, and teamwork. The culmination positively impacts the student, reflecting on their confidence, security, and adaptability to unexpected or unknown situations and risks. OBJECTIVE: The aim of this scoping review is to determine the socioemotional skills described during the teaching-learning process mediated by medium- and high-fidelity clinical simulation in nursing students. METHODS: The main concepts and limits of the research area will be determined according to the 5 phases of a scoping review proposed by Arksey and O'Malley. Research articles and postgraduate theses published between 2010 and 2023 in English and Spanish will be considered. Dissertation-type documents, book chapters, editorials, abstracts, and articles focused on clinical simulation among nursing professionals will be excluded. The articles will be retrieved from databases available at the Universidad Cooperativa de Colombia, along with CINAHL, Scielo, and PubMed. The search strategy will be based on the Population-Concept-Context framework. Article selection will be carried out by 2 independent evaluators who will review titles and abstracts in stage 1 and the full text in stage 2. A database of retrieved articles will be built with the variables of interest. A qualitative thematic analysis will be conducted by 5 independent reviewers to provide an overview of the literature, focusing on identifying similarities and contrasts between studies and contributions related to the aspects of social skills described in nursing students. RESULTS: The investigation has not yet started. The findings aim to focus on variables within the academic environment that, when correlated with the clinical simulation experience, may determine student learning. The working hypothesis is that students who experience greater satisfaction or possess better communication skills also demonstrate superior performance during high-fidelity simulation activities. The most relevant results will be contrasted considering the stated objective and knowledge gaps. Key aspects will also be compared with other reviews addressing related topics such as communication, self-efficacy, and self-confidence. Skills described by other authors that were not considered in the initial literature review will also be mentioned. CONCLUSIONS: Educational institutions are responsible for including learning experiences in controlled environments such as medium- and high-fidelity simulation to ensure the acquisition of technical capabilities and additional socioemotional skills. Recognizing and managing emotions is necessary to provide adequate care for users of health care services and for the increased effectiveness of professionals. TRIAL REGISTRATION: Open Science Framework p4ays; https://osf.io/p4ays. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): PRR1-10.2196/56436.
Asunto(s)
Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología , Aprendizaje , Educación en Enfermería/métodos , Competencia Clínica , Enseñanza , Habilidades Sociales , Entrenamiento Simulado/métodos , Literatura de Revisión como AsuntoRESUMEN
RESUMEN Introducción: las enfermeras desempeñan los roles independiente, dependiente e interdependiente para cuidar, el ambiente de la práctica afecta directamente el desempeño de dichos roles y así los resultados del cuidado. Objetivo: comparar el desempeño del rol independiente de las enfermeras y el ambiente de la práctica en un grupo de servicios de hospitalización de instituciones clínicas públicas y privadas de segundo y tercer nivel de atención de dos ciudades de Colombia. Métodos: estudio descriptivo comparativo, muestra intencionada de 210 enfermeras. Para la recolección de la información se utilizó la Encuesta Multinacional sobre la Relación entre el Rol Profesional de la Enfermera (o) y su lugar de trabajo y para el análisis se emplearon estrategias de análisis univariado y bivariado. Resultados: el 72 por ciento de las enfermeras refirió que su rol principal es supervisar la atención de otros. Sin diferir de manera significativa según carácter de la institución, las enfermeras dedican gran parte de su tiempo a realizar acciones no relacionadas directamente con su rol profesional limitando el tiempo para el cuidado directo. Existe diferencia entre las instituciones clínicas públicas y las privadas con respecto a la calificación que las enfermeras otorgan al ambiente de la práctica de su institución (valor p: 0.000). Conclusión: se identificó la necesidad de evaluar la ejecución del rol independiente y los factores del ambiente de la práctica para implementar medidas que contribuyan a mejorar la calidad y seguridad del cuidado(AU)
ABSTRACT Introduction: Nurses play the independent, dependent and interdependent roles to care; the practice environment directly affects the performance of these roles and thus the outcomes of care. Objective: To compare the performance of the independent role of nurses and the practice environment in a group of inpatient services in both private and public clinic institutions. Methods: Descriptive comparative study, purposive sample of 210 nurses. Data was collected through the Multinational Survey on the Relationship between the Professional Role of the Nurse and his/her workplace, and the analysis was made through strategies of univariate and bivariate analysis. Results: 72 percent of nurses reported that their main role is to oversee the care of others. Not differing significantly according to the nature of the institution, nurses spend much of their time performing actions not directly related to their professional role by limiting the time for direct care. There is a difference between public and private clinic institutions regarding the score given by nurses to the practice environment of their institution (p-value: 0.000). Conclusions: It is identified a need to assess the achievement of the independent role and the practice environmental factors to implement measures that foster the quality and safety of care(AU)
Asunto(s)
Humanos , Rol de la Enfermera , Seguridad del Paciente/normas , Atención de Enfermería/métodos , Epidemiología Descriptiva , Recolección de Datos/métodosRESUMEN
Introducción: Las actitudes y los comportamientos ambientales de los estudiantes de Enfermería pueden contribuir a minimizar los factores de riesgo ambiental, a través de acciones individuales o colectivas, en la vida diaria y en la práctica profesional. Objetivo: Identificar la relación entre actitudes y comportamientos ambientales en estudiantes de Enfermería de una universidad colombiana. Método: Estudio descriptivo de corte transversal en el que participaron 190 estudiantes de Enfermería. Se analizaron las actitudes y comportamientos ambientales y su relación con las variables sociodemográficas. Se analizó la correlación estadística utilizando el coeficiente de correlación de Spearman. Resultados: El 100% de las actitudes y el 46,7% de los comportamientos fueron calificados como adecuados y se encontró relación entre entre las actitudes ambientales y edad (p = 0,021), así como entre comportamientos ambientales y edad (p = 0,001) y, comportamientos ambientales sexo (p = 0,012). Conclusiones: Aunque la mayoría de estudiantes tiene actitudes ambientales positivas, éstas no siempre se ven reflejadas en su comportamiento, haciéndose necesario mejorar la formación de los profesionales para favorecer la disminución de la morbilidad y mortalidad por enfermedades causadas como consecuencia de factores ambientales modificables.
Objective: To identify the relationship between environmental attitudes and behaviors in nursing students of a Colombian University. Method: A descriptive cross-sectional study in which 190 students participated through a stratified sampling semester. Environmental attitudes and behaviors and their relationship to sociodemographic variables were analyzed. The statistical correlation was analyzed using the Spearman correlation coefficient. Results: 100% of the attitudes and behaviors 46.7% were rated as adequate and relationship between environmental attitudes and age (p = 0.021) and between environmental behavior and age (p = 0.001) and between environmental behavior and sex (p = 0.012) was found. Conclusions: Although most students have positive environmental attitudes, they do not always reflected in their behavior, making it necessary to improve the training of professionals to help to decrease morbidity and mortality from diseases caused due to modifiable environmental factors.