Realistic simulation as a facilitating tool in the teaching-learning process in urgency and emergency: Experience report

Abstract

Objective: to describe the experience of professors and students of the undergraduate nursing course in the use of realistic simulation as a methodology to facilitate the teaching-learning process in the curricular component "Nursing Care in Emergency and Trauma". Method: experience report, with participatory observation of professors and students of the undergraduate nursing course at the University of the Amazon, Belem, State of Para, Brazil, regarding the use of active methodologies in the construction of teaching in Urgency and Emergency, in the period included from August 6 to December 22, 2019. Result: in this teaching-learning process, with the simulation methodology, teachers played a fundamental role, acting as facilitators, emphasizing self-directed and student-centered learning. Such experiences allowed the actors involved to see teaching in the laboratory as a privileged space, which requires constant interaction between academics and teachers when integrating theory learned in the classroom with practice. Conclusion: the use of realistic simulation as an active teaching methodology, contributes to increase the self-confidence, self-knowledge and psychomotor skills of students in practice, in addition to providing theoretical-practical dialogue aimed at the profile of the professional to be trained.