Myocardial Infarction
Conditions
Interventions
This study aims to evaluate the effectiveness of interprofessional clinical simulation compared to uniprofessional clinical simulation in the care of patients with Acute Coronary Syndrome (ACS) in rel
I02.358.805
I02.903.847
Sponsors
Universidade Federal de Santa Maria
Pontifícia Universidade Católica do Rio Grande do Sul
Eligibility
Inclusion criteria
Inclusion criteria: Being a nursing and medicine undergraduate student at the Pontifical Catholic University of Rio Grande do Sul (PUCRS); a technical nursing course at the Fundação Universitária de Cardiologia Professional School (FUC), who has completed the disciplines that address patient care with Acute Coronary Syndrome (ACS); regularly enrolled in these institutions; both genders
Exclusion criteria
Exclusion criteria: Students with total lockout at the time of data collection; on leave for health treatment; with certification from any technical or higher course in the health area, considering that they may have previous knowledge on the subject, thus favoring their performance in the simulated scenario
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Evaluate the readiness for shared learning between the control and intervention groups through the application of the Readiness for Interprofessional Learning Scale (RIPLS), a translated and validated version for the Brazilian Portuguese language. It is expected to find a statistically significant increase (p<0.05) in the availability for shared learning in the intervention group compared to the control group. Data collected immediately after clinical simulations. | — |
Secondary
| Measure | Time frame |
|---|---|
| Evaluate interprofessional competences through the checklist for cognitive, affective and psychomotor assessment of students during clinical simulation and through the knowledge assessment instrument. It is expected to find a statistically significant increase (p<0.05) in the acquisition of interprofessional skills in the intervention group compared to the control group. Data collected during clinical simulations using the checklist for cognitive, affective and psychomotor assessment; and immediately after the clinical simulations and in the follow-up 30 days later, using the knowledge assessment instrument.;Evaluate satisfaction and self-confidence in learning through the application of the Student Satisfaction and Self-Confidence in Learning Scale (SSSLS), a translated and validated version for Brazilian Portuguese. It is expected to find a statistically significant increase (p<0.05) in satisfaction and self-confidence in learning in the intervention group compared to the control group. Data collected immediately after the clinical simulations and in the follow-up 30 days later. | — |
Countries
Brazil
Contacts
Public ContactTânia Magnago
Universidade Federal de Santa Maria
Outcome results
None listed