Perceived contributions of nursing and medical students on clinical simulation: a qualitative study
DOI:
https://doi.org/10.36560/19420262227Keywords:
Simulation Training, Teaching, Learning, Students, Medical, Students, NursingAbstract
The aim of study was analyze the contributions perceived by nursing and medical students regarding clinical simulation as a teaching method, based on Paulo Freire's Pedagogy of Autonomy. Method: a descriptive, qualitative study conducted with twelve (12) students who participated in the research project of the Advanced Research Center in Clinical Simulation at the Federal University of Mato Grosso, Sinop Campus. Data were collected through a conversation circle, transcribed, and analyzed using Laurence Bardin's content analysis technique, in light of Freire's theoretical postulates. Results: analysis of the statements and records identified three categories: apprehension of reality, dialogicity, and affectivity, aligned with the theoretical concepts of the reference author. Conclusion: The students' perceptions demonstrate correspondence with Freire's thought, reinforcing the pedagogical potential of clinical simulation in training autonomous, critical, and reflective professionals capable of understanding reality and establishing dialogic and humanized teaching.
References
AGRELI, H. F.; PEDUZZI, M.; SILVA, M. C. Patient centred care in interprofessional collaborative practice. Interface: Comunicação, Saúde, Educação, v. 20, n. 59, p. 905-916, 2016. DOI: 10.1590/1807-57622015.0511.
ALVES, M. G. et al. Construction and validation of objective structured clinical examination (OSCE) on cardiopulmonary resuscitation. Reme: Revista Mineira de Enfermagem, v. 23, e-1234, 2019. DOI: 10.5935/1415-2762.20190105.
ARCHIVES, Scientific Electronic. Health promotion strategies for adolescents: sexually transmitted infections and dynamic learning tools-an experience report. 2020.
BARDIN, L. Análise de conteúdo. Lisboa: Edições 70, 2016.
BORTOLATO-MAJOR, C. et al. Avaliação do debriefing na simulação clínica em enfermagem: um estudo transversal. Revista Brasileira de Enfermagem, v. 72, n. 3, p. 655-661, 2019. DOI: 10.1590/0034-7167-2018-0103.
CARVALHO, L. R. Julgamento clínico e autoeficácia de enfermeiros para o manejo da sepse: uso da simulação clínica. 2018. Tese (Doutorado) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10994. Acesso em: 7 abr. 2023.
CONSELHO NACIONAL DE SAÚDE (Brasil). Resolução nº 466, de 12 de dezembro de 2012. Brasília, 2012.
CONSELHO REGIONAL DE ENFERMAGEM DO ESTADO DE SÃO PAULO (COREN-SP). Manual de simulação clínica para profissionais de enfermagem. São Paulo: COREN-SP, 2020. Disponível em: http://biblioteca.cofen.gov.br/manual-simulacao-clinica-profissionais-enfermagem/. Acesso em: 21 mar. 2023.
COSTA, R. R. O. et al. Effectiveness of simulation in teaching immunization in nursing: a randomized clinical trial. Revista Latino-Americana de Enfermagem, v. 28, e3305, 2020. DOI: 10.1590/1518-8345.3147.3305.
DEL PINO, F. J. P. et al. Use of high-fidelity clinical simulation for the development of cultural competence of nursing students. Nurse Education Today, v. 116, 105465, 2022. DOI: 10.1016/j.nedt.2022.105465.
DIAS, M. L.; SILVA, J. C. L. Use of illicit drugs between nursing academics: a literature review. Scientific Electronic Archives, v. 13, n. 6, p. 102-112, 2020.
DRIGAS, Athanasios; MITSEA, Eleni; SKIANIS, Charalampos. Neuro-linguistic programming, positive psychology & VR in special education. Scientific Electronic Archives, v. 15, n. 1, 2021.
FELDMAN, M. et al. The role for simulation in professional identity formation in medical students. Simulation in Healthcare, v. 17, p. e8-e13, 2022. DOI: 10.1097/SIH.0000000000000583.
FREIRE, P. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 2011.
GRAFFAM, B. Active learning in medical education: strategies for beginning implementation. Medical Teacher, v. 29, p. 38-42, 2007. DOI: 10.1080/01421590601176398.
HAMMES, Naiara Luísa et al. Alterações na vida de acadêmicos da área da saúde em isolamento social por conta da Covid-19. Scientific Electronic Archives, v. 15, n. 4, 2022.
HERRERA-ALIAGA, E.; ESTRADA, L. D. Trends and innovations of simulation for twenty-first century medical education. Frontiers in Public Health, v. 10, 619769, 2022. DOI: 10.3389/fpubh.2022.619769.
INACSL STANDARDS COMMITTEE. Healthcare Simulation Standards of Best PracticeTM: Facilitation. Clinical Simulation in Nursing, v. 58, p. 22-26, 2021. DOI: 10.1016/j.ecns.2021.08.010.
MOSER, G. A. S. et al. The nursing staff care for suicidal ideations in emergency rooms: integrative literature review. Scientific Electronic Archives, v. 13, n. 7, p. 112-119, 2020.
NASCIMENTO, J. S. G. et al. Pré-simulação, pré-briefing ou briefing na simulação em enfermagem: quais as diferenças? Revista Eletrônica de Enfermagem, v. 22, 60171, 2020. DOI: 10.5216/ree.v22.60171.
NEGRI, E. C. et al. Clinical simulation with dramatization: gains perceived by students and health professionals. Revista Latino-Americana de Enfermagem, v. 25, e2916, 2017. DOI: 10.1590/1518-8345.1807.2916.
OLIVEIRA, M. S. B. et al. Contribuições da educação tutorial para a formação do enfermeiro: uma reflexão teórica. Revista Nursing, v. 22, p. 3452-3456, 2019. DOI: 10.36489/nursing.2019v22i259p3452-3456.
OLIVEIRA, W. S. et al. Perspective of nursing professionals on the discharge of patients suffering from recurrent myocardial infarction. Scientific Electronic Archives, v. 13, n. 11, p. 69-75, 2020.
PUTZ, F.; KATTAN, E.; MAESTRE, J. M. Use of clinical simulation to train healthcare teams in conflict management: a scoping review. Enfermería Clínica, v. 32, n. 1, p. 21-32, 2022. DOI: 10.1016/j.enfcli.2020.10.032.
REYES, J. R. et al. Formation of interpersonal competencies through interprofessional simulation: nursing and medicine. Nursing Education Perspectives, v. 44, n. 3, p. 154-158, 2023. DOI: 10.1097/01.NEP.0000000000001104.
RIVEROS-PEREZ, E.; RODRIGUEZ-DIAZ, J. The journey from clinician to undergraduate medical educator involves four patterns of transformation. Advances in Medical Education and Practice, v. 9, p. 7-15, 2018. DOI: 10.2147/AMEP.S146384.
ROCHA, L. A. C. et al. Validação de cenários simulados para estudantes de enfermagem: avaliação e tratamento de lesão por pressão. Revista Eletrônica de Enfermagem, v. 23, 67489, 2021. DOI: 10.5216/ree.v23.67489.
SILVA, L. D. et al. Impacto da "Disciplina Relação Médico-Paciente" sobre atitudes centradas no paciente. Revista Brasileira de Educação Médica, v. 41, n. 2, p. 232-240, 2017. DOI: 10.1590/1981-52712015v41n2RB20160094.
SUNDLER, A. J.; PETTERSSON, A.; BERGLUND, M. Undergraduate nursing students' experiences when examining nursing skills in clinical simulation laboratories with high-fidelity patient simulators: a phenomenological research study. Nurse Education Today, v. 35, p. 1257-1261, 2015. DOI: 10.1016/j.nedt.2015.05.015.
TORRES-DELGADO, G.; CÁRDENAS, R. V. The impact of clinical simulation with debriefing and self-regulation on academic performance in four clinical competencies of medical students. International Journal on Interactive Design and Manufacturing, v. 16, p. 613-625, 2022. DOI: 10.1007/s12008-022-00855-8.
VICTORIA, Bamicha; ATHANASIOS, Drigas. Theory of Mind in relation to Metacognition and ICTs. A metacognitive approach to ToM. Scientific Electronic Archives, v. 16, n. 4, 2023.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Scientific Electronic Archives
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal reserves the right to make changes to the original rules, spelling and grammatical order, in order to keep the language of worship default, respecting, however, the style of the authors. The finals will be sent to authors. Articles published are the property of Scientific Electronic Archives magazine, becoming its total or partial reprint, subject to the express authorization of the direction of the journal. The original source of publication should be retained. The originals will not be returned to the authors. Opinions expressed by authors of articles are solely your responsibility.
This journal uses the License Creative Commons Atribuição 4.0 Internacional.
Accepted 2026-05-15
Published 2026-06-17
