CLINICAL SIMULATION IN NURSING PROFESSIONALS’ LATE RETENTION OF KNOWLEDGE AND SELFCONFIDENCE: A QUASI-EXPERIMENTAL STUDY
DOI:
https://doi.org/10.5380/ce.v27i0.86981Keywords:
Simulation Training, Learning, Knowledge, Confidence, Nursing Professionals.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.
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