Simulation for teaching cardiorespiratory resuscitation by teams: setting and performance assessment
DOI:
https://doi.org/10.1590/1518-8345.3932.3406%20Keywords:
High Fidelity Simulation Training; Professional Education; Cardiopulmonary Resuscitation; Simulation Training; Continuing Education; Cardiopulmonary Arrest.Abstract
Objective: to evaluate the acquisition of cognitive knowledge
in cardiorespiratory resuscitation through training mediated by
health simulation and to verify satisfaction with the teaching
methodology design. Method: a study of quasi-experimental
intervention, of the before and after type, with only one group.
Population composed of medical students in the internship
phase, nurses and resident physicians, nursing technicians and
nurses of the institution’s effective staff. Convenience sampling
consisting of 91 participants. Data collected through the
Sociodemographic and Educational Questionnaire, Knowledge
Test and Simulation Design Scale. Data was organized in tables
and analyzed based on absolute frequencies, measures of
central tendency and dispersion, Cronbach’s alpha reliability
test, Wilcoxon’s test. Results: the increase in cognitive learning
was 81.9%, being that for nursing technicians it was 117.8
%. Wilcoxon’s test showed a significant increase (p<0.0001)
in knowledge. The Simulation Design Scale, displayed 4.55 of
global mean. Cronbach’s alpha pointed good internal consistency
(0.898). Conclusion: the health simulation was effective as
a learning-teaching method in cardiorespiratory resuscitation,
being effective in increasing knowledge in cardiorespiratory
arrest, with a great level of design satisfaction.
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