Early recognition of surgical patients with sepsis: Contribution of nursing records.

OBJECTIVE: This study aimed to analyze the contribution of nursing records to the early identification and management of sepsis in surgical patients at a university hospital. METHOD: This is a study with a quantitative, retrospective, descriptive, and correlational design. Data collection was performed through hospital information systems in the first semester of 2017 with the approval of the research ethics committee. We included 28 patients who met the inclusion criteria of the study. RESULTS: The analysis of the content of the records evidenced the development of the first signs of systemic inflammatory response syndrome (SIRS) and organ dysfunction until the fifth day of hospitalization in 19 patients (67.8%). Confirmation or hypothesis of sepsis diagnosis occurred until the 10th day of hospitalization in 15 patients (53.5%). The analysis of the content of the records showed that the first signs of SIRS were predominantly identified in the electronic patient monitoring system in 26 cases (92.9%), whereas the first signs of organ dysfunction were described in the nursing staff records in 24 patients (85.7%). CONCLUSION: The results confirm the importance of the quality of nursing records for risk identification, early recognition, and proper management of sepsis in surgical patients, aiming at achieving greater effectiveness in the management of healthcare processes.

Evaluation of nursing students about learning with clinical simulation.

OBJECTIVE: to describe the contributions of clinical simulation for learning cognitive and procedural attributes through debriefing, from the perspective of nursing students. METHOD: descriptive exploratory study. Twenty nursing undergraduate students from a university in the interior of the state of São Paulo participated in this study. Data collection was performed at the debriefing stage. Student's perceptions about the simulation, positive aspects and what they could have done differently were registered. The students' statements were grouped according to the central themes and the framework of Bardin's content analysis (2011) and were analyzed using descriptive statistics. RESULTS: enhancement of active, critical and reflective learning (47.5%) was identified due to the closeness to reality in nursing care (20.3%), manifestation of feelings experienced during the simulation (15.3%) and composition of the scenario (15.3%). CONCLUSION: the clinical simulation followed by debriefing promotes the understanding of the link between action and achievements in learning.