CLINICAL SIMULATION: OPINION OF STUDENTS OF NURSING, AUTONOMOUS UNIVERSITY OF CHILE, TEMUCO
SIMULACIÓN CLÍNICA: OPINIÓN DE ESTUDIANTES DE ENFERMERÍA, UNIVERSIDAD AUTÓNOMA DE CHILE, TEMUCO
SIMULAÇÃO CLÍNICA: OPINIÃO DE ESTUDANTES DE ENFERMAGEM, UNIVERSIDAD AUTÓNOMA DO CHILE, TEMUCO
| 2019 | |
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Simulation Nursing Students Professional Education Nursing Education Simulación Estudiantes de Enfermería Educación Profesional Educación en Enfemería Simulação Estudantes de Enfermagem Educação Profissionalizante Educação em Enfermagem |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/enfermeriacuidadoshumanizados/article/view/1845
https://hdl.handle.net/10895/3707 |
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| Acceso abierto |
| Sumario: | The clinical simulation integrates the complexity of practical-theoretical learning with the possibility of repetition, feedback, evaluation and reflection to achieve disciplinary and generic competences of the learner. The goal is to reveal the opinion of nursing students about the use of clinical simulation as a learning strategy. Objective to reveal the opinion of nursing students about the use of clinical simulation as a learning strategy. It is an exploratory and descriptive qualitative research, through intrinsic case study, non-probabilistic, intentional sample of cases by criteria and convenience, made up of 15 informants, 2016, information collected through focus groups, analyzed by data reduction in three levels, following the constant comparison scheme, not grouping them into predetermined categories, by inductive reasoning process, validated with criteria of rigor and triangulation of researchers. The results are: First level: 320 units of meaning emerge grouped in 6 descriptive categories, Second level: three metacategories, Third level 2 qualitative domains: contributions of students for the implementation of Clinical Simulation and its contribution as a learning strategy in the development of disciplinary and generic competences. It is concluded that this methodology reduces the existing gap between theory and practice, strengthens generic competences and allows the student to take responsibility for their training. |
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