Avaliação do debriefing e do design de uma estratégia de simulação clínica para o processo de ensino-aprendizagem sobre lesão por pressão

Abstract

Introduction: Pressure injury is defined as a damage located to the skin or subjacent tissues, typically occurring over a bony prominence or associated with the use of a medical device or other artifact. This injury is perceived as a public health concern, due to the complications and costs related to their treatment. With the advent of patient safety guidelines, the prevention of these lesions became one of the goals of harm-free medical assistance. Consequently, given the high epidemiological prevalence of this issue, there is a clear need for discourse on this subject within professional training. Active teaching methodologies present an opportunity to enhance the comprehension of this topic, given the potential they offer in facilitating the learning process. In line with this, it was decided to conduct this study utilizing clinical simulation strategies and all of its potential to recreate scenarios closely resembling real-life situations. Objective: Assess the debriefing and design of a clinical simulation strategy on pressure injuries. Methods: Descriptive and exploratory study with a quantitative approach, with a nonprobability sample, for convenience. Carried out in a laboratory at a public university in Mato Grosso. Data collection took place over four distinct occasions between September 2022 and April 2023, reflecting the timeframe required for the clinical simulation strategy. For data gathering, validated instruments were applied to gauge students' perceptions of the teaching strategy. Subsequently, data were tabulated and analyzed using Jamovi statistical software, version 2.3.28 solid. Results: The sample consisted of 25 students, with an average age of 24.3 years, predominantly female. Analysis of the students' responses on the Simulation Design Scale and the Experience Scale with Debriefing indicated that they considered the teaching strategy and the executed scenario to be appropriate. The internal consistency of the responses was also verified and an internal consistency index of 0.99 was obtained for Design Scale and 0.91 for Experience Scale with Debriefing. Conclusion: The findings of this study revealed that the majority of participants answered with agreement or strong agreement with the items presented in both scales. This denotes that clinical simulation was an appropriate and assertive strategy for teaching students. In conclusion, this teaching strategy yielded positive outcomes and contributed to the teaching and learning process by fostering clinical reflection and criticalreflective thinking regarding real-life situations encountered during professional experience. It is recommended that similar studies be conducted, with larger sample sizes, while involving a broader spectrum of professional categories.