8 0 1
Rev Lat ino- am Enferm agem 2008 set em bro- out ubro; 16( 5) : 801- 2w w w .eer p.usp.br / r lae Edit orial
CH ALLEN GES I N N URSI N G COM PETEN CY DEVELOPM EN T
Em ilia Cam pos de Car v alho
T
echnological t ransfor m at ions hav e fav or ed changes in a w ide range of social cont ex t s, especially inhealt h, dem anding new com pet encies, cr it ical t hink ing and decision- m ak ing sk ills fr om pr ofessionals.
Nursing act ivit ies have also been affect ed in different cont ext s; one exam ple is clinical pat ient assessm ent ,
w hich used t o be for physicians only unt il a few decades ago, now adays, it is per for m ed by nur sing, alt hough
w it h a differ ent goal. Anot her dem and on pr ofessionals is pr ecision in diagnost ic and t her apeut ic at t r ibut ions.
I n t his evolut ion, t eaching and learning st rat egies have diversified, providing t heir cont ribut ions in t he
sear ch for t hese goals. Som e of t hem also or iginat e in t his t echnological dev elopm ent , associat ed or not w it h
t eaching and lear ning m odels. Acquir ing k now ledge t hr ough t hese st r at egies and being fam iliar w it h t heir j ob
has becom e a necessar y condit ion for nur sing pr ofessionals( 1).
Am ong t hese advances, sim ulat ion st ands out , an int eract ive m et hod for learning t heories, assessm ent
m odels, t echnologies, skills and clinical reasoning. Sim ulat ion has been used for som e years now as a t eaching
st rat egy; t he first m odels were st at ic ( full or part ial m annequins) and used for knowledge or skill acquisit ion in
specific pr ocedu r es( 2 ).
Now aday s, r esou r ces ar e av ailable t o acqu ir e m or e com plex sk ills, su ch as t h e in v asiv e t ech n iqu es
n u r ses dev elop at cr it ical car e u n it s, u sin g t h e m ost r ecen t t ech n ologies. On e ex am ple ar e sim u lat or s w it h
at t ached pr ogr am s, w hich r epor t clinical sit uat ions t hat ar e sensit iv e t o t he lear ner s’ answ er s, m ak ing t hem
ident ify dat a, m ake j udgm ent s, int ervene and observe result s, whet her adequat e or not( 3). I n addit ion, com put er
assist ed sim ulat ion is an oppor t unit y t o lear n about nur sing car e deliver y w it hout any r isks for pat ient s( 4).
I t should be r em inded t hat st udent s hav e posit iv ely assessed t he use of t hese st r at egies, consider ing
t hem m ore realist ic, reducing t he t im e needed t o perform t he procedure in real sit uat ions and t he fear of direct
procedure execut ion on pat ient s. This also offers t he opport unit y for st udent s t o pract ice in a safe environm ent
befor e any int er v ent ions in clinical sit uat ions( 5).
The use of ot her st r at egies in t he Br azilian scenar io is st ill incipient , w hich is also t r ue for dist ance
educat ion, wit h new inform at ion Technologies, such as videoconferencing, on- line t eaching and use of CD ROM,
st im ulat ed since 1996 by t he new law t hat regulat es educat ion in Brazil [ Lei de Diret rizes e Bases] . The use of
t hese t echnologies v ar ies am ong differ ent nur sing educat ion cent er s.
More sophist icat ed t echnological advances are expect ed. Thus, nursing will be changed by t he influence
t hese t echnologies exert on t he t eaching- learning process. Facult y m em bers and educat ion inst it ut ions need t o
pr epar e f or t h ese n ew ch allen ges, w h ich alr eady appear, in t h e w ay t h ey con du ct t h e pr of ession al t rain in g
pr ocess in nur sing. Schools should pr ov ide for inv est m ent s in infr ast r uct ur e and t echnological t r aining( 6).
Resear ch in v olv in g an an aly sis of t h ese n ew t ech n ologies an d t h eir con t r ibu t ion in con st r u ct in g t h e
com pet encies healt h pr ofessionals need is bot h necessar y and w elcom e.
1 Mem ber of t he Edit orial Board of t he Lat in Am erican Journal of Nursing, Full Professor of t he Universit y of São Paulo at Ribeirão Pret o College of Nursing,
8 0 2
Rev Lat ino- am Enferm agem 2008 set em bro- out ubro; 16( 5) : 801- 2w w w .eer p.usp.br / r lae
REFEREN CES
1. Aguiar RV, Cassiani SHD. Desenvolvim ent o e avaliação de am bient e vir t ual de apr endizagem em cur so pr ofissionalizant e de
enfer m agem . Rev. Lat ino- Am . Enfer m agem [ I nt er net ] . 2007 nov em br o- dezem br o [ cit ed 2008 10 05] ; 15( 6) . Available fr om :
h t t p : / / w w w . sci el o. b r / sci el o. p h p ?scr i p t = sci _ ar t t ex t & p i d = S0 1 0 4 - 1 1 6 9 2 0 0 7 0 0 0 6 0 0 0 0 5 & l n g = p t & n r m = i so& t l n g = p t
2. Schoening AM, Sit t ner BJ, Todd MJ. Sim ulat ed clinical experience: nursing st udent s’ percept ions and t he educat ors’ role.Nurse
Ed u c. 2 0 0 6 Nov - Dec; 3 1 ( 6 ) : 2 5 3 - 8 .
3 - Rau en CA. Sim u lat ion as a Teach in g St r at egy f or Nu r sin g Edu cat ion an d Or ien t at ion in Car diac Su r ger y Car diov ascu lar
Su r ger y. Cr it ical car e cu r sin g 2 0 0 4 ; 2 4 ( 3 ) : 4 6 - 6 1 .
4. Sasso GTMD, Souza ML. A sim ulação assist ida por com put ador: a convergência no processo de educar- cuidar da enferm agem .
Tex t o Con t ex t o En f er m , Flor ian ópolis, 2 0 0 6 Abr -Ju n ; 1 5 ( 2 ) : 2 3 1 - 9 .
5. Reilly A, Sprat t C. The percept ions of undergraduat e st udent nurses of high- fidelit y sim ulat ion- based learning: a case report
fr om t he Univer sit y of Tasm ania. Nur se Educ Today 2 0 0 7 Aug; 2 7 ( 6 ) : 5 4 2 - 5 0 .
6. Rodr igues RCV, Per es HHC. Panoram a brasileir o do ensino de Enfer m agem On- line. Rev Esc Enfer m USP 2008; 42( 2) :
298-3 0 4 .
Challenges in nursing com petency...
