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Objetivo: Determinar las habilidades y conocimientos sobre las tecnologías de la información y la comunicación (TIC) de los ingresantes a la carrera de Licenciatura en Enfermería de una institución superior pública de Bahía Blanca, Provincia de Buenos Aires, Argentina. Metodología: Estudio observacional, descriptivo, transversal y cuantitativo. Se implementó un instrumento conformado por 59 preguntas con opciones de respuesta cerrada orientado a valorar las competencias digitales en los ingresantes a la carrera. Resultados: Participaron 386 ingresantes, mayormente de género femenino (85.49 %), del primer ciclo (74.35 %) y con 20 años o menos de edad (47.15 %). El 98.19 % tenía acceso a internet, el 79.27 % tiene computadora y más del 80 % tiene un amplio uso de redes sociales (WhatsApp, Instagram) y correo electrónico. Los ingresantes se autoevaluaron competentes en el programa MS Word, mientras que en MS Excel se declararon menos competentes. Hay desconocimiento y bajo desarrollo de habilidades para generar contenido, y un amplio despliegue de habilidades para buscar y descargar información de la web. La edad, el género, el tiempo diario de uso de internet y el ciclo de ingreso mostraron relación con el dominio de las herramientas digitales aplicadas a la educación. Conclusiones: Se identificó un desarrollo intermedio de competencias digitales aplicadas a la educación, lo que podría ameritar el diseño de programas que nivelen estas habilidades durante el proceso de ingreso o durante la formación.

Objetivo: determinar habilidades e conhecimentos sobre as tecnologias da informação e comunicação (TIC) dos calouros no curso de bacharelado em enfermagem em uma instituição pública de ensino superior na cidade de Bahía Blanca, província de Buenos Aires, Argentina. Metodologia: estudo observacional, descritivo, transversal e quantitativo. Foi utilizado um instrumento composto por 59 perguntas com opções de resposta fechada para avaliar as competências digitais dos calouros do curso. Resultados: Participaram 386 estudantes, em sua maioria do gênero feminino (85,49 %), do primeiro ciclo estudantil (74,35 %) e com idade igual ou inferior a 20 anos (47,15 %). 98,19 % tinham acesso à internet, 79,27 % tinham computador e mais de 80 % usavam amplamente as redes sociais (WhatsApp, Instagram) e o e-mail. Os calouros se auto-avaliaram competentes no programa MS Word, enquanto no MS Excel se declararam menos competentes. Há desconhecimento e baixo desenvolvimento de habilidades para gerar conteúdo e uma ampla demonstração de habilidades para pesquisar e baixar informações da web. A idade, o gênero, o tempo diário de uso da Internet e o ciclo de ingresso estudantil mostraram relação com o domínio das ferramentas digitais aplicadas à educação. Conclusões: Foi identificado um desenvolvimento intermediário de competências digitais aplicadas à educação, o que poderia demandar a concepção de programas que nivelem essas competências durante o processo de admissão ou durante a formação.

Objective: To determine the skills and knowledge about information and communication technologies (ICT) of entrants to the Bachelor's Degree in Nursing at a public higher institution in Bahía Blanca, Province of Buenos Aires, Argentina. Methodology: Observational, descriptive, transversal and quantitative study. An instrument was implemented consisting of 59 questions with closed response options aimed at assessing digital competencies in those entering the career. Results: 386 entrants participated, mostly female (85.49 %), from the first cycle (74.35 %) and 20 years old or younger (47.15%). 98.19 % had access to the internet, 79.27 % have a computer and more than 80 % have extensive use of social networks (WhatsApp, Instagram) and email. The entrants evaluated themselves as competent in the MS Word program, while in MS Excel they declared themselves less competent. There is a lack of knowledge and low development of skills to generate content and a wide range of skills to search and download information from the web. Age, gender, daily time of Internet use and entry cycle showed a relationship with the mastery of digital tools applied to education. Conclusions: An intermediate development of digital competencies applied to education was identified, and a high one for the use of social networks. The variables age, gender, daily time of Internet use and entry cycle were related to the knowledge and skills for using ICT applied to education.

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Objetivo: analisar a produção científica brasileira, na Pós-Graduação em Enfermagem, que utilizou o método de adaptação transcultural. Método: estudo documental, com busca realizada na Biblioteca Digital de Teses e Dissertações, que resultou em 140 dissertações e 72 teses para análise, oriundas de Programas de Pós-Graduação da região Sudeste, seguida das regiões Nordeste, Sul e Centro-Oeste, sem representação da região Norte. Resultados: os instrumentos adaptados foram, em sua maioria, procedentes do idioma inglês. Prevaleceram as pesquisas na área/campo Assistencial, destacando-se a linha de pesquisa Processo de Cuidar em Saúde e Enfermagem. Identificou-se descompasso entre o que é produzido na área e o que é recomendado internacionalmente. Conclusão: verificou-se aumento na utilização da adaptação transcultural como método de pesquisa, com persistência das assimetrias acadêmicas regionais e sem consenso sobre o referencial metodológico.

Objective: to analyze the Brazilian scientific production in Postgraduate Nursing education using the cross-cultural adaptation method. Method: documentary study with searches carried out in the Digital Library of Theses and Dissertations resulting in 140 Master's theses and 72 Doctoral dissertations for analysis originated from Postgraduate Programs carried out in the Southeast region of Brazil, followed by the Northeast, South and Midwest regions ­ there was no representation of the North region. Results: the adapted instruments were, mostly, originally written in English. Research in the Care area/field prevailed, highlighting the line of research called Health and Nursing Care Process. A gap between what is produced in the area and what is recommended internationally was identified. Conclusion: an increase in the use of cross-cultural adaptation as a research method was noticed, with the persistence of regional academic asymmetries and lack of consensus on the methodological framework.

Objetivo: analizar la producción científica brasileña, en el Postgrado en Enfermería, que utilizó el método de adaptación transcultural. Método: estudio documental, la búsqueda se realizó en la Biblioteca Digital de Tesis y Disertaciones, se obtuvieron 140 tesis de maestría y 72 tesis de doctorado para análisis, provenientes de Programas de Posgrado de la región Sudeste, seguida de las regiones Nordeste, Sur y Centro-Oeste, no se encontraron documentos de la región Norte. Resultados: los instrumentos adaptados fueron, en su mayoría, del idioma inglés. Predominaron las investigaciones en el área/campo Asistencial, se destacó la línea de investigación Proceso de Atención en Salud y Enfermería. Se identificó que lo que se produce en el área no coincide con lo que se recomienda a nivel internacional. Conclusión: se comprobó que aumentó el uso de la adaptación transcultural como método de investigación, que persisten las disparidades académicas regionales y que no hay consenso sobre el marco metodológico.

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Resumo Objetivou-se analisar a percepção de estudantes e egressos sobre a utilização da Aprendizagem Baseada em Problemas (ABP) na formação do enfermeiro. Trata-se de um estudo qualitativo que utiliza a modalidade compreensiva e interpretativa proposta pela Hermenêutica-Dialética. Realizaram-se quatro grupos focais com a participação de 17 estudantes e 16 egressos de uma instituição de ensino superior que aplica a ABP na formação de enfermeiros. A análise dos resultados permitiu a definição de cinco categorias temáticas: dificuldade de adaptação em relação ao método; conquista de autonomia sobre o próprio aprendizado; incentivo ao desenvolvimento do raciocínio clínico; aprimoramento da comunicação e das relações interpessoais e integração entre teoria e prática. Evidencia-se que a utilização da ABP favorece a aproximação com as proposições das diretrizes curriculares para a formação do enfermeiro por meio do desenvolvimento de habilidades e competências como autonomia, comunicação, relações interpessoais e raciocínio clínico mediante práticas integrais e contextualizadas. Entretanto, os estudantes enfrentam dificuldades com as mudanças observadas ao serem inseridos nela ABP, as quais são superadas no decorrer do processo de implementação.

Abstract This study aimed to analyze students' and graduates' perceptions regarding the use of Problem-Based Learning (PBL) in nurse education. This is a qualitative study that employs the comprehensive and interpretative approach proposed by Dialectical Hermeneutics. Four focus groups were conducted with the participation of 17 students and 16 graduates from a higher education institution that implements PBL in nurse education. The analysis of results allowed for the identification of five thematic categories: difficulty in adapting to the method; attainment of autonomy in one's own learning; encouragement of clinical reasoning development; enhancement of communication and interpersonal relationships; and integration between theory and practice. It is evident that the use of PBL promotes alignment with the propositions of curriculum guidelines for nurse education by fostering the development of skills and competencies such as autonomy, communication, interpersonal relationships, and clinical reasoning through comprehensive and contextualized practices. However, students encounter challenges with the changes observed when introduced to PBL, which are overcome during the implementation process.

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Blood transfusion is a life-saving procedure widely used in healthcare. However, complications such as transfusion reactions may occur. Knowledge of these reactions is essential for patient safety. Nurses play a crucial role in this process by identifying complications and adverse reactions early on. A lack of professional competence in blood transfusion can lead to errors and serious complications, such as death. The aim of this study was to present evidence of the content validity of a simulated clinical scenario on transfusion reactions for teaching and learning for nursing students. This methodological study was carried out in three phases: (1) development of the simulated scenario of a transfusion reaction; (2) analysis of evidence of content validity by experts (n = 11); and (3) determination of satisfaction and self-confidence in the use of the simulated scenario by the nursing students (n = 45). The Content Validity Index was 94%. After the scenario had been developed, the content was validated and approved by 100% of the experts. All the items in the simulated scenario obtained agreement scores above 0.90. The simulated scenario was validated in terms of content and can be used to teach the management of transfusion reactions.

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Objective. To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning. Methods. Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1)non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2)think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3)parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S ́], and by continuous comparisons of the data. Results. Four categories were identified: 1) Identification of essential aspects: importance of prior knowledge, 2) Interpretation: connection between essential aspects and students' mental processes, 3) Organization of the answer: connection between prior knowledge and new knowledge, and: 4) Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning. Conclusion. Students' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.

Objetivo. Analizar los aspectos esenciales que el docente experto en enfermería identifica, interpreta y organiza durante los procesos dialógicos con los estudiantes en el aula para favorecer su aprendizaje. Métodos. Estudio cualitativo, parte de un estudio multicéntrico, que utilizó la etnografía de la comunicación desde un abordaje micro-etnográfico. Se seleccionó un docente experto de una Facultad de Enfermería de una universidad pública de Medellín, Colombia. El trabajo de campo se desarrolló en tres momentos: 1) observaciones no participantes en dos clases presenciales del curso de morfofisiología grabadas en video en dos planos (uno enfocando al profesor, y el otro, a los estudiantes); 2) entrevistas Think-Aloud Protocol (método de pensamiento en voz alta) al docente y a cinco estudiantes (tres de la primera clase y dos de la segunda) que iniciaron espontáneamente más de dos interacciones con el docente durante las clases; y 3) transcripciones paralelas, organizadas en secuencias didácticas (videos). El análisis se apoyó en la unidad [E-P(i-e-r)E ́] (Estudiante-Profesor (identificación-evaluación-respuesta) Estudiante ́) y en comparaciones constantes de los datos. Resultados. Emergieron cuatro categorías: 1) Identificación de aspectos esenciales: importancia de los saberes previos, 2) Interpretación: articulación de los aspectos esenciales y los procesos mentales del estudiantado, 3) Organización de la respuesta: conexión entre saberes previos y el nuevo conocimiento, y: 4) Sintonización con las necesidades de aprendizaje del estudiantado; las que fueron agrupadas en una meta-categoría: Saberes previos del estudiante: aspectos esenciales para el aprendizaje. Conclusión.Los saberes previos experienciales de los estudiantes se constituyen en los aspectos esenciales identificados, interpretados y organizados por el profesor experto, para el logro de aprendizajes significativos.

Objetivo. Analisar os aspectos essenciais que o professor especialista em enfermagem identifica, interpreta e organiza durante os processos dialógicos com os alunos em sala de aula para promover sua aprendizagem. Métodos. Estudo qualitativo, parte de um estudo multicêntrico, que utilizou a etnografia da comunicação a partir de uma abordagem microetnográfica. Foi selecionada uma professora especialista da Faculdade de Enfermagem de uma universidade pública de Medellín, Colômbia. O trabalho de campo foi desenvolvido em três momentos: 1) observações não participantes em duas aulas presenciais do curso de morfofisiologia gravadas em vídeo em dois planos (um focado no professor, e outro, nos alunos); 2) Entrevistas do Protocolo Think-Aloud com a professora e cinco alunos (três da primeira turma e dois da segunda) que iniciaram espontaneamente mais de duas interações com a professora durante as aulas; e 3) transcrições paralelas, organizadas em sequências didáticas (vídeos). A análise baseou-se na unidade [E-P(i-e-r)E ́] (Aluno-Professor (identificação-avaliação-resposta) Aluno ́) e em comparações constantes dos dados. Resultados. Emergiram quatro categorias: 1) Identificação dos aspectos essenciais: importância do conhecimento prévio, 2) Interpretação: articulação dos aspectos essenciais e dos processos mentais do aluno, 3) Organização da resposta: conexão entre conhecimentos prévios e novos conhecimentos, e: 4) Sintonia com as necessidades de aprendizagem do corpo discente; que foram agrupados em uma metacategoria: Conhecimentos prévios do aluno: aspectos essenciais para a aprendizagem. Conclusão. O conhecimento experiencial prévio dos alunos constitui os aspectos essenciais identificados, interpretados e organizados pelo professor especialista, para a obtenção de uma aprendizagem significativa.

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Objective: To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning. Methods: Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1:non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2:think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3:parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S'], and by continuous comparisons of the data. Results: Four categories were identified: 1: Identification of essential aspects: importance of prior knowledge, 2: Interpretation: connection between essential aspects and students' mental processes, 3: Organization of the answer: connection between prior knowledge and new knowledge, and: 4: Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning. Conclusion: Students' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.

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AIM: This study aims to describe the social representations of breastfeeding among Mexican health science students. BACKGROUND: Breastfeeding is a complex phenomenon involving biological, affective and sociocultural aspects. Its definition includes diverse beliefs, attitudes, traditions and myths. Being aware of the connections between biological and sociocultural concepts in the social representations of breastfeeding in health science students may facilitate our comprehension of their attitudes/behaviors towards breastfeeding. DESIGN: A qualitative study was carried out based on the structuralist approach of the social representations theory. METHODS: Data were collected with free-listing questionnaires with breastfeeding as an inducer word among a random sample of nutrition, medical and nursing undergraduate students (n=124). The analyses used were similitude/meanings of words, prototypical and categorical analyses. RESULTS: The findings suggest that the structure of the social representation is composed of breastfeeding essentials (baby, mother, & milk), affective (attachment, love & link), biological (nutrition, breasts, & health) and sociocultural elements (taboo, responsibility, & economic). Only instrumental elements are found in the nucleus, whereas biological, affective and sociocultural elements are observed in the peripheries. Moreover, emerging thematic categories such as the "affective bond" and "feeding" introduced additional dimensions, thereby emphasizing the complexity and richness of the social representation of breastfeeding in the context of health science students. CONCLUSIONS: The structure of the social representation of breastfeeding among some Mexican undergraduate health science students focuses on the instrumental aspects, emphasizing essential elements. However, they downplay more scientifically oriented elements specific to their academic training. These findings, when extrapolated to different contexts, present an opportunity that could assist the development of tailored and culturally adapted educational strategies to strengthen breastfeeding training for health students. This approach can significantly contribute to enhancing breastfeeding promotion in society by addressing practical, scientific and language-inclusive aspects in the training of health professionals.

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BACKGROUND: The number of people suffering from chronic diseases requiring palliative care (PC) is increasing rapidly. Therefore, PC teaching in undergraduate health science programs is necessary to improve primary PC based on international recommendations and available scientific evidence. METHODS: A descriptive cross-sectional study was conducted. Active undergraduate medical and nursing programs that were approved by the Colombian Ministry of Education and integrated PC teaching into their curricula were included in the study. The total sample consisted of 48 programs: 31 nursing and 17 medical programs. RESULTS: PC competencies are distributed throughout the curriculum in 41.67% of programs, in elective courses in 31.25%, and in mandatory courses in 27.08% of the programs. The average PC teaching hours is 81 for nursing and 57.6 for medicine. PC clinical rotations are not offered in 75% of the programs. For undergraduate nursing programs, the most frequent competencies taught are the definition and history of PC and identifying common symptoms associated with advanced disease. In undergraduate medicine, the most common competencies are pharmacological and non-pharmacological pain management and identification of PC needs. CONCLUSIONS: PC teaching in undergraduate health science programs mainly addresses the conceptual and theoretical aspects of PC, which are part of the competencies present throughout the programs' curricula. Low availability of PC clinical rotations was identified. Future studies should assess whether the low availability of clinical rotations in PC limits the ability of students to develop the practical competencies necessary to provide quality PC. TRIAL REGISTRATION: Not applicable.

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Objetivo: Mensurar habilidades de atendimento à parada cardiorrespiratória e manuseio do desfibrilador externo automático por enfermeiros residentes, através do "Basic Resuscitation Skills Self-Efficacy Scale". Métodos: Estudo coorte transversal, censitário, quantitativo e analítico, desenvolvido com 13 profissionais enfermeiros residentes de um hospital universitário mineiro. Coleta de dados individual em cada setor de trabalho, ao início ou final dos turnos, sendo localizados conforme lista disponibilizada pela secretaria da instituição ofertante. Resultados: Idade média de participantes igual a 26,38 ± 2,81, com predominância do sexo feminino (86,4%) com curso específico em parada cardiorrespiratória (69,2%) e relato de ter presenciado parada cardiorrespiratória em contexto real (84,6%). No que tange a realização de manobras de reanimação, 61,5% nunca realizaram, e 92,3% nunca manipularam o desfibrilador externo automático. Correlação de Spearman entre "Basic Resuscitation Skills Self-Efficacy Scale" e escala de autoeficácia geral com correlação positiva, de magnitude forte (r =0,685) e significante (p= 0,010). Conclusão: O instrumento em questão é de rápida aplicação e demonstrou capacidade de mensurar as competências de reanimação, bem como a autoeficácia do indivíduo. Estudo inédito ao avaliar as habilidades de residentes em enfermagem na atuação na parada cardiorrespiratória, utilizando tal instrumento recentemente validado para uso na população brasileira. (AU)

Objective: Measuring a sure cardiorespiratory arrest skills and handling of the automatic external defibrillator by resident nurses, through the "Basic Resuscitation Skills Self-Efficacy Scale." Methods: A Cross-sectional study, census, quantitative and analytical cohort study developed with 13 resident nurse professionals from a university hospital in Minas Gerais. Individual data collection in each sector of work at the beginning or end of the shifts, being located according to the list provided by the secretariat of the offering institution. Results: Being the average age of participants equal to 26.38 ± 2.81, with predominance of females (86.4%) with specific course in cardiorespiratory arrest (69.2%) and report of having witnessed cardiorespiratory arrest in real context (84.6%). Regarding the performance of resuscitation maneuvers, 61.5% never performed, and 92.3% never manipulated the automatic external defibrillator. Spearman's correlation between "Basic Resuscitation Skills Self-Efficacy Scale" and general self-efficacy pops with positive correlation, of strong magnitude (r =0.685) and significant (p= 0.010). Conclusion: The instrument in question is of quick application and demonstrated the ability to measure resuscitation skills, as well as the self-efficacy of the individual. This study was unprecedented when evaluating the skills of nursing residents in the performance in cardiorespiratory arrest, using this recently validated instrument for use in the Brazilian population. (AU)

Objetivo: Medir las habilidades de parada cardiorrespiratoria y el manejo del desfibrilador externo automático por parte de las enfermeras residentes, a través de la "Basic Resuscitation Skills Self-Efficacy Scale.". Metodos: Estudio de cohorte transversal, censal, cuantitativo y analítico desarrollado con 13 enfermeras profesionales residentes de un hospital universitario de las Minas Gerales. La recopilación de datos individuales en cada sector de trabajo, al comienzo o al final de los turnos se encuentra en la lista de conforme que la secretaría de la institución oferente pone a disposición. Resultados: La edad promedia de los participantes igual a 26,38 ± 2,81, con predominio de mujeres (86,4%) con curso específico en parada cardiorrespiratoria (69,2%) e informe de haber presenciado parada cardiorrespiratoria en contexto real (84,6%). En cuanto a la realización de maniobras de reanimación, el 61,5% nunca realizó, y el 92,3% nunca manipuló el desfibrilador externo automático. La correlación de Spearman entre la "Basic Resuscitation Skills Self-Efficacy Scale" y la autoeficacia general aparece con una correlación positiva, de fuerte magnitud (r = 0,685) y significativa (p = 0,010). Conclusión: El instrumento en cuestión es de aplicación rápida y demostró la capacidad de medir las habilidades de reanimación, así como la autoeficacia del individuo. Este estudio no tuvo precedentes al evaluar las habilidades de los residentes de enfermería en el desempeño en el paro cardiorrespiratorio, utilizando este instrumento recientemente validado para su uso en la población brasileña. (AU)

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Objetivo: Narrar a sistematização da experiência de uma ação educativa com universitários da enfermagem sobre o cuidado às pessoas com hepatites virais. Métodos: Sistematização de experiência, de abordagem participativa, que envolveu uma ação educativa problematizadora com 12 estudantes de enfermagem. Os dados foram coletados por observação participante em diários de campo e atas de reuniões, a partir de encontros e discussões; e por preenchimento de questionário aplicado por plataforma lúdica. Os dados quantitativos foram analisados descritivamente e os qualitativos de forma exploratória por análise documental. Resultados: A participação ativa dos estudantes na idealização, o emprego do lúdico e a organização da atividade em módulos foram alguns potencializadores da aprendizagem sobre prevenção, transmissão, diagnóstico e tratamento das hepatites virais. Por outro lado, o excesso de temas abordados em um curto período, a condução de modo remoto e a sobrecarga com outras demandas da graduação foram alguns limitadores da experiência. Conclusão: O emprego de estratégias participativas foi instrumento potencial no ensino-aprendizagem, destacando-se a importância da problematização da realidade, de modo autônomo e emancipatório, para a transformação de saberes e práticas. Vislumbra-se que a estratégia educativa apresentada pode colaborar na qualificação profissional dos enfermeiros com vistas à eliminação das hepatites até 2030. (AU)

Objective: To narrate the systematization of the experience of an educational action with nursing students on the care of people with viral hepatitis. Methods: Systematization of experience, with a participatory approach, which involved a problematizing educational action with 12 nursing students. Data were collected through participant observation in field diaries and meeting minutes, based on meetings and discussions; and by completing a questionnaire administered via a playful platform. Quantitative data were analyzed descriptively and qualitative data were analyzed in an exploratory manner using documentary analysis. Results: The active participation of students in the idealization, the use of fun and the organization of the activity into modules were some of the learning enhancers about prevention, transmission, diagnosis and treatment of viral hepatitis. On the other hand, the excess of topics covered in a short period, the remote conduction and the overload with other graduation demands were some limitations of the experience. Conclusion: The use of participatory strategies was a potential instrument in teaching-learning, highlighting the importance of problematizing reality, in an autonomous and emancipatory way, for the transformation of knowledge and practices. It is envisaged that the educational strategy presented can contribute to the professional qualification of nurses with a view to eliminating viral hepatitis by 2030. (AU)

Objetivo: Narrar la sistematización de la experiencia de una acción educativa con estudiantes de enfermería sobre la atención a personas con hepatitis viral. Métodos: Sistematización de la experiencia, con enfoque participativo, que implicó una acción educativa problematizadora con 12 estudiantes de enfermería. Los datos fueron recolectados a través de la observación participante en diarios de campo y actas de reuniones, a partir de reuniones y discusiones; y completando un cuestionario administrado a través de una plataforma lúdica. Los datos cuantitativos se analizaron de forma descriptiva y los datos cualitativos se analizaron de forma exploratoria mediante análisis documental. Resultados: La participación activa de los estudiantes en la idealización, el uso de la diversión y la organización de la actividad en módulos fueron algunos de los potenciadores del aprendizaje sobre prevención, transmisión, diagnóstico y tratamiento de las hepatitis virales. Por otro lado, el exceso de temas tratados en un corto período, la conducción remota y la sobrecarga con otras exigencias de graduación fueron algunas limitaciones de la experiencia. Conclusión: El uso de estrategias participativas fue un instrumento potencial en la enseñanza-aprendizaje, destacando la importancia de problematizar la realidad, de manera autónoma y emancipadora, para la transformación de conocimientos y prácticas. Se prevé que la estrategia educativa presentada pueda contribuir a la calificación profesional de las enfermeras con miras a eliminar las hepatitis virales para 2030. (AU)

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OBJECTIVES: The implementation of pediatric oncology advanced practice nurse (s) roles in low- and middle-income countries (LMICs) presents opportunities and challenges. The authors explore the implications of pediatric oncology advanced practice nursing roles in Pakistan, Cameroon, Turkey, and Mexico. Potential benefits and drawbacks of advanced practice nursing roles, impacts on nursing care, and strategies for advanced practice nursing role development in LMIC settings are considered. METHODS: Information from scholarly articles, policy documents, and four LMIC pediatric oncology nurse expert perspectives on existing and imagined advanced practice nursing roles in pediatric oncology in LMIC were synthesized. RESULTS: Current literature and policies point to efforts across LMICs to establish a wide variety of advanced nursing practices, not necessarily aligned with internationally accepted advanced practice nursing standards of practice or education. The LMIC nurses describe a wide range of national general nurse education and government advanced practice nurse recognition/licensing. Challenges to achieving or strengthening advanced practice nursing roles include, for example, healthcare professional resistance, government unwillingness to recognize/license advanced practice nurses, and lack of advanced practice nursing faculty. To promote a pediatric oncology advanced practice nursing role in LMICs requires navigating the national nursing scope of practice and nursing culture. CONCLUSION: The strategic introduction of pediatric oncology advanced practice nursing roles in LMICs has the potential to significantly enhance patient care by, for example, addressing healthcare workforce shortages and facilitating timely care delivery. However, challenges related to role complexity, resistance from traditional healthcare structures, and role overlap must be considered. Tailoring these roles to local contexts and fostering stakeholder collaboration are essential for successful implementation. IMPLICATIONS FOR NURSING PRACTICE: The adoption of advanced practice nursing roles can lead to improved quality of care for pediatric oncology patients and their families in LMICs, where cancer care is challenging. The positive impact of pediatric oncology advanced practice nurses on patient outcomes and healthcare delivery cannot be discounted but must align with local nursing and healthcare culture and expectations.

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OBJECTIVE: This study assesses changes and challenges within the nursing curriculum in the Brazilian context, focusing on addressing contemporary professional and societal demands. DESIGN: A systematic literature review (SLR) was conducted to identify and analyze the changes in Brazil's nursing curricula over time. DATA SOURCES: Articles published between 1987 and 2023 were selected from Scopus and Web of Science databases for the systematic review. REVIEW METHODS: A hybrid review approach was employed, integrating Systematic Literature Review (SLR), Bibliometrics, and metanarrative. The study adhered to the SPAR-4-SLR (Scientific Procedures and Rationale for Systematic Literature Reviews) protocol, involving three main stages: (i) aggregation, (ii) organization, and (iii) evaluation. The analysis primarily focused on identifying emerging trends and evaluating curricular changes over the specified timeframe. RESULTS: Analysis of the selected literature identified four principal thematic groups that emerged during the review period: (i) longitudinal curriculum assessment, (ii) biological and health sciences, (iii) human and social sciences, and (iv) nursing sciences. Noteworthy trends included the integration of emerging topics like mental health and care for victims of violence, coupled with a notable increase in emphasis on transformative and competency-based education. Nevertheless, significant gaps were observed in the existing literature, particularly concerning the absence of perspectives from students and recent graduates and limited research on vulnerabilities within the curriculum structure. CONCLUSIONS: This study underscores the imperative for flexible and adaptable nursing curricula that effectively address Brazil's diverse regional and social realities. It emphasizes the significance of adopting a holistic and inclusive approach to nursing education, preparing professionals to confront contemporary health challenges in a nation characterized by extensive cultural diversity and vast geographical dimensions. Further research and input from students and recent graduates are indispensable to rectify the gaps and ensure the continuous evolution of nursing education in Brazil.

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Introducción: El conocimiento de enfermería evoluciona para dar sentido al quehacer de la profesión, desde su naturaleza de estudio y teniendo en cuenta las condiciones curriculares para tal fin. Objetivo: Identificar aspectos que contribuyen a la consolidación del conocimiento de la enfermería y su currículo. Materiales y métodos: Revisión de literatura integradora, utilizando los descriptores: enfermería, curriculum, teoría de enfermería, educación en enfermería, docentes y estudiantes de enfermería en las bases de datos de datos: LILACS, SciELO y ProQuest. Resultados: Se seleccionaron y analizaron 63 artículos publicados entre el 2015 y 2020, y cuatro manuscritos que por su riqueza teórica aportaban significativamente. Emergieron dos categorías: 1. Enfermería y 2. Currículo de enfermería; en la primera se desarrollan temas relacionados con profesión y disciplina, teorías, modelos de cuidado y patrones de conocimiento, y en la segunda, métodos de enseñanza para el fortalecimiento de la formación. Los años con mayor publicación de artículos fueron 2018 y 2019. En Colombia se publicó el mayor número de artículos, seguido de Brasil y México. Conclusión: Aunque enfermería tiene una jerarquía de conocimientos claramente establecidos, es necesario que los currículos y las prácticas de enseñanza visibilicen tal conocimiento.

Introduction: Nursing knowledge has evolved from its nature of study and has taken into account its curricular conditions in order to give meaning to the role of this discipline. Objective: To identify the aspects that contribute to the consolidation of the nursing knowledge and its curriculum. Materials and methods: An integrative literature review was carried out using the descriptors: nursing, curriculum, nursing theory, nursing education, nursing professors and students, through the LILACS, SciELO y ProQuest databases. Results: 63 articles published between 2015 and 2020 were selected and analyzed. Also, 4 manuscripts were chosen due to their theoretical richness. Two categories emerged: i) Nursing; and ii) Nursing curriculum. In the first category, topics related to profession and discipline, theories, care models, and knowledge patterns are developed. The second category covers teaching methods to strengthen training. 2018 and 2019 were the years with the largest number of publications. The highest number of articles were published in Colombia, followed by Brazil and Mexico. Conclusion: Even though nursing has a clearly established hierarchy of knowledge, it is necessary that the curricula and teaching practices make such knowledge visible.

Introdução: O conhecimento da enfermagem evolui para dar sentido ao trabalho da profissão, desde a sua natureza de estudo e tendo em conta as condições curriculares para o efeito. Objetivo: Identificar aspectos que contribuam para a consolidação do conhecimento da enfermagem e de seu currículo. Materiais e métodos: Revisão de literatura integrativa, utilizando os descritores: enfermagem, currículo, teoria de enfermagem, ensino de enfermagem, docentes e discentes de enfermagem nas bases de dados: LILACS, SciELO e ProQuest. Resultados: Foram selecionados e analisados 63 artigos publicados entre os anos de 2015 a 2020, e quatro manuscritos que, por sua riqueza teórica, contribuíram significativamente. Emergiram duas categorias: 1. Enfermagem e 2. Currículo de Enfermagem; na primeira, são desenvolvidos temas relacionados à profissão e disciplina, teorias, modelos assistenciais e padrões de conhecimento e, na segunda, métodos de ensino para fortalecer a formação. Os anos com maior publicação de artigos foram 2018 e 2019. O maior número de artigos foi publicado na Colômbia, seguido do Brasil e do México. Conclusão: Ainda que a enfermagem tenha uma hierarquia de conhecimento claramente estabelecida é necessário que os currículos e as práticas de ensino tornem esse conhecimento visível.

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BACKGROUND: In nursing education, bridging the gap between theoretical knowledge and practical skills is crucial for developing competence in clinical practice. Nursing students encounter challenges in acquiring these essential skills, making self-efficacy a critical component in their professional development. Self-efficacy pertains to individual's belief in their ability to perform tasks and overcome challenges, with significant implications for clinical skills acquisition and academic success. Previous research has underscored the strong link between nursing students' self-efficacy and their clinical competence. Technology has emerged as a promising tool to enhance self-efficacy by enabling personalized learning experiences and in-depth discussions. However, there is a need for a comprehensive literature review to assess the existing body of knowledge and identify research gaps. OBJECTIVE: The aim of this study is to systematically map and identify gaps in published studies on the use of technology-supported guidance models to stimulate nursing students' self-efficacy in clinical practice. METHODS: This scoping review followed the framework of Arksey and O'Malley and was reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews (PRISMA-ScR). A systematic, comprehensive literature search was conducted in ERIC, CINAHL, MEDLINE, Embase, PsycINFO, and Web of Science for studies published between January 2011 and April 2023. The reference lists of the included papers were manually searched to identify additional studies. Pairs of authors screened the papers, assessed eligibility, and extracted the data. The data were thematically organized. RESULTS: A total of 8 studies were included and four thematic groups were identified: (1) technological solutions for learning support, (2) learning focus in clinical practice, (3) teaching strategies and theoretical approaches for self-efficacy, and (4) assessment of self-efficacy and complementary outcomes. CONCLUSIONS: Various technological solutions were adopted in the guidance models to stimulate the self-efficacy of nursing students in clinical practice, leading to positive findings. A total of 7 out of 8 studies presented results that were not statistically significant, highlighting the need for further refinement of the applied interventions. Nurse educators play a pivotal role in applying learning strategies and theoretical approaches to enhance nursing students' self-efficacy, but the contributions of nurse preceptors and peers should not be overlooked. Future studies should consider involving users in the intervention process and using validated instruments tailored to the studies' intervention objectives, ensuring relevance and enabling comparisons across studies.

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Mapear as ações do Enfermeiro de Prática Avançada nos campos de ensino clínico e estágio curricular supervisionado de um curso de graduação em enfermagem. Métodos: estudo transversal, descritivo, incluindo 21 enfermeiros. A coleta de dados deu-se por questionário sócio-profissiográfico, alinhado às competências do Conselho Internacional de Enfermeiros no tocante à Prática Avançada de Enfermagem. Resultados: Os enfermeiros demonstraram médio conhecimento em Prática Avançada de Enfermagem, e ações de prática avançada mapeadas como prescrição de agentes terapêuticos para lesões, procedimento de catéter central de inserção periférica, solicitação de exames de imagem e swab peri-anal, pareceres em lesão, manejo e consulta de enfermagem no pré-parto, assistência no parto. Competências no domínio do cuidado e no domínio da gestão/educação foram evidenciadas. Conclusão: evidenciou-se potenciais de ação de Prática Avançada na Instituição de Ensino.(AU)

To map the actions of Advanced Practice Nurses in the clinical teaching and supervised curricular internship fields of an undergraduate nursing course. Methods: A cross-sectional, descriptive study including 21 nurses. Data was collected using a socio-professional questionnaire, aligned with the International Council of Nurses' competencies regarding Advanced Nursing Practice. Results: The nurses demonstrated medium knowledge of Advanced Nursing Practice, and mapped advanced practice actions such as prescribing therapeutic agents for injuries, peripherally inserted central catheter procedures, requesting imaging tests and peri-anal swabs, injury opinions, management and nursing consultation in the prepartum period, and assistance in childbirth. Skills in the care domain and the management/education domain were highlighted. Conclusion: There was potential for action in Advanced Practice at the Teaching Institution.(AU)

Mapear las acciones de las Enfermeras de Práctica Avanzada en los campos de la enseñanza clínica y de las prácticas curriculares supervisadas de un curso de enfermería de pregrado. Métodos: Se trató de un estudio transversal, descriptivo, en el que participaron 21 enfermeras. Los datos fueron recogidos a través de un cuestionario socio-profesional, alineado con las competencias del Consejo Internacional de Enfermería en relación a la Práctica Avanzada de Enfermería. Resultados: Las enfermeras demostraron conocimiento medio de la Práctica Avanzada de Enfermería, y mapearon acciones de práctica avanzada como prescripción de agentes terapéuticos para lesiones, procedimientos de catéter central de inserción periférica, solicitud de pruebas de imagen e hisopos perianales, emisión de dictámenes sobre lesiones, manejo y consulta de enfermería en el período preparto, asistencia al parto. Se destacaron las competencias en el ámbito de los cuidados y en el de la gestión/educación. Conclusión: Hubo potencial de actuación en la Práctica Avanzada en la Institución de Enseñanza.(AU)

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Durante a vivência acadêmica, as universidades conectam seus futuros profissionais para assistência à comunidade, tendo em vista uma formação centrada na humanização dos pacientes. O programa de monitoria para a clínica interdisciplinar no tratamento de feridas, do Centro Universitário do Espírito Santo (UNESC), não se limita apenas ao campo teórico, abrangendo muito a prática com o corpo social e possibilita essa experiência com a comunidade de forma humanizada. Objetivo: Relatar a inter-relação com a sociedade durante o tempo de monitoria, como isso é importante para a capacitação de excelência, e também como essa humanização contribui para tratamento e evolução do paciente. Metodologia: O estudo consiste em um relato de experiência de um dos monitores da clínica de feridas durante um semestre de monitoria, apresentando caráter descritivo. Resultados e Discussão: Durante a vivência notou-se o quão importante é enxergar esse lado humano do paciente, não se preocupando apenas com suas queixas. Agindo desse modo, teve como resultado pacientes mais felizes, engajados com o tratamento e gostando de estar naquele ambiente, por mais doloroso que fosse o real motivo. Considerações finais: É vital para o graduando aprender a lapidar sua abordagem com o paciente, atuando de maneira holística. Essa interação entre universidade e corpo social é de fundamental importância para desenvolver profissionais que saiam ainda mais capacitados para o mercado de trabalho, principalmente quando se trata de profissionais da área da saúde, possibilitando mesclar assistência e atendimento, com o processo de ensino-aprendizado das práticas de saúde.(AU)

During their academic experience, universities connect their future professionals to assist the community, with a view to training centred on the humanization of patients. The monitoring program for the interdisciplinary wound care clinic at the Centro Universitário do Espírito Santo (UNESC) is not just limited to the theoretical field, but also encompasses a lot of practice with the social body and enables this experience with the community in a humanized way. Objective: To report on the interrelationship with society during the monitoring period, how important this is for the training of excellence, and also how this humanization contributes to the treatment and evolution of the patient. METHODOLOGY: The study consists of a report on the experience of one of the wound clinic monitors during a semester of monitoring, and is descriptive in nature. Results and Discussion: During the experience, we noticed how important it is to see the human side of the patient, not just worrying about their complaints. Acting in this way resulted in happier patients, engaged with the treatment and enjoying being in that environment, no matter how painful the real reason.Final considerations: It is vital for undergraduates to learn how to refine their approach to patients, acting in a holistic way. This interaction between the university and society is of fundamental importance for developing professionals who are even more qualified for the job market, especially when it comes to health professionals, making it possible to merge assistance and care with the teaching-learning process of health practices.(AU)

Durante su experiencia académica, las universidades vinculan a sus futuros profesionales con la asistencia a la comunidad, con vistas a una formación centrada en la humanización de los pacientes. El programa de acompañamiento de la clínica interdisciplinaria de cuidado de heridas del Centro Universitario do Espírito Santo (UNESC) no se limita apenas al campo teórico, sino que abarca mucha práctica con el cuerpo social y posibilita esta experiencia con la comunidad de forma humanizada. Objetivo: Informar sobre la interrelación con la sociedad durante el período de seguimiento, cuán importante es esto para la formación de excelencia, y también cómo esta humanización contribuye al tratamiento y evolución del paciente. Metodología: El estudio consiste en un informe sobre la experiencia de uno de los monitores de la clínica de heridas durante un semestre de monitorización, y es de naturaleza descriptiva. RESULTADOS Y DISCUSIÓN: Durante la experiencia, nos dimos cuenta de lo importante que es ver el lado humano del paciente, no sólo preocuparse por sus quejas. Actuar de esta manera resultó en pacientes más felices, comprometidos con el tratamiento y disfrutando de estar en ese ambiente, por más doloroso que sea el motivo real.Consideraciones finales: Es fundamental que los estudiantes universitarios aprendan a perfeccionar su abordaje con los pacientes, actuando de forma holística. Esta interacción entre la universidad y la sociedad es de fundamental importancia para el desarrollo de profesionales aún más cualificados para el mercado de trabajo, especialmente cuando se trata de profesionales de la salud, haciendo posible la fusión de la asistencia y el cuidado con el proceso de enseñanza-aprendizaje de las prácticas de salud.(AU)

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Clinical simulation can be a promising teaching strategy to help nurses develop behaviors that improve family care actions, promoting safe and high-quality care. The objective of this study was to build, validate, and test a simulation scenario in pediatric oncology family-focused care (FFC) following an initial diagnosis of cancer. It is a six-step methodological study based on the philosophy of Family-Centered Care (FCC), with a user-centered design. The evaluators established a Content Validity Index (CVI) > 0.8 for validation. Pilot testing included the Simulation Design Scale. The data were analyzed by descriptive statistics. A total of 35 experts participated in this study. All 19 items in the scenario were validated and considered relevant, in a single round, with the item-level CVI ranging between 0.8 and 1 and a scale-level CVI of 0.92. The high-fidelity developed and validated clinical simulation scenario is a consistent tool for the education of advanced practice nurses.

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BACKGROUND: Occupational health nursing plays a fundamental role in addressing the health of the working population; however, training in this area differs around the world in terms of levels, duration, content, and requirements, and the current situation in Latin American countries is unknown. The objective of this study was to analyze undergraduate nursing education in occupational health from an international perspective considering Chile, Colombia, Brazil, and Mexico. METHODS: We conducted a multicenter, descriptive study, based on bibliographic methodology, whose sample was documentary, consulting government databases in Chile, Colombia, Brazil, and Mexico. FINDINGS: Heterogeneity was identified within the training in the countries analyzed, with a small number of courses in the course structures; in most cases, the courses were taught in the last years of training and predominantly as elective courses. CONCLUSIONS: The authors recommend that training centers develop programs associated with occupational nursing, which is considered an imperative to strengthen public health in developing countries and an ethical and equitable response to the working population.

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Resumo Objetivo Avaliar o efeito de uma intervenção educativa para enfermeiros para aumentar o conhecimento e as habilidades práticas de manejo de dispositivos de acesso vascular totalmente implantados. Métodos Estudo quase-experimental realizado em um hospital universitário. A intervenção incluiu exposição a um manual de procedimentos seguida de treinamento teórico-prático sete dias depois. Oitenta e um enfermeiros foram avaliados no início do estudo, após autoexposição ao manual e após receberem treinamento teórico-prático. Os participantes foram avaliados quanto ao seu conhecimento e habilidades práticas no gerenciamento de dispositivos de acesso vascular totalmente implantados. Estatísticas descritivas foram realizadas para todas as variáveis. O teste t pareado foi utilizado para examinar se a pontuação média mudou desde a linha de base até a primeira e segunda avaliações de conhecimento, acesso, desacesso e manutenção do cateter. O nível de significância foi definido como 0,05. Resultados Os aumentos médios nas pontuações após a exposição dos enfermeiros ao manual foram de 18,2 pontos para conhecimento, com 16,5 pontos para técnica de acesso, 15,5 para técnica de desacesso e 24,2 para técnica de manutenção do cateter. Após o treinamento teórico-prático, observamos aumento médio de 4,2 pontos para acesso, com 3,9 para desacesso e 4,2 para manutenção do cateter. Conclusão A intervenção educativa para enfermeiros aumentou os escores médios de conhecimentos e habilidades práticas. Ao final da intervenção, 75% dos enfermeiros atingiram pelo menos 33 pontos de 38 para conhecimento e 77%, 77% e 78% obtiveram escores perfeitos para acesso, desacesso e manutenção, respectivamente. A intervenção educativa foi eficaz na melhoria do conhecimento e das habilidades práticas para manejo de dispositivos de acesso vascular totalmente implantados.

Resumen Objetivo Evaluar el efecto de una intervención educativa para enfermeros para aumentar los conocimientos y las habilidades prácticas de manejo de dispositivos de acceso vascular totalmente implantados. Métodos Estudio cuasi experimental realizado en un hospital universitario. La intervención incluyó la exposición a un manual de procedimientos, seguida de una capacitación teórico-práctica siete días después. Se evaluó a 81 enfermeros al comienzo del estudio, después de la autoexposición al manual y después de recibir la capacitación teórico-práctica. Los participantes fueron evaluados respecto a sus conocimientos y habilidades prácticas en la gestión de dispositivos de acceso vascular totalmente implantados. Se realizaron estadísticas descriptivas para todas las variables. Se utilizó el test-t pareado para examinar si el puntaje promedio cambió desde la línea basal hasta la primera y segunda evaluación de conocimientos, acceso, desacceso y mantenimiento del catéter. El nivel de significación fue definido como 0,05. Resultados El aumento promedio de los puntajes después de la exposición de los enfermeros al manual fue de 18,2 puntos en el conocimiento, con 16,5 puntos en la técnica de acceso, 15,5 en la técnica de desacceso y 24,2 en la técnica de mantenimiento del catéter. Después de la capacitación teórico-práctica, observamos un aumento promedio de 4,2 en el acceso, 3,9 en el desacceso y 4,2 en el mantenimiento del catéter. Conclusión La intervención educativa para enfermeros aumentó el puntaje promedio de conocimientos y habilidades prácticas. Al final de la intervención, el 75 % de los enfermeros alcanzó por lo menos 33 puntos de 38 en el conocimiento y el 77 % obtuvo puntaje perfecto en el acceso y en el desacceso y el 78 % en el mantenimiento. La intervención educativa fue eficaz en la mejora de los conocimientos y habilidades prácticas para el manejo de dispositivos de acceso vascular totalmente implantados.

Abstract Objective To evaluate the effect of an educational intervention for nurses to increase knowledge and practical skills of management of totally implanted vascular access devices. Methods A quasi-experimental study conducted in a teaching hospital. The intervention included exposure to a manual of procedures followed by a theoretical-practical training seven days later. Eighty-one nurses were evaluated at baseline, after self-exposure to the manual, and after receiving the theoretical-practical training. Participants were evaluated on their knowledge and practical skills of totally implanted vascular access device management. Descriptive statistics were performed for all variables. Paired t test was used to examine whether the mean score changed from the baseline to first and second assessments of knowledge, access, de-access and maintenance of catheter. Significance level was set to 0.05. Results Mean increases in scores after nurses were exposed to the manual were: 18.2 points for knowledge, 16.5 points for access technique, 15.5 for de-access technique, and 24.2 for catheter maintenance technique. After the theoretical-practical training, we observed a mean increase of 4.2 points for access, 3.9 for de-access and 4.2 for catheter maintenance. Conclusion The educational intervention for nurses increased mean scores of knowledge and practical skills. At the end of the intervention, 75% of the nurses reached at least 33 points out of 38 for knowledge, and 77%, 77%, and 78% had perfect scores for access, de-access, and maintenance, respectively. The educational intervention was effective in improving knowledge and practical skills for management of totally implanted vascular access devices.

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Objetivo: analisar um instrumento orientador para a Simulação Realística em Saúde utilizado por uma Instituição de Ensino Superior. Método: estudo descritivo, qualitativo com participação de 23 profissionais com Graduação na área da saúde e experiência em simulação realística. A coleta de dados, via questionário on-line, ocorreu no período de março a junho de 2020. Utilizou-se a análise de conteúdo temático-categorial. Resultados: o instrumento contempla as etapas necessárias para o cotidiano do ensino em simulação. A categoria "Itens imprescindíveis para o planejamento da simulação" engloba.: preparo do cenário simulado; atuação dos docentes/facilitadores no briefing e no desenvolvimento do cenário simulado; atuação dos docentes/facilitadores no debriefing; e avaliação da simulação. Conclusão: o desenvolvimento desta pesquisa possibilitou adequação das dimensões do Isimula favorecendo clareza às etapas necessárias à simulação e contribui para apoiar docentes/facilitadores no planejamento, desenvolvimento e avaliação da simulação, em diferentes contextos de atenção à saúde.

Objective: to analyze a guiding instrument for Realistic Simulation in Health used by a Higher Education Institution. Method: this was a descriptive, qualitative study involving 23 professionals with a degree in healthcare and experience in realistic simulation. Data was collected via an online questionnaire between March and June 2020. Thematic-categorical content analysis was used. Results: the instrument covers the necessary steps for day-to-day simulation teaching. The category "Essential items for planning the simulation" includes: preparing the simulated scenario; the role of teachers/facilitators in briefing and developing the simulated scenario; the role of teachers/facilitators in debriefing; and evaluating the simulation. Conclusion: the development of this research enabled the dimensions of Isimula to be adapted, favoring clarity in the stages necessary for simulation and helping to support teachers/facilitators in the planning, development and evaluation of simulation in different healthcare contexts.

Objetivos:analizar un instrumento de orientación para la Simulación Realista en Salud utilizado por una Institución de Enseñanza Superior. Método: estudio descriptivo y cualitativo en el que participaron 23 profesionales con titulación sanitaria y experiencia en simulación realista. Los datos se recogieron a través de un cuestionario online entre marzo y junio de 2020. Se utilizó análisis de contenido temático-categorial. Resultados: el instrumento recoge los pasos necesarios para el día a día de la enseñanza de la simulación. La categoría "Elementos esenciales para la planificación de la simulación" incluye: la preparación del escenario simulado; el papel de los profesores/facilitadores en la información y el desarrollo del escenario simulado; el papel de los profesores/facilitadores en el debriefing; y la evaluación de la simulación. Conclusión: el desarrollo de esta investigación permitió adaptar las dimensiones de Isimula, favoreciendo la claridad en las etapas necesarias para la simulación y ayudando a apoyar a los profesores/facilitadores en la planificación, desarrollo y evaluación de la simulación en diferentes contextos sanitarios.

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