Assessing clinical simulation as a learning tool when training motivation skills in Periodontology-Students' perceptions.

INTRODUCTION: The prevention and long-term success of the treatment of periodontal diseases depend on patient compliance with oral health; thus, there is a need to alert and motivate them to control the disease. Clinical simulation emerges as a useful teaching strategy in the development of these clinical skills since it allows the replication of real situations interactively using a simulator or role-play. AIM: This study aimed to evaluate clinical simulation as a learning methodology in Periodontology, through students' perceptions. MATERIALS AND METHODS: A quantitative and descriptive study was developed with 51 students of an undergraduate dentistry degree. Data collection was done through a voluntary, anonymous and confidential survey. Students were asked to express their level of agreement with 27 items using a Likert scale ranging from 1 to 5. Statistical analysis included measures of central tendency, measures of dispersion, variability and frequency distribution. RESULTS: Students believe that clinical simulation contributes to an active participation of learners in their learning process, promoting the development of skills such as communication, priority management and decision-making. They also mention that debriefing is an essential moment of this process, in which the consolidation of knowledge and the structuring of thought are promoted. CONCLUSION: Students make a positive evaluation of clinical simulation, perceiving it as an effective learning methodology.

A simulação no ensino de enfermagem: reflexões e justificativas a luz da bioética e dos direitos humanos / La simulación en la enseñanza de enfermería: reflexiones y justificaciones a la luz de la bioética y de los derechos humanos / Simulation in training nurses: reflections and justifications based on bioethics and human rights approaches

Resumo: 18. Objetiva-se refletir sobre a simulação no ensino de enfermagem a luz da bioética e dos direitos humanos. Trata-se de ensaio reflexivo que parte da premissa que o contexto formativo atual em saúde e enfermagem deve contemplar, em seus processos, estratégias de ensino e aprendizagem que levem em consideração as diversas questões éticas e bioéticas, dos direitos humanos, dos avanços tecnológicos e do conhecimento científico. Justifica-se o uso da simulação no ensino de enfermagem a partir da perspectiva da dignidade da pessoa humana, da não instrumentalização da pessoa humana, da igualdade, e da não discriminação. Além disso, são apontados alguns princípios fundamentais da bioética e sua relação com a simulação. Discute-se ainda, as contribuições dessa estratégia de ensino e aprendizagem na perspectiva do doente/usuário, do estudante, da universidade, e das instituições de saúde. Ao considerar esses aspectos, é imprescindível pensar numa prática formativa que incorpore essas dimensões nos seus processos de formação dos futuros enfermeiros.

Resumen: 22. El objetivo es reflexionar sobre la simulación en la enseñanza de enfermería a la luz de la bioética y de los derechos humanos. Se trata de un ensayo reflexivo que parte de la premisa que el contexto formativo actual en salud y enfermería debe contemplar en sus procesos estrategias de enseñanza y aprendizaje que tengan en cuenta las diversas cuestiones éticas y bioéticas de los derechos humanos, de los avances tecnológicos y del conocimiento científico. Se justifica el uso de la simulación en la enseñanza de enfermería desde la perspectiva de la dignidad de la persona humana, de la no instrumentalización de la persona humana, de la igualdad y de la no discriminación. Además, se señalan algunos principios fundamentales de la bioética y su relación con la simulación. Se discute además las contribuciones de esta estrategia de enseñanza y aprendizaje en la perspectiva del paciente / usuario, del estudiante, de la universidad y de las instituciones de salud. Al considerar estos aspectos, es imprescindible pensar en una práctica formativa que incorpore esas dimensiones en sus procesos de formación de los futuros enfermeros.

Abstract: 26. The aim of this paper is to reflect about the use of simulation in training nurses based on bioethics and human rights approaches. This is a reflexive essay based on the assumption that the current training context in health and nursing must include in the process teaching and learning strategies which take into account diverse ethical and bioethical questions about human rights, technological development and scientific knowledge. The use of simulation in training nurses is justified on human dignity, not in the instrumentalization of the person, equity and not discrimination. Furthermore, some fundamental principles of bioethics and their relation to simulation are pointed out. Moreover, the contributions of this teaching and learning strategy are discussed under the perspectives of patient/user, student, university and health care institution. Considering these issues, it is essential to plan a training practice incorporating these dimensions in the training process of future nurses.