CLINICAL SIMULATION IN NURSING PROFESSIONALS’ LATE RETENTION OF KNOWLEDGE AND SELF-CONFIDENCE: A QUASI-EXPERIMENTAL STUDY

ABSTRACT

Objective:

to evaluate the late effect of using combined simulation of a dialog lecture class, as compared to the exclusive use of simulation, on Nursing professionals’ self-confidence and knowledge under cardiopulmonary arrest situations.

Method:

quasi-experimental with pre- and post-test. Convenience sample comprised by 53 Nursing professionals divided into control and experimental groups. A semi-structured questionnaire and the Self-confidence dimension of the Satisfaction and Self-Confidence in Learning Scale were applied. Q tests were used with p-value≤ 0.05.

Results:

self-confidence increased significantly among the professionals from the experimental group (p=0.007) in relation to the control group (p=0.06). None of the groups showed significant gains in retained knowledge over time.

Conclusion:

regardless of how the simulation method is employed, it represents a pedagogical strategy that can enable the development and improvement of self-confidence and late knowledge fixation in relation to cardiopulmonary arrest situations.

DESCRIPTORS:
Simulation Training; Learning; Knowledge; Confidence; Nursing Professionals