experiência com Debriefing no uso da simulação clínica entre acadêmicos da área da saúde no cenário de suporte básico de vida na parada cardiorrespiratória, A

Abstract

Higher education aims at research, the development of science, letters and arts and the training of university-level professionals. Supported by this educational training responsibility, institutions worldwide have been looking for innovative means that promote the development of skills and competencies, among these means is the clinical simulation strategy, which aims to develop skills and abilities within a safe and controlled environment. In the field of nursing and health, cardiac arrest is one of the most critical situations in health care, and has a higher prevalence and high morbidity and mortality among cardiovascular diseases. The main objective of the study is the description of the experience with debriefing in a scenario of basic life support in cardiorespiratory arrest for nursing students using clinical simulation. This is a descriptive, cross-sectional study with a quantitative approach, conducted in Sinop, at the Federal University of Mato Grosso, with a constituent sample of 16 students of the undergraduate nursing course. For data collection, previously validated instruments were used in order to measure the experience of academics with debriefing, in addition to evaluating psychomotor skills regarding knowledge about Cardiopulmonary Resuscitation (CPR) in adults on Basic Life Support (BLS), with use of the Automated External Defibrillator (AED) in the hospital environment. Data were analyzed using a statistical program, with calculation of frequencies, means, standard deviation and analysis of the internal consistency of responses. As a result, 75% of the participants were female, aged predominantly between 20 and 24 years old (56.25%), in most items of the scale of experience with debriefing, the participants completely agreed in both groups of students regarding the evaluation of the item that addresses that the teacher allowed enough time to verbalize the feelings, regarding the evaluation of the importance of the items, both groups evaluated as very important, regarding the items on the conduct of the facilitator/teacher in clarifying and correcting at the moment of the debriefing, in addition to allowing reflection and exposition of the students' feelings regarding the simulation. As for the assessment of the students' abilities, through the structured objective clinical examination, both groups in the seventh and ninth semesters presented difficulties in terms of performance regarding BLS. However, students in the ninth semester had a better result in the total expected correct actions. Regarding the analysis of the reliability of the responses, a total reliability index of 0.95 was obtained. It is concluded that the students considered that the use of the associated simulation for teaching this content was satisfactory, obtaining a good evaluation of their experience before the application of the debriefing scale. It is pertinent that more studies on the subject be conducted, associating this teaching strategy with other contents during higher education in the area of health and other areas where it can be adopted.