ABSTRACT Objective: To identify, synthesize, and analyze the scientific knowledge produced regarding the implications of using clinical simulation for undergraduate nursing or medical students' motivation for learning. Methods: The search for articles was conducted between July 28 and August 3, 2022, on the PubMed/MEDLINE, Scopus, Web of Science, and SciELO databases. The following was used for the search: P - undergraduate students attending Nursing or Medicine courses; C - motivation for learning, and C - skills and clinical simulation laboratory. The following research question guided the study: “What are the implications of clinical simulation on the motivation for learning of undergraduate students of nursing and medicine?” Of the 1,783 articles found, 13 were included in the sample for analysis. All stages of the selection process were carried out by two independent evaluators. The results were presented as charts and a discursive report. Results: The studies analyzed indicated the beneficial effects of clinical simulation on students' motivation, in addition to other gains such as competencies, technical and non-technical skills, knowledge, belonging, autonomy, clinical judgment, critical and reflective thinking, self-efficacy and decreased anxiety, self-management, and improvements in learning and learning climate. Conclusion: Clinical simulation provides a positive learning environment favorable to the development of technical and interpersonal skills and competencies, and raising the level of motivational qualities. Objective identify synthesize Methods 2 3 2022 PubMedMEDLINE PubMed MEDLINE PubMed/MEDLINE Scopus Science databases courses laboratory study What medicine medicine? 1783 1 783 1,78 found analysis evaluators report Results competencies nontechnical non belonging autonomy judgment thinking selfefficacy self efficacy anxiety selfmanagement, selfmanagement management, management self-management climate Conclusion qualities 202 178 78 1,7 20 17 7 1,

BACKGROUND: The use of simulation to enhance knowledge translation and bridge the theoretical-clinical gap to enhance clinical training and competency in health professions has received mixed reviews in the literature. OBJECTIVES: This research examined student perspectives of a simulation laboratory in speech therapy to improve students' clinical competency when working with adults with communication and dysphagia impairments. METHOD: An exploratory descriptive pilot study was conducted in 2022 with 16 third-year speech-language therapy students. This mixed-methods study involved students completing purposefully developed pre-and post-surveys to explore their experiences with simulated teaching and learning and their perceptions of confidence. Data were analysed using an independent t-test. Following the surveys, the students participated in a focus group discussion about their simulation experience, and data were analysed using thematic analysis. RESULTS: Student ratings of clinical skills improved from pre to post-simulation significantly overall and across six out of the eight items. The focus group revealed insights into students' experiences, highlighting increased confidence, the benefits of making mistakes in a safe environment and improved preparedness to work with dysphagia in patients CONCLUSION: While simulation serves as a valuable tool in enhancing clinical skills and building confidence, it must be used as an adjunct to real-life exposure and not as a replacement. CONTRIBUTION: The integration of both simulated and real-life experiences is essential to provide a comprehensive and practical learning environment for students.

BACKGROUND: Self-directed simulation learning (SSL) is a globally accepted teaching and learning strategy wherein student nurses take the initiative in diagnosing their learning needs, formulate learning goals, identify resources for learning, and implement relevant strategies in response to their learning needs. This autonomous learning strategy will assist student nurses in taking ownership of their learning. Consequently, student nurses exit the training programme to become lifelong learners, safe and competent professional nurses. OBJECTIVES: This study aimed to explore and describe the experiences of student nurses' utilisation of SSL at a University in Gauteng and to make recommendation(s) to enhance the use of SSL. METHOD: A qualitative, exploratory, descriptive, and contextual research design was used to uncover the student nurses' experiences with the use of SSL at a University. Nineteen participants were purposively sampled. Data collection was conducted through focus group interviews. Tesch's method of data analysis was used to analyse, organise and interpret data. RESULTS: Theme: student nurses experience time constraints, which hinder their utilisation of SSL. Subthemes: (1) a compacted academic timetable, and (2) limited access to the clinical simulation laboratory for self-directed learning. CONCLUSION: Time constraints hinder the utilisation of SSL, and this challenge threatens the acquisition of clinical skills and knowledge during the training of student nurses. CONTRIBUTION: Evidence-based recommendations to enhance the utilisation of SSL at a University.

BACKGROUND: Achieving competence in clinical skills requires various resources and preparation time for undergraduate nursing students. Intentional opportunities should be created for student nurses to experience meaningful encounters in the clinical skills laboratory (CSL) to broaden their knowledge and competence. Therefore, factors that influence the competence in clinical learning in a CSL were explored. AIM: This study aimed to explore and describe the perceptions of nursing students regarding factors influencing their learning in a CSL. SETTING: The study was conducted at a School of Nursing at a university in the Western Cape province. METHODS: A qualitative descriptive design was adopted. Purposive sampling was used to select participants for this study based on specific inclusion and exclusion criteria. Following the attainment of ethical clearance, 10 focus group interviews were undertaken to explore the perceptions of nursing students regarding factors influencing their learning in a CSL. The focus group sessions continued until data saturation was established. Data were analysed using a thematic analysis process. RESULTS: Three major themes emerged from the data analysis that was explored to make the following recommendations: physical environment, psychosocial environment and organisational environment. CONCLUSION: The results of this study highlighted the necessity for implementing interventions to enhance specific elements within the CSL, aiming to foster high-quality clinical learning experiences for nursing students. CONTRIBUTION: Areas were identified within the CSL environment that requires enhancement to ensure the provision of quality clinical learning, thereby enabling student nurses to attain clinical competence.

Objetivo: comprobar la tasa de evaluación correcta mediante la comparación visual directa de las medidas de dilatación cervical en modelos de cuello uterino de consistencia dura. Método: estudio aleatorizado abierto con 63 estudiantes de obstetricia a los que se les asignó usar o no la comparación visual directa con una guía de dilatación. Los estudiantes estimaron de forma ciega la dilatación cervical en simuladores con diferentes dilataciones. El resultado primario fue la tasa de evaluación correcta. Resultados: los estudiantes realizaron 441 pruebas. Se observó una mayor tasa de evaluación correcta en el grupo experimental que en el grupo control (47,3% versus 27,2%; p < 0,001; Odds Ratio = 2,41; intervalo de confianza del 95% = 1,62-3, 58). Conclusión: la comparación visual directa aumentó la precisión de la evaluación de la dilatación cervical en modelos de simulación de cuello, lo que podría ser beneficioso en el entrenamiento de laboratorio. Registro Brasileño de Ensayos Clínicos n.º U1111-1210-2389. Objetivo dura Método 6 dilataciones Resultados 44 pruebas 47,3% 473 47 3 (47,3 27,2% 272 27 2 0,001 0001 0 001 2,41 241 41 95 1,623, 1623 1,62 3, 1 62 1,62-3 58. 58 . 58) Conclusión laboratorio nº n º U111112102389. U111112102389 U U1111 1210 2389. 2389 U1111-1210-2389 4 47,3 (47, 27,2 0,00 000 00 2,4 24 9 623 1,623 162 1,6 1,62- 5 U11111210238 U111 121 238 U1111-1210-238 47, (47 27, 0,0 2, 16 1, U1111121023 U11 12 23 U1111-1210-23 (4 0, U111112102 U1 U1111-1210-2 ( U11111210 U1111-1210- U1111121 U1111-1210 U111112 U1111-121 U11111 U1111-12 U1111-1 U1111-

Objective: to verify the correct assessment rate when using direct visual comparison in the cervical dilation measures in hard-consistency cervix simulation models. Method: an open-label and randomized study conducted with 63 Obstetrics students that were designated either to use direct visual comparison in a dilation guide or not. The students estimated cervical dilation blindly in simulators with different dilations. The primary outcome was the correct assessment rate. Results: the students performed 141 tests. A higher correct assessment rate was found in the Experimental Group than in the Control Group (47.3% versus 27.2%; p<0.001; Odds Ratio = 2.41; 95% Confidence Interval = 1.62-3.58). Conclusion: the direct visual comparison increased precision of the cervical dilation assessment in cervix simulation models, with the possibility of being beneficial in laboratory training. Brazilian Registry of Clinical Trials No. U1111-1210-2389. Objective hardconsistency hard consistency models Method openlabel open label 6 not dilations Results 14 tests 47.3% 473 47 3 (47.3 27.2% 272 27 2 p<0.001 p0001 p 0 001 2.41 241 41 95 1.623.58. 162358 1.62 3.58 . 1 62 58 1.62-3.58) Conclusion training No U111112102389. U111112102389 U U1111 1210 2389. 2389 U1111-1210-2389 47.3 4 (47. 27.2 p<0.00 p000 00 2.4 24 9 623 1.623.58 16235 162 1.6 358 3.5 5 1.62-3.58 U11111210238 U111 121 238 U1111-1210-238 47. (47 27. p<0.0 p00 2. 1.623.5 1623 16 1. 35 3. 1.62-3.5 U1111121023 U11 12 23 U1111-1210-23 (4 p<0. p0 1.623. 1.62-3. U111112102 U1 U1111-1210-2 ( p<0 1.623 1.62-3 U11111210 U1111-1210- p< 1.62- U1111121 U1111-1210 U111112 U1111-121 U11111 U1111-12 U1111-1 U1111-

Objetivo: verificar a taxa de avaliação correta com o uso da comparação visual direta nas medidas de dilatação cervical em modelos de simulação de colo com consistência dura. Método: estudo randomizado aberto com 63 estudantes de obstetrícia que foram designados para usar comparação visual direta em um guia de dilatação ou não. Os estudantes estimaram cegamente a dilatação cervical em simuladores com diferentes dilatações. O desfecho primário foi a taxa de avaliação correta. Resultados: os estudantes realizaram 441 testes. Foi encontrada maior taxa de avaliação correta no grupo experimental do que no grupo controle (47,3% versus 27,2%; p <0,001; Odds Ratio = 2,41; intervalo de confiança de 95% = 1,62-3,58). Conclusão: a comparação visual direta aumentou a precisão da avaliação da dilatação cervical em modelos de simulação de colo, podendo ser benéfica no treinamento em laboratório. Registro Brasileiro de Ensaios Clínicos nº U1111-1210-2389. Objetivo dura Método 6 não dilatações Resultados 44 testes 47,3% 473 47 3 (47,3 27,2% 272 27 2 <0,001 0001 0 001 2,41 241 41 95 1,623,58. 162358 1,62 3,58 . 1 62 58 1,62-3,58) Conclusão laboratório U111112102389. U111112102389 U U1111 1210 2389. 2389 U1111-1210-2389 4 47,3 (47, 27,2 <0,00 000 00 2,4 24 9 623 1,623,58 16235 162 1,6 358 3,5 5 1,62-3,58 U11111210238 U111 121 238 U1111-1210-238 47, (47 27, <0,0 2, 1,623,5 1623 16 1, 35 3, 1,62-3,5 U1111121023 U11 12 23 U1111-1210-23 (4 <0, 1,623, 1,62-3, U111112102 U1 U1111-1210-2 ( <0 1,623 1,62-3 U11111210 U1111-1210- < 1,62- U1111121 U1111-1210 U111112 U1111-121 U11111 U1111-12 U1111-1 U1111-

RESUMEN Objetivo: comparar el efecto de la simulación clínica y de una clase expositiva en los conocimientos de estudiantes de Enfermería sobre el procedimiento de irrigación de colostomía. Método: estudio cuasiexperimental realizado en septiembre de 2019 con estudiantes de Enfermería de la Universidade Federal do Rio Grande do Norte en Natal, Brasil. Como instrumentos se utilizaron un cuestionario dirigido a cuestiones sociodemográficas y una herramienta de análisis del conocimiento, en tres ocasiones diferentes. Al Grupo Control se le ofreció la clase expositiva y el Grupo Intervención participó de la simulación en laboratorio. Para el análisis de los datos se emplearon las pruebas de Chi-Cuadrado y de Mann-Whitney. Resultados: no se observaron diferencias estadísticas significativas entre los grupos en relación con el perfil sociodemográfico. En el análisis de los valores medios de respuestas correctas se observaron mejores medidas en el post-test de ambos grupos, en comparación con el pre-test; sin embargo, en el test de retención, los estudiantes del Grupo Intervención obtuvieron mejores resultados que los del Grupo Controle, además de ser estadísticamente significativos (valor p =0,015). Conclusión: se percibió que ambas estrategias de enseñanza produjeron un efecto positivo en el proceso de aprendizaje de los estudiantes. Aunque ambas son importantes y eficaces, la simulación presentó mejor desempeño en la retención de conocimientos. Se espera que este trabajo de investigación permita que los educadores reflexiones acerca de su trabajo y haga posible la utilización de estrategias que mejoren su práctica docente, a fin de beneficiar la educación y el desarrollo de los estudiantes. Objetivo colostomía Método 201 Natal Brasil conocimiento diferentes laboratorio ChiCuadrado Chi Cuadrado MannWhitney. MannWhitney Mann Whitney. Whitney Mann-Whitney Resultados sociodemográfico posttest post pretest pre pre-test embargo Controle valor =0,015. 0015 =0,015 . 0 015 =0,015) Conclusión eficaces docente 20 001 =0,01 01 2 00 =0,0 =0, =0 =

ABSTRACT Objective: to compare the effect of clinical simulation and of a lectured class on Nursing students' knowledge about the colostomy irrigation procedure. Method: a quasi-experimental study conducted in September 2019 with Nursing students attending Universidade Federal do Rio Grande do Norte in Natal, Brazil. The instruments used were a questionnaire targeted at sociodemographic issues and a knowledge analysis tool at three different moments. The Control Group had a lectured class and the Intervention Group took part in the laboratory simulation. The Chi-Square and Mann-Whitney tests were used for data analysis. Results: no statistically significant differences were observed between the groups in terms of the sociodemographic profile. In the analysis of the means of correct answers, better measures were observed in the post-test of both groups when compared to the pre-test; however, in the retention test, the students from the Intervention Group had better and statistically significant results than those from the Control Group (p-value=0.015). Conclusion: it is noticed that both teaching strategies exerted a positive effect on the students' learning process. Although both are equally important and effective, simulation showed better performance in knowledge retention. It is expected that this research enables educators to reflect on their work and allows them to use strategies that enhance their teaching practice, in order to benefit teaching and the students' development. Objective procedure Method quasiexperimental quasi experimental 201 Natal Brazil moments ChiSquare Chi Square MannWhitney Mann Whitney Results profile answers posttest post test pretest pre pre-test however pvalue=0.015. pvalue0015 pvalue p value=0.015 . value 0 015 (p-value=0.015) Conclusion process effective practice development 20 pvalue=0.015 pvalue001 value0015 value=0.01 01 (p-value=0.015 2 pvalue=0.01 pvalue00 value001 value=0.0 (p-value=0.01 pvalue=0.0 pvalue0 value00 value=0. (p-value=0.0 pvalue=0. value0 value=0 (p-value=0. pvalue=0 value= (p-value=0 pvalue= (p-value= (p-value

RESUMO Objetivo: comparar o efeito da simulação clínica e da aula expositiva dialogada no conhecimento de estudantes de enfermagem sobre o procedimento de irrigação de colostomia. Método: estudo quase experimental, realizado em setembro de 2019 com acadêmicos de enfermagem da Universidade Federal do Rio Grande do Norte, em Natal, Brasil. Utilizaram-se como instrumentos um questionário voltado para questões sociodemográficas e um de análise de conhecimento em três diferentes ocasiões. O grupo controle teve aula expositiva dialogada e o grupo intervenção participou da simulação em laboratório. Para análise de dados foram usados os testes Qui-Quadrado e o de Mann-Whitney. Resultados: observou-se ausência de diferenças estatísticas significantes entre os grupos quanto ao perfil sociodemográfico. Na análise das médias de acertos, observaram-se melhores medidas no pós-teste dos dois grupos, quando comparado ao pré-teste, contudo, no teste de retenção os discentes do grupo intervenção tiveram resultados melhores que o grupo controle e estatisticamente significantes (p-valor=0,015). Conclusão: percebeu-se que as duas estratégias de ensino produziram efeito positivo no processo de aprendizagem dos discentes. Apesar de ambas serem importantes e eficazes, a simulação apresentou melhor desempenho na retenção do conhecimento. Espera-se que a pesquisa possibilite aos educadores a reflexão de seu trabalho e oportunize a utilização de estratégias que aprimorem sua prática docente, com vistas a beneficiar o ensino e desenvolvimento dos estudantes. Objetivo colostomia Método experimental 201 Norte Natal Brasil Utilizaramse Utilizaram se ocasiões laboratório QuiQuadrado Qui Quadrado MannWhitney. MannWhitney Mann Whitney. Whitney Mann-Whitney Resultados observouse observou sociodemográfico acertos observaramse observaram pósteste pós préteste, préteste pré teste, pré-teste contudo pvalor=0,015. pvalor0015 pvalor p valor=0,015 . valor 0 015 (p-valor=0,015) Conclusão percebeuse percebeu eficazes Esperase Espera docente 20 pvalor=0,015 pvalor001 valor0015 valor=0,01 01 (p-valor=0,015 2 pvalor=0,01 pvalor00 valor001 valor=0,0 (p-valor=0,01 pvalor=0,0 pvalor0 valor00 valor=0, (p-valor=0,0 pvalor=0, valor0 valor=0 (p-valor=0, pvalor=0 valor= (p-valor=0 pvalor= (p-valor= (p-valor

ABSTRACT BACKGROUND: To highlight the importance of clinical simulations and simulated laboratories for student training, especially in physical examination teaching. OBJECTIVE: To evaluate the gains obtained by medical students in their cognitive and practical performance of physical examinations (abdominal, cardiological, and pulmonary), as well as satisfaction and self-confidence in what they have learned, after concentrated practice developed in a skills and simulation laboratory. DESIGN AND SETTING: A quantitative and quasi-experimental study in which 48 students were evaluated at the Faculdade de Odontologia de Bauru, São Paulo, Brazil. METHODS: A quantitative and descriptive study was conducted with regularly enrolled 2nd year medical students over 18 years of age who had content prior to data collection regarding anamnesis and physical examination remotely taught in a Moodle virtual learning environment. For data collection, the participants were subjected to a concentrated period of skill training (abdominal, cardiological, and pulmonary). Every day after the skill training session, they were subjected to a practical evaluation and completed a theoretical test before and after the practical activities. At the end of all activities, they answered the instrument to assess the simulated practices (self-confidence and satisfaction). RESULTS: Among the 49 students evaluated, positive and significant theoretical and practical gains were identified in all three components (abdominal, cardiological, and pulmonary) (P = 0.000), as well as in the general evaluation (Theoretical 1 and Theoretical 2) (P = 0.000), satisfaction, and self-confidence (P = 0.000). CONCLUSION: Concentrated laboratory practice resulted in positive improvements in students’ physical examination skills. BACKGROUND teaching OBJECTIVE abdominal, abdominal (abdominal cardiological pulmonary, pulmonary , selfconfidence self confidence learned SETTING quasiexperimental quasi experimental 4 Bauru Paulo Brazil METHODS nd environment pulmonary. . session activities satisfaction. satisfaction) RESULTS P 0.000, 0000 0.000 0 000 0.000) 2 0.000. CONCLUSION 0.00 00 0.0 0.

Resumen La reticulohistiocitosis multicéntrica (RHM) es una histiocitosis de células no Langerhans, multisistémica, rara, caracterizada por afectación cutánea y articular, que poco frecuentemente afecta a otros órganos. El diagnóstico se basa en hallazgos clínicos y resultados de biopsias de piel o sinovial, sin describirse un parámetro de laboratorio específico. Realizamos una revisión de la literatura en relación a las características clínicas de esta entidad desde el punto de vista reumatológico.

Abstract Multicentric reticulohistiocytosis (MHR) is a rare, multisystem, non-Langerhans cell histiocytosis characterized by skin and joint involvement, and rarely involving other organs. Diagnosis is based on clinical findings and results of skin or synovial biopsies; a specific laboratory parameter has not been described. We conducted a review of the literature regarding the clinical characteristics of this entity from a rheumatological point of view.

BACKGROUND: The changing landscape of nursing education to competency-based education has strengthened the importance of simulation learning in the process of developing the required graduate competencies AIM: This study aimed to develop a model that guides the implementation of simulation-based education (SBE) in under-resourced nursing education institutions in Lesotho SETTING: Four Nursing Education Institutions in Lesotho METHODS: An explanatory sequential mixed methods design was adopted. Sampling methods included stratified systematic random, purposive and systematic sampling. The total sample was 390 comprising students, nurse educators and principals. Data were collected through questionnaires, focus group discussions and in-depth unstructured individual interviews. Statistical analysis was employed for quantitative data while a grounded theory approach guided the qualitative data analysis and model development RESULTS: Implementation of simulation emerged as a multilevel, multi-actor and multistage process of adopting, introducing and implementing SBE. This education takes place in a simulated environment that serves as a connecting bridge between the learning of theory in the classroom and clinical learning in real-life settings. The model generated from this study has simulation implementation as the main concept that is supported by four major concepts: (1) simulation initiation at the strategic level, (2) simulation implementation at the tactical level, (3) simulation implementation at the operational level and (4) simulation outcomes CONCLUSION: Successful implementation of simulation requires buy-in from key stakeholders. Simulation-based education policy, competent facilitators and a well-resourced clinical skills laboratory may facilitate the development of the required competencies CONTRIBUTION: The study provides guidance on how SBE can be implemented in resource-limited settings

BACKGROUND: Orthopaedic surgery often benefits from innovation in biomedical engineering, with 3D printing being one of the latest examples. Proving cost-effectiveness and improved clinical outcomes remains challenging. Because of the reduced cost and increased accessibility, it has been possible to start an orthopaedic 3D-printing laboratory in a South African tertiary hospital, exploring the place for this emergent technology in orthopaedic practice. This case series aims to illustrate the clinical use of 3D-printed anatomical models and investigate the time and cost involved in their manufacture METHODS: The design and manufacturing process is discussed, and a retrospective descriptive case series is presented of all models manufactured from January 2020 to April 2021. Using three illustrative cases, we elaborate on two main usage situations: intraoperative reference models (haptic maps) or rehearsal and templating (simulation models RESULTS: In the study, 3D-printed anatomical models were manufactured for 16 patients. For 12 patients, these were simulation models, and for the other four patients, haptic maps were made. The mean time for manufacture was 33 hours (range 8-62), and the median cost per patient was ZAR 3 257.62 (range ZAR 927.17 to ZAR 7 177.09 CONCLUSION: Considering the decreasing cost and ease of using 3D-printing technology, starting a clinician-run orthopaedic 3D-printing laboratory at a South African training hospital has become possible. In this series we illustrate how 3D printing has been used at our unit for planning and rehearsal of a wide range of orthopaedic cases, and we establish a baseline of time and cost expenditure. The cost-effectiveness of implementing 3D-printing technology in everyday orthopaedic practice warrants further investigation Level of evidence: Level 5

ABSTRACT Introduction: Technological development has produced changes in the teaching-learning processes. Clinical simulation also shows controversial results. Student satisfaction is related to acquired level of learning. Objective: To identify the level of satisfaction of medical students with the use of clinical simulation during their academic training. Methods: Descriptive, cross-sectional and observational study carried out, between August and November, 2019, at the Clinical Simulation Laboratory of University of Monterrey. Medical students were included, except for students repeating their studies and those who were used to being absent. Surveys incomplete on main variables were eliminated. The census sample was n=509. The Quality and Satisfaction Survey of Clinical Simulation (Cronbach's Alpha .861) was used, Likert type 1-5, with three components: significant learning, simulation structure and interpersonal relationship. Descriptive statistics were made. Results: The male sex predominated 54.8% (279), while the average age was 21.8 years (SD 4.1). The median of the scale score was 73 (15-75). The highest level of satisfaction was obtained in the seventh semester, accounting for 74 (15-75) and in General Surgery, accounting for 75 (75-59). The items with the highest percentage of "Strongly agree" were "Teacher training is adequate" (90.8%: 462) and "Simulation is a useful teaching method for learning" (89.4%: 455). The lower score corresponded to “The case duration is adequate" (61.1%: 311) and "In simulation, it is useful to watch recorded performances themselves" (61.3%: 312). Conclusion: There is a high level of satisfaction with the use of clinical simulation during the training of medical students.

RESUMEN Introducción: El avance tecnológico ha generado cambios en los procesos de enseñanza-aprendizaje. Con la simulación clínica existen resultados controversiales. La satisfacción del estudiante se relaciona con el nivel de aprendizaje adquirido. Objetivo: Identificar el nivel de satisfacción con el uso de simulación clínica durante la formación académica de estudiantes de medicina. Métodos: Estudio descriptivo, transversal y observacional, realizado entre agosto-noviembre de 2019 en el Laboratorio de Simulación Clínica de la Universidad de Monterrey. Se incluyeron estudiantes de medicina, y se excluyendo los repetidores y con inasistencias. Se eliminaron las encuestas incompletas en variables principales. La muestra censal fue n = 509. Se utilizó la encuesta de Calidad y Satisfacción en Simulación Clínica (Alfa de Cronbach .861), tipo Likert de 1-5, con 3 componentes: aprendizaje significativo, estructura de la simulación y relación interpersonal. Se realizaron estadísticas descriptivas. Resultados: Predominaron el sexo masculino 54,8 % (279) y la edad promedio 21,8 años (DE 4.1). La mediana del puntaje de la escala resultó 73 (15-75). El nivel de satisfacción más alto se obtuvo en el séptimo semestre con 74 (15-75) y en Cirugía general con 75 (75-59). Los reactivos con mayor porcentaje de respuesta “Muy de acuerdo” fueron: “La capacitación del profesorado es adecuada” 90,8 % (462) y “La simulación es un método docente útil para el aprendizaje” 89,4 % (455); y con menor puntuación “La duración del caso es adecuada” 61,1 % (311) y “En simulación, es útil el ver las propias actuaciones grabadas” 61,3 % (312). Conclusión: Existe un alto nivel de satisfacción con el uso de simulación clínica durante la formación de estudiantes de medicina.

Resumo Objetivo Comparar a percepção de estudantes de enfermagem e as contribuições do ensino com simulação clínica ou aula prática convencional em laboratório de habilidades, na primeira experiência clínica hospitalar. Método Pesquisa descritiva, qualitativa, envolvendo estudantes de graduação em enfermagem de uma universidade pública do Brasil, submetidos à simulação clínica de alta fidelidade ou aula prática convencional, ocorrida entre 2015 e 2016. Para avaliação dos dados, utilizaram-se a nuvem de palavras e a análise de similitude do software IRAMUTEQ®. Resultados Participaram 54 estudantes, sendo 27 em cada grupo. As palavras mais evocadas pelo grupo simulação foram: “paciente real, não, mais e simulador”, relacionadas à capacidade de reflexão quanto ao seu conhecimento e preparo. As mais evocadas no grupo prática convencional foram: “mais, não, muito e sentir”, relacionadas com a percepção de que a aula convencional ajuda na aquisição de habilidades, contudo, é necessária maior frequência. Conclusão As duas estratégias contribuíram positivamente para a primeira experiência clínica hospitalar. Porém, a simulação proporcionou uma visão crítico-reflexiva sobre as competências, deficiências e maior autoconfiança em relação à prática convencional. Este estudo fortalece as evidências dos benefícios proporcionados pelo ensino baseado em simulação, e a importância de instituições de ensino fazerem uso adequado dessa estratégia.

Abstract Objective to compare the perception of nursing students and the contributions of teaching with clinical simulation or conventional practical classroom skills in the first clinical hospital experience. Method a descriptive, qualitative research involving undergraduate nursing students from a public university in Brazil, submitted to a high fidelity clinical simulation or conventional practical class, which took place between 2015 and 2016. For data evaluation, a word cloud and similarity analysis of the IRAMUTEQ® software were used. Results Altogether 54 students participated, 27 of them in each group. The words most evoked by the simulation group were: “real patient, no, more and simulator”, related to the capacity of reflection regarding their knowledge and preparation. The most evoked by the conventional practice group were: “more, no, much and feel”, related with the perception that the conventional class helps in the acquisition of skills, however, more frequency is needed. Conclusion Both strategies contributed positively to the first clinical hospital experience. However, the simulation provided a critical-reflexive view of skills, deficiencies and greater self-confidence in relation to conventional practice. This study strengthens the evidence of the benefits provided by simulation-based teaching, and the importance of teaching institutions making appropriate use of this strategy.

Resumen Objetivo Comparar la percepción de los estudiantes de enfermería y las contribuciones docentes con simulación clínica o clase práctica convencional en un laboratorio de habilidades, en la primera experiencia clínica hospitalaria. Métodos Investigación descriptiva y cualitativa con estudiantes universitarios de enfermería en una universidad pública de Brasil, sometidos a simulación clínica de alta fidelidad o clase práctica convencional, entre 2015 y 2016. Para el análisis de los datos se utilizo, una nube de palabras y el análisis de la similitud por el software IRAMUTEQ. Resultados Participaron 54 estudiantes, 27 en cada grupo. Las palabras mas evocadas por el grupo de simulación fueron: “paciente real, no, más y simulador” relacionadas con la capacidad de reflexionar sobre su conocimiento y preparación. Los más mencionados en el grupo práctica convencional fueron: “más, no, mucho y sentir”, relacionadas con la percepción de que la clase convencional ayuda en la adquisición de habilidades, sin embargo se necesita más frecuencia. Conclusion Ambas estrategias contribuyeron positivamente para la primera experiencia clínica hospitalaria. Sin embargo, la simulación proporcionó una visión crítica reflexiva de las habilidades, deficiencias y una mayor autoconfianza en comparación con la práctica convencional. Este estudio fortalece la evidencia de los beneficios proporcionados por la enseñanza basada en simulación y la importancia de que las instituciones educativas hagan uso adecuado de esta estrategia.

Abstract After the closure of schools in March 2020, due to the SARSCov-2 virus pandemic that causes the COVID-19 disease, virtual environments were adapted to continue the teaching work with a theoretical approach even in the clinical and practical learning units , where more clinical skills such as clinical simulation have to be developed. This has a methodology for teaching practice, which would have to be adopted as a digital learning strategy; In the Faculty of Nursing and Obstetrics of the UAEMéx there is a clinical laboratory with simulators (mannequins) for the teaching-learning of clinical procedures, which would allow students to acquire knowledge and skills virtually in their academic training.

Resumen Tras el cierre de las escuelas en marzo de 2020, por la pandemia del virus SARSCov-2 causante de la enfermedad COVID-19, se adaptaron entornos virtuales para continuar con la labor docente con un enfoque teórico aun en las unidades de aprendizaje clínicas y prácticas, donde se tiene que desarrollar más habilidades clínicas como la simulación clínica. Esta cuenta con una metodología para la práctica docente, la cual se tendría que adoptar como una estrategia de aprendizaje digital; en la Facultad de Enfermería y Obstetricia de la UAEMéx se cuenta con un laboratorio clínico con simuladores (maniquíes) para la enseñanza-aprendizaje de procedimientos clínicos, lo cual permitiría a los alumnos adquirir los conocimientos y habilidades de forma virtual en su formación académica.

Abstract This research aimed to analyze the angles of convergence in dental preparations for crowns performed on typodont, by 10th semester students of school of dentistry, UNACH. Dental preparations for crowns have retention and resistance characteristics, fundamental principles that offer success and longevity of the final crown. Various researchers worldwide have developed various methods to evaluate the convergence angles of extra coronary preparations; however, in our context, there are no studies on the measurement of these angles. This research was experimental, cross-sectional and observational, 32 dental preparations were obtained for fully covered crowns, each student had 60 minutes to carve two dental preparations in clinical simulators. The typodonts were scanned and digitized using the scanner CAD-CAM Ceramill Database version 1.0 - 2010 of “BrothersDent” Laboratory in order to produce three-dimensional images. The iTero software measured the vestibule-lingual (VL) and mesio-distal (MD) angles of each preparation. The smallest and largest angles observed were 3.1 ° and 102.5 ° for mandibular molars. The mean VL angle for anterior teeth was 40.38 ± 4.38 ° in males and 36.97 ± 3.95 ° in females, and the mean MD angle was 44.68 ± 5.51 ° in males and 40, 08 ± 3.99 ° in women. For posterior teeth the average VL was 27.46 ± 7.82 ° in men and 40.98 ± 4.63 ° in women; and the mean MD angle was 40.73 ± 5.95 ° in men and 50.62 ± 7.00 ° in women. In conclusion, the convergence angles achieved by students were greater than the recommended ideals according to Shillingburg.

Resumen El objetivo de esta investigación fue analizar los ángulos de convergencia en preparaciones dentarias para coronas realizadas en tipodontos, por estudiantes de décimo semestre de Odontología Unach. Las preparaciones dentales para coronas poseen características de retención y resistencia, principios fundamentales que ofrecen éxito y longevidad de la corona definitiva. Varios investigadores a nivel mundial han desarrollado diversos métodos para evaluar los ángulos de convergencia de las preparaciones extracoronarias; sin embargo, en nuestro medio, no existen estudios acerca de la medición de estos ángulos. Esta investigación fue de carácter experimental, transversal y observacional, se obtuvieron 32 preparaciones dentarias para coronas de recubrimiento completo, cada estudiante tuvo 60 minutos para tallar dos preparaciones dentarias en simuladores clínicos. Los tipodontos fueron escaneados y digitalizados mediante el escáner CAD-CAM Ceramill Database versión 1.0 año 2010 del Laboratorio “BrothersDent” para producir imágenes tridimensionales. El software iTero midió los ángulos vestíbulo-lingual (VL) y mesio-distal (MD) de cada preparación. Los ángulos más pequeño y más grande observados fueron 3.1° y 102.5° para molares mandibulares. El promedio del ángulo VL para dientes anteriores fue 40,38 ±4,38° en varones y 36,97 ±3,95° en mujeres y el promedio del ángulo MD fue 44,68 ±5,51° en varones y 40,08 ±3,99° en mujeres. Para dientes posteriores el promedio VL fue 27,46 ±7,82° en varones y 40,98 ±4,63° en mujeres; y el promedio del ángulo MD fue 40,73 ±5,95° en varones y 50,62 ±7,00° en mujeres. En conclusión, los ángulos de convergencia logrados por estudiantes fueron mayores que los ideales recomendados según Shillingburg.

Abstrato Introdução: A enfermagem, como profissão teórico-prática, pode ser visualizada na perspectiva construtivista sociocultural, onde o aluno adquire e gera constantemente novos conhecimentos, em especial após intervenções com simuladores clínicos. Objetivo: Identificar o nível de satisfação dos alunos do Bacharelado em Enfermagem antes da simulação clínica nos laboratórios de uma universidade pública do noroeste do México. Metodologia: Estudo quantitativo e correlational, por amostragem aleatória, e amostra probabilística estratificada de 149 alunos por semestre. Foram utilizados o cartão de dados sociodemográficos e o Questionário de Qualidade e Satisfação da Sala de Aula de Simulação Clínica da Universidade da Cantábria, usando o alfa de Cronbach de 0,912. Resultados: A idade média dos participantes foi de 20,66 anos, em termos de sexo, 75,2% (f =112) corresponderam a alunas. A satisfação média com o uso do laboratório de simulação clínica foi de 81,52. As variáveis do semestre em que o aluno está matriculado (p=0,000) e que o aluno está envolto em uma atividade remunerada (p = 0,041) têm uma relação estatisticamente significativa com o nível de satisfação. Conclusões: Os dados obtidos mostraram que os alunos estão muito satisfeitos com a simulação clínica.

Abstract Introduction: Nursing, as a theoretical-practical profession, may be visualized from the sociocultural constructivist perspective, where the student constantly acquires and generates new knowledge, in particular, after interventions with clinical simulators. Objective: To identify the level of satisfaction of students in the Bachelor’s Degree in Nursing before clinical simulation in the laboratories of a public university of northwestern Mexico. Methodology: Quantitative and correlational study, at random sampling, and stratified probabilistic sample of 149 students per semester. The socio-demographic data card and the Questionnaire of Quality and Satisfaction of the Clinical Simulation Classroom from the University of Cantabria were used, using Cronbach’s Alpha of .912. Results: The mean age of participants was 20.66 years, in terms of sex 75.2% (f = 112) corresponded to female students. The average satisfaction with the use of the clinical simulation laboratory was 81.52. The variables of semester in which the student is enrolled (p=.000) and that the student is engaged in a remunerated activity (p=.041) have a statistically significant relationship to the level of satisfaction. Conclusions: Data obtained showed that the students are very satisfied with the clinical simulation.

Resumen Introducción: Enfermería como una profesión teórico-práctica puede ser visualizada desde la perspectiva constructivista sociocultural donde el alumno adquiere y genera constantemente nuevos conocimientos, en particular, posterior a intervenciones con simuladores clínicos. Objetivo: Identificar el nivel de satisfacción de estudiantes de Licenciatura en Enfermería ante la simulación clínica en los laboratorios de una Universidad Pública del Noroeste de México. Metodología: Estudio cuantitativo y correlacional, muestreo aleatorio, muestra probabilística estratificada por semestre de 149 estudiantes. Se utilizó la Cédula de datos sociodemográficos y Cuestionario de Calidad y Satisfacción del Aula de Simulación Clínica de la Universidad de Cantabria, con Alpha de Cronbach de .912 Resultados: La media de edad de los participantes fue de 20.66 años, en cuanto a sexo 75.2% (f = 112) correspondió a femenino. La media de satisfacción con el uso del laboratorio de simulación clínica fue de 81.52. Las variables semestre que cursa (p=.000) y realiza actividad remunerada (p=.041) se relacionan de forma estadísticamente significativa con el nivel de satisfacción. Conclusiones: Los datos obtenidos demuestran que los estudiantes se encuentran muy satisfechos con la simulación clínica.