Cenários de simulação realística para o desenvolvimento de competências de estudantes do curso de Técnico em Enfermagem

Abstract

This study is a doctoral thesis and is linked to the research line of Teacher Professional Development and Educational Practices, as well as to the Study and Research Group in Education, Curriculum, and Technology of the Graduate Program in Education at the Universidade do Oeste Paulista – UNOESTE. Considering realistic simulation as a potential enhancer of learning and recognizing its role in reducing errors in healthcare, as well as representing an area to be explored in education, this research was guided by the following question: "How can realistic simulation scenarios contribute to the development of competencies in students in the technical nursing course?" Therefore, the general objective was to analyze the contributions of realistic simulation scenarios to the development of competencies in students in the technical nursing course. A strategic action research was conducted, in which 15 students from the technical nursing course of a vocational institution in the interior of São Paulo were invited to participate. The research was carried out through the creation of scenarios and the use of realistic simulation methodology. Data collection was carried out through document analysis, questionnaires, and focus groups. The data were analyzed in light of Perrenoud’s competency assumptions, using discursive textual analysis. The motivations of the students regarding the development of the scenarios were analyzed under Keller’s motivational theory. As a result, we understand that the realistic simulation methodology can contribute to the development of competencies in the technical nursing course, provided that it allows for realism.