Impacto do uso do vídeo durante a simulação do banho no leito na satisfação e autoconfiança de estudantes do curso de graduação em Enfermagem
Data
2022
Autores
Abarca, Lissette Lucrecia Monge 
Orientadores
Lima Lopes, Juliana de
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Objetivo: Identificar o impacto do vídeo durante a simulação do banho no leito na satisfação e autoconfiança de estudantes do Curso de Graduação em Enfermagem. Métodos: Trata-se de um ensaio clínico paralelo randômico e cego. A população foi composta pelos estudantes do segundo ano do Curso de Graduação em Enfermagem. Os participantes foram alocados em dois grupos, controle e intervenção. A aleatorização foi realizada pelo sistema informatizado Random® por um pesquisador que não participou da avaliação e nem das intervenções. O grupo controle foi composto por estudantes que simularam o banho no leito com suporte de um tutor e o grupo intervenção simulou o banho no leito enquanto assistia um vídeo validado e com suporte do tutor. Os desfechos foram a satisfação e a autoconfiança na aprendizagem, avaliados após as intervenções por meio da Escala de Satisfação dos Estudantes e Autoconfiança com a Aprendizagem. O projeto de pesquisa foi aprovado pelo Comitê de Ética em Pesquisa (nº 4.071.494) e registrado no Registro Brasileiro de Ensaios Clínicos – ReBEC (RBR-2tyxttk). Foram utilizados os testes t de Student ou Mann-Whitney, o teste exato de Fisher e a análise de regressão logística múltipla. Adotou-se o nível de significância de 5%. Todas as análises foram realizadas utilizando o software livre R. Resultados: Foram avaliados 58 estudantes (30 do grupo controle e 28 do grupo intervenção). A maioria era do sexo feminino (n=50; 86,21%), sem experiência prévia de execução do banho no leito (n=47; 81,03%) e com idade média de 21,62+2,57. Observou-se que não houve diferença significativa entre os grupos quanto a satisfação (p=0,832) e autoconfiança (p>0,999). Ao analisar cada questão da escala, constatou-se que o grupo intervenção teve um escore mais elevado em relação à questão 1: “Os métodos de ensino utilizados nesta simulação foram úteis e eficazes” (p=0,0172) e o grupo controle teve um escore mais elevado na questão 7: “Estou confiante que esta simulação incluiu o conteúdo necessário para o domínio do currículo médico cirúrgico” (p=0,0239). Conclusão: Não houve diferença no nível de satisfação e autoconfiança de aprendizagem dos estudantes do curso de graduação em Enfermagem ao simular o banho no leito com um tutor ou com o vídeo. Ambas as estratégias podem ser utilizadas pelas instituições de ensino na prática simulada do banho no leito.
Objective: To identify the impact of the video during the bed bath simulation on the satisfaction and self-confidence of undergraduate students in Nursing. Methods: This is a randomized, blinded parallel clinical trial. The population consisted of second-year students of the Undergraduate Nursing Course. Participants were allocated into two groups: control and intervention. Randomization was performed using the computerized system Random® by a researcher who did not participate in the evaluation or in the interventions. The control group consisted of students who simulated the bed bath with the support of a tutor and the intervention group simulated the bed bath while watching a validated video with support from the tutor. The outcomes were satisfaction and self-confidence in learning, assessed after the interventions using the Student Satisfaction and Self-Confidence in Learning Scale. The research project was approved by the Research Ethics Committee (nº 4,071,494) and registered in the Brazilian Registry of Clinical Trials – ReBEC (RBR-2tyxttk). Student's t or Mann-Whitney tests, Fisher's exact test and multiple logistic regression analysis were used. A significance level of 5% was adopted. All analyzes were performed using the free software R. Results: 58 students were evaluated (30 from the control group and 28 from the intervention group). Most were female (n=50; 86.21%), with no previous experience of performing bed baths (n=47; 81.03%) and with a mean age of 21.62+2.57. It was observed that there was no significant difference between the groups in terms of satisfaction (p=0.832) and self-confidence (p>0.999). When analyzing each question of the scale, it was found that the intervention group had a higher score in relation to question 1: “The teaching methods used in this simulation were useful and effective” (p=0.0172) and the control group had a higher score on question 7: “I am confident that this simulation included the necessary content to master the medical-surgical curriculum” (p=0.0239). Conclusion: There was no difference in the level of learning satisfaction and self-confidence of the students of the Undergraduate Nursing Course when simulating the bed bath with a tutor or with the video. Both strategies can be used by educational institutions in the simulated practice of bathing in the bed.
Objective: To identify the impact of the video during the bed bath simulation on the satisfaction and self-confidence of undergraduate students in Nursing. Methods: This is a randomized, blinded parallel clinical trial. The population consisted of second-year students of the Undergraduate Nursing Course. Participants were allocated into two groups: control and intervention. Randomization was performed using the computerized system Random® by a researcher who did not participate in the evaluation or in the interventions. The control group consisted of students who simulated the bed bath with the support of a tutor and the intervention group simulated the bed bath while watching a validated video with support from the tutor. The outcomes were satisfaction and self-confidence in learning, assessed after the interventions using the Student Satisfaction and Self-Confidence in Learning Scale. The research project was approved by the Research Ethics Committee (nº 4,071,494) and registered in the Brazilian Registry of Clinical Trials – ReBEC (RBR-2tyxttk). Student's t or Mann-Whitney tests, Fisher's exact test and multiple logistic regression analysis were used. A significance level of 5% was adopted. All analyzes were performed using the free software R. Results: 58 students were evaluated (30 from the control group and 28 from the intervention group). Most were female (n=50; 86.21%), with no previous experience of performing bed baths (n=47; 81.03%) and with a mean age of 21.62+2.57. It was observed that there was no significant difference between the groups in terms of satisfaction (p=0.832) and self-confidence (p>0.999). When analyzing each question of the scale, it was found that the intervention group had a higher score in relation to question 1: “The teaching methods used in this simulation were useful and effective” (p=0.0172) and the control group had a higher score on question 7: “I am confident that this simulation included the necessary content to master the medical-surgical curriculum” (p=0.0239). Conclusion: There was no difference in the level of learning satisfaction and self-confidence of the students of the Undergraduate Nursing Course when simulating the bed bath with a tutor or with the video. Both strategies can be used by educational institutions in the simulated practice of bathing in the bed.
Descrição
Citação
ABARCA, L.L.M. Impacto do uso do vídeo durante a simulação do banho no leito na satisfação e autoconfiança de estudantes do curso de graduação em Enfermagem. São Paulo, 2022. 82 f. Dissertação (Mestrado em Enfermagem) - Escola Paulista de Enfermagem (EPE), Universidade Federal de São Paulo (UNIFESP). São Paulo, 2022.