Avaliação da Simulação Virtual: Um estudo quase-experimental com graduandos de enfermagem

Abstract

Realistic simulation has established itself as an innovative and effective strategy in health education, especially in nursing training. This study aimed to verify the effectiveness of virtual realistic simulation as a teaching methodology in undergraduate nursing courses. This is a quasi-experimental study involving 24 students enrolled between the 5th and 8th semesters. The research was developed in five stages: (1) application of a pre-test with objective questions about the care of diabetic patients in hypoglycemic crisis; (2) interactive lecture on the topic; (3) simulation practice, in different modalities (low fidelity or virtual simulation), followed by debriefing; (4) administration of a post-test with the same questions as the pre-test; and (5) individual completion of the Simulation Experience Scale, developed based on validated instruments such as DASH©, Debriefing Experience Scale, Student Satisfaction and Self-Confidence in Learning, and ESECS (Simulated Clinical Experience Satisfaction Scale). Data analysis included descriptive statistics to characterize the sample and nonparametric tests, using Spearman's correlation coefficient (r), considering a significance level of α = 0.05. The average age in Group 1 was 26.17 years (SD = 5.92) and in Group 2, 25.00 years (SD = 5.44). The virtual simulation, as well as the low-fidelity simulation, was well evaluated, indicating high engagement, positive perception, stimulation of clinical reasoning, and real-time decision-making. However, a significant negative correlation was observed between practical performance and theoretical post-test results in both, suggesting difficulties in integrating theory and practice. It is concluded that, although with different approaches, both methodologies provided positive learning experiences, with the potential to strengthen relevant clinical skills in nursing education.