Simulação realística como estratégia de ensino-aprendizagem no processo transfusional

Abstract

Continuing education in nursing services guiding transfusion practices greatly reduces the number of events due to errors and complications. Knowledge has to be provided to the professionals the way they can understand the significance and impact of learning in your professional practice. To do this, using active methodologies, such as a realistic simulation, can be an alternative in order to make the process more interactive and efficient. The objective of the study is to evaluate the realistic simulation as a teaching-learning strategy in the acquisition of knowledge in the transfusion process for nursing professionals. Pre-and-after quasi-experimental study performed in the hospitals belonging to the Federal University o Rio Grande do Norte (Hospital Universitário Onofre Lopes- HUOL, Maternidade Escola Januário Cicco e Hospital Ana Bezerra), in four stages: 1) Construction and validation of the instrument for the evaluation of the knowledge about the transfusion process with the judges of the research; 2) elaboration of the realistic simulation roadmap and organization of the scenarios; 3)Evaluation of the knowledge of professionals before and after the realistic simulation; 4)Evaluation of nursing professionals' satisfaction with the teaching strategy realistic simulation. It was appreciated by the Ethics and Research Committee of HUOL, with number CAAE: 58511516.0.0000.5292. For data analysis, descriptive and inferential analyzes were performed, adopting the statistical significance of p-value <0.05. The elaborated questionnaire, composed of ten multiple choice questions, presented evidence of satisfactory validity (IVC - 0.95; Kappa - 0.83). The total of 202 nursing professionals participated in the intervention, and cognitive learning increased significantly after a realistic simulation performance. Improved the gap of knowledge between pre-and post-test was evidenced in all questions and steps of the process, but mainly in those that dealt with the maximum time of infusion, storage and handling of blood components and classification of immediate and late transfusion reactions. In general, the level of satisfaction of the participants with a teaching methodology was very good, insofar as the strategy contributed to their learning and to the teaching of knowledge and skills, being considered interesting and useful for the vast majority of them. In view of the above, we opted to reject a null hypothesis of this study and accept an alternative in which the knowledge of nursing professionals is significantly better after a realistic simulation intervention. It is hoped that the study has contributed to highlight the importance of thinking about the methodology of realistic simulation as a strategy to health education actions, from technical courses, graduation to the training of professionals who are in the health area.