Presença de avaliador em cenário clínico simulado sobre suporte básico de vida: ensaio clínico randomizado

Abstract

Introduction: Health emergencies are events that require immediate control and containment of an imminent threat of death. Among all, Cardiorespiratory Arrest is classified as the greatest fatality, requiring a quick, objective and effective intervention. The Realistic Clinical Simulation is an active methodology that presents a new strategy to build contexts similar to reality, emphasizing skills training, communication and decision making. It is about an effective and innovative teaching method, which provides students and professionals with better training, having the visible presence of an evaluator during the process. Objective: To evaluate the influence of simulated clinical scenarios on the teaching of Basic Life Support in Cardiopulmonary Arrest, on the knowledge and skills of nursing students, through the visible presence of an evaluator (Control Group) or the invisible presence of the evaluator (Group Experimental). Method: This is a Randomized Clinical Trial, carried out between August 2021 and April 2022, with students of the undergraduate nursing course at the Federal University of Juiz de Fora, who were distributed in parallel and single-blind groups, and received practical interventions on Basic Life Support. All students enrolled in the eighth period of the course and who were studying the Adult Health II discipline participated in the study. At the end of the last face-to-face meeting, a Student Satisfaction and Self-Confidence Scale was applied. Data analysis was performed using Stata software version 16.0. Qualitative variables were presented as absolute and relative frequency and quantitative variables as mean and dispersion measures. The significance level adopted was 0.05. Results: 68 academics participated in the study. Regarding theoretical knowledge, measured at three different moments (pre-test, immediate post-test and late post-test), it was verified, for both groups (control and experimental), acquisition of learning between the pre-test and the immediate post-test, however, in the delayed post-test, there was a small reduction in understanding in both groups. Regarding practical skills, there was no difference between the groups (p < 0.05), which presented similar average scores on the skills assessment checklist. Conclusion: The effectiveness of simulation as a teaching and learning strategy on Basic Life Support in Cardiorespiratory Arrest for nursing students was observed, regardless of the presence of the evaluator on the scene.