Clinical Simulation: Concepts and Applications in the Training and Improvement of Professionals (HRB4095)
RESPONSIBLE PROFESSOR(S):
CREDITS: 4
WORKLOAD:
| Theoretical (per week) |
Practical (per week) |
Studies (per week) |
Duration | Total |
|---|---|---|---|---|
| 2h | 2h | 2h | 10 weeks | 60h |
Class type: Hybrid
Additional class type information: Percentage of the course that will take place in hybrid system – 30% in-person and 70% on-line
OBJECTIVES:
At the end of the course the student should be able to:
• Conceptualize and reflect on meaningful learning and clinical simulation;
• Know and identify the different levels of complexity of the clinical simulation;
• Know, identify and classify the fidelity of physical and material resources used in simulated activities;
• Know and identify the human resources needed in simulated activities;
• Know, analyze and discuss the method (strategy design), for the use of clinical simulation;
• Promote knowledge and skills to organize the assembly of simulated stations, including planning, application and evaluation;
• Analyze and discuss the use of clinical simulation in teaching and improving professionals;
• Analyze and discuss the use of measurement instruments in simulated teaching;
• Identify and discuss the possibilities of curriculum insertion of simulated activities for teaching and assessment;
• Discuss interprofessional simulation and its practical use;
• Develop and develop and experience simulated activities at different levels of complexity and with the use of different resources and simulators.
RATIONALE:
The rapid and growing transformations of contemporary societies, in turn, have brought into debate, in a very expressive way, the aspects related to the need for changes in the training and qualification of health professionals (SILVA et al., 2014). Health Systems currently face the challenge of finding competente professionals, who provide effective and quality care, incorporating appropriate values, adapted to specific locations and contexts.
The teaching-learning dynamics of traditional teaching methodologies, influenced by Cartesian trends, from a fragmented and reductionist perspective, places the teacher in the position of transmitter of contents and the student in the role of mere spectator (COSTA et al., 2015). On the other hand, innovative teaching-learning methodologies seek to enable students to build knowledge from meaningful experiences, through participatory, critical-reflexive and knowledge-building pedagogical practice (PANDINI et al., 2007; BOLLELA et al., 2014; SOUZA, IGLESIAS, PAZIN-FILHO, 2014 MORAN, 2018). Thus, the role of the student in his learning is associated, critical reflection before, during and after his actions and his autonomy for continuous learning (COOREY, 2016).
One of the methods that has stood out within these knowledge-activating methodologies is Simulation-Based Learning, which is a practical strategy that prepares participants to act on relevant aspects of real situations. It is a rational methodology for training basic and simple skills (cognitive, affective and psychomotor skills mobilized in a given context to perform tasks) to the most complex ones, involving behavioral aspects (global activity or set of acts of an individual before a situation), and that allows the apprentice to act in a protected and safe environment with the possibility of repeating a task countless times (BEAUBIEN; BAKER, 2004). This method also associates the self-directed learning of students / professional with the tutor’s experience, when choosing the sequence of simulated cases, in order to develop psychomotor skills, communication and decision-making skills, and the use of factors can be planned of confusion (distractors) that most often occur in real practice and that will assist in motivation and involvement. The structuring of the simulated cases allows the development of ideas that allow significant involvement of students / professionals in the discussions of conducts to be taken, based on the presence or absence of existing human, diagnostic and therapeutic resources, at different levels of health care (primary, secondary or tertiary).
The discipline “Clinical Simulation Clinical Simulation: concepts and application” in the training and improvement of professionals, focuses on the use of clinical simulation for the training and improvement of human resources in health. Thus, the role of the student in his learning is associated, critical reflection before, during and after his actions and his autonomy for continuous learning (COOREY, 2016).
The simulation is an attempt to imitate the peculiarities of a given real situation, aiming at its better understanding and management. (NATIONAL LEAGUE FOR NURSING, 2013). It promotes the development of meaningful learning in a safe and controlled environment and demonstrates effectiveness in cognitive and behavioral education (HOADLEY, 2009).
Currently, for reasons of safety, quality, ethics, development of new technologies and / or constant changing practical scenarios, it has been considered essential in the training and improvement of health professionals (NATIONAL LEAGUE FOR NURSING, 2013; Martins et al, 2014, Martins et al 2012; LEIGH, 2008).
At the beginning of the use of the teaching-learning process of practical activities, the focus was on training the skills of professionals, but nowadays with a greater possibility of technological resources for simulation, the focus has been on the development of clinical reasoning, decision making decisions, teamwork, self-confidence, satisfaction and motivation for learning, among other attributes (Baptista et al, 2014; Martins et al 2014).
CONTENT:
• Meaningful learning and simulation
• Skills training
• Simulation complexity
• Simulators and scenic simulation
• Instructional design of the simulated stations
• National curriculum guidelines
• Competency milestones, EPAs
• Simulation curriculum insertion
• Simulated patients
• Moulage
• Education and interprofessional work
• Interprofessional simulation
• Clinical simulation in health teaching and assessment
• Feedback and debriefing
• Non-technical skills
• Measurement and evaluation instruments used in simulated teaching
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