Learning Process in Nursing Graduation, Stress
Conditions
Keywords
Simulation, Stress, Psychological, Nursing, Education, Simulation Training, Learning
Brief summary
Simulation is an active teaching strategy capable of reproducing real situations and allowing practical experiences, in which the student is the protagonist of his own knowledge. Scientific evidence highlights, that exposure to the unknown or new can generate stress to the individual, but when dosed, to a certain extent it can increase the level of knowledge. Not infrequently, the lack of stress control can trigger physiological and subjective changes resulting from the increase in its level, such as situations that include the implementation of simulation scenarios in pedagogical teaching models.
Detailed description
Objective: To evaluate the effect of simulation (high and low fidelity) on the cognitive, physiological and emotional sphere of nursing students in caring for patients with signs of sepsis. Hypothesis of the study: Null hypothesis: Students undergoing high-fidelity simulation will show similar levels of stress, cognitive performance and retention of knowledge in relation to those who will perform low-fidelity simulation in patients with signs of sepsis. Alternative hypothesis: The cognitive performance and stress will be higher in students who experience high fidelity simulation when compared to students who experience low fidelity simulation.
Interventions
Teaching strategy based on high-fidelity simulation, which simulates the reality of health care to promote meaningful learning.
OTHERLow-Fidelity Simulation
Teaching strategy based on low-fidelity simulation, which simulates the reality of health care using less technological and less interactive mannequins.
Sponsors
University of Brasilia
Study design
Allocation
RANDOMIZED
Intervention model
CROSSOVER
Primary purpose
OTHER
Masking
DOUBLE (Investigator, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Students approved in the discipline related to nursing care for adult and elderly patients; * Aged over 18 years.
Exclusion criteria
* Who have experience in the health field (firefighters and nursing technicians, among others); * Members of the Health Simulation League; * Those who do not complete all stages of the research.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Cognitive Performance (Baseline) | Applied before the intervention | Students' knowledge about nursing care in sepsis measured using a structured questionnaire with six multiple-choice questions |
| Cognitive Performance (Post-test) | Applied immediately after the intervention | Students' knowledge about nursing care in sepsis measured using a structured questionnaire with six multiple-choice questions |
| Cognitive Performance (Retention) | Applied thirty days after the intervention | Students' knowledge about nursing care in sepsis measured using a structured questionnaire with six multiple-choice questions |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Student stress (Baseline) | Before the intervention | Assessment of students' stress intensity with pedagogical activities through the application of the Kezkak Stress Scale. This scale has 31 items of the Likert type of 4 points, being: 1 - Nothing stressful; 2 - A little stressful; 3 - Very stressful; 4 - Extremely stressful. The value 1 means less stress and 4 more stress. |
| Student stress (Post-test) | Immediately after the intervention | Assessment of students' stress intensity with pedagogical activities through the application of the Kezkak Stress Scale. This scale has 31 items of the Likert type of 4 points, being: 1 - Nothing stressful; 2 - A little stressful; 3 - Very stressful; 4 - Extremely stressful. The value 1 means less stress and 4 more stress. |
Contacts
Primary ContactMarcia CS Magro, PhD
Backup ContactBarbara S Rodrigues, Graduate
Outcome results
None listed