Banca de DEFESA: IELLEN DANTAS CAMPOS VERDES RODRIGUES

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : IELLEN DANTAS CAMPOS VERDES RODRIGUES
DATA : 24/03/2017
HORA: 09:00
LOCAL: Departamento de Enfermagem
TÍTULO:

REALISTIC SIMULATION IN THE TEACHING-LEARNING PROCESS OF THE DIAGNOSIS OF NURSING

PALAVRAS-CHAVES:

Nursing; Nursing Diagnosis; Teaching; Simulation.

PÁGINAS: 100
GRANDE ÁREA: Ciências da Saúde
ÁREA: Enfermagem
RESUMO:

The systematization of Nursing Assistance (SAE) emerges as a methodology for the organization of nurses' work, facilitates customer care and confers scientificity on the profession, since it requires the use of theories. The Theory of Basic Human Needs, by Wanda de Aguiar Horta, consolidated the emergence of the Nursing Process (PE) in Brazil, a fundamental instrument for the implementation of SAE, which confers formal aspects to nursing care. Currently, the EP is regulated by Resolution 358/09, which provides for the SAE and its implementation. It is organized into five interdependent and recurrent stages, namely: data collection, nursing diagnosis (DE), nursing planning, implementation and evaluation. The nursing diagnoses constitute the second stage of the process, are constituted by characteristics and factors that define the health picture of the patient. It is a clinical judgment regarding the needs of the client, family and community, which guides nursing care towards efficiency, effectiveness and effectiveness of care. The task of diagnosing requires nurses critical thinking skills such as technical-scientific knowledge, analysis, logical reasoning, clinical experience, patient knowledge, discernment, among others. In order to facilitate and standardize the language used in the formulation of DE, the Systems of Classification for Nursing Practice emerge, highlighting the International Classification for Nursing Practice (CIPE) with international recognition. However, the use of classification systems and the implementation of the nursing process, in particular the construction of nursing diagnoses, still constitute challenges to be overcome in the 21st century. It is observed a lack of professionals regarding the handling skills of taxonomies and diagnostic reasoning, indispensable for the performance of ED. This implies a reformulation of teaching methods, so that learning takes place in an effective way for the student. In this context, active methodologies for teaching are emphasized, with an emphasis on realistic simulation that allows us to approach theory and practice, bringing greater satisfaction, learning, motivation, realism, confidence, improvement of techniques, reflexive thinking and transfers of competences between different realities. The purpose of this study is to evaluate the effectiveness of realistic simulation in the teaching-learning process of nursing diagnosis reasoning. This is an experimental, randomized controlled clinical trial (RCT). The research was carried out at the Nursing Department of the Federal University of Rio Grande do Norte (UFRN), Campus Natal. The study population consisted of nurses as specialists for validation of clinical cases and nursing diagnoses used in the simulation scenarios and undergraduate nursing students of the UFRN, attending the 9th period of the course, after completing the subjects of semiology and semiotechnology in Nursing care methods and models in nursing and integral health care I and II. The selection of the judges was carried out by means of a purposive, snowball and sequential sampling process among the members of the CIPE® Study Group and other study groups from Federal Universities working with the CIPE. And all the specialists who agreed to participate in the study, totaling a sample of 6 specilists, were included in the study. The sample of students was composed of 24 students, in two groups of 12 (control and intervention) respecting the control variables: age, sex, clinical experience, occupation, student profile and ARI. The data were collected in the period of March 2017, being composed by the stage of validation of the clinical cases and diagnoses, in which five priority diagnoses were validated: Immune system process impaired; Risk of Nutritional Deficit; Attitude towards health condition Impaired; Attitude regarding the management of conflicting medication; Continuity of impaired care. Next, the course "Clinical Judgment and Critical-Reflective Thinking: competences for the learning of the diagnostic reasoning" was carried out, which was developed in 5 steps: lecture-theoretical lecture, simulation scenario 1, 2 and 3 and evaluation of the course. The efficacy of the simulation strategy was evaluated by the correct scores in both groups after the pre and post-tests, comparing them with the diagnoses validated by the specialists. Data were organized into tables and analyzed based on absolute frequencies, measures of central tendency and dispersion, and on IVC and Kappa tests. To evaluate the independence of the study variables, the Fisher exact test was used (when the expected frequencies were lower or equal to 5. In all inferential calculations, the significance level of 5% (p <0.05) will be adopted. As an ethical stance when conducting research with human beings, the study project was sent to the Nursing Department of the Federal University of Rio Grande do Norte to obtain the authorization of this institution and after its consent was sent to the Research Ethics Committee (CEP ) Of the Federal University of Rio Grande do Norte (UFRN). Regarding the subjects who agreed to participate in the study, a free and informed consent form was used, respecting resolution 466/12, which guarantees subjects anonymity and the right to withdraw from research when it is in their interest.

MEMBROS DA BANCA:
Externo à Instituição - FERNANDO JOSÉ GUEDES DA SILVA JÚNIOR - UFPI
Externo à Instituição - FILADÉLFIA CARVALHO DE SENA - UFPI
Externo ao Programa - 1863377 - MARIA ALZETE DE LIMA
Interno - 3168491 - NILBA LIMA DE SOUZA
Presidente - 2379141 - RICHARDSON AUGUSTO ROSENDO DA SILVA