Examples of using Simulated practice in English and their translations into Portuguese
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Colloquial
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Official
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Medicine
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Financial
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Ecclesiastic
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Ecclesiastic
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Computer
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Official/political
No scientific evidence exists yet, however,regarding the effectiveness of simulated practice.
Thus, in the simulated practice students mobilize knowledge and apply instrumental skills seized.
A basic training using ICTs, electronic platforms,virtual environments and simulated practices.
Simulated practice is a strategy that can enhance the self-confidence to intervene in an emergency situation.
Virtual reality-based simulators can improve health educational processes by adding simulated practice in a safe and realistic environment.
Skills repetition in simulated practice reduces the potential for error and enhances skills performance when it really matters.
But this has not always been the case and,even today, many schools invest little in simulated practice with a view to competency development.
CE14 Know and recreate, in simulated practice, marketing and communication strategies, conventional and digital for different audiences.
The ESECS shows high reliability and validity coefficients,which allow us to affirm that it has the potential to analyze/assess the nursing students' satisfaction with the simulated practice.
Use of techniques such as brainstorming, group work,laboratory and simulated practices to consolidate knowledge and learn technical procedures.
In order to be effective, the simulated practices should be planned according to an increasing level of complexity, enabling students to demonstrate the skills acquired in each training stage.
The maturity of our trainers gives FALL SAFE® courses a strong practical component achieved through simulated practices and methodologies of approach oriented to practical problems encountered in the day-to-day.
The simulated practice in teaching laboratories uses simulators, anatomical models and equipment similar to those of hospital units, thus creating an environment that is as realistic as possible.
Nowadays, there is great concern with the construction of the scenarios for simulated practice; in many institutions, there is no pedagogical script for its construction, threatening the efficacy of the activity.
In the validation process, a high correlation coefficient was verified between practically all items and the total scale, with a good reliability ratio Alpha 0,914,indicating that the scale seems to measure the students' satisfaction with the simulated practice.
The students' satisfaction with the simulated practice goes beyond the feeling experienced in traditional teaching and minimizes feelings of fear and anxiety about the future profession.
For a better coaptation of the edges of the" wound",training of suturing techniques should be preferably performed close to the edges of the synthetic plates EVA and rubberized and for the simulated practice of surgical flaps square patches of approximately 10cm must be made.
We believe that its use can still contribute to the simulated practice focused on nurses working in the labor market while used as continuing education strategy, this may be subjected to future studies.
Item 14 credibility during the scenario saturates with similar values in factors 1 and 2 0.466 and 0.537, but the researchers decided to include it in factor 2, considering not only the statistical result, with a higher saturation coefficient, buta theoretical coherence based on scientific knowledge about simulated practice as significant learning, provided that the students consider it as legitimate, authentic and realistic.
The main advantage simulated practice has to offer is a safe environment for the student, the teacher and the patient in the teaching and learning process, in addition to its power to anticipate rare and/or complex situations.
Hence, it seemed pertinent to elaborate an instrument that would allow us to assess the nursing students' satisfaction with simulated practice in a Portuguese reality. Therefore, the objective in this study is to validate a scale of satisfaction with the simulated clinical experiences.
In the same study, simulated practice did not significantly contribute to greater knowledge retention and clinical performance. The combination of clinical practice and simulation obtained better outcomes than any of the two individually.
Nevertheless, this study comes with some limitations,such as the small sample size and the sole focus on the satisfaction with simulated practices using medium and high-fidelity manikins and in the specific context of emergency nursing, which should be broadened to the entire practice in the laboratory context.
In Portugal, simulated practice in nursing teaching is a reality in a significant part of the curricular units offered within the school walls, where the students feel they are developing the competencies to be able to face the clinical context with greater self-confidence, autonomy and satisfaction.
Based on the analysis of Table 5 and the central trend and dispersion measures of the global scale and each of its dimensions,the students are highly satisfied with the simulated practice. The highest mean coefficients were found for the cognitive dimension 88.63%, although this dimension showed the lowest minimum value 50.00%, while practical satisfaction revealed the lowest mean values 83.53.
The teaching method used integrates theory, simulated practice and clinical practice through learning outcomes and shared competencies in these four disciplines, guiding the content and avoiding disruption of the ongoing process of learning.
As there does not exist any scale in Portugal to measure the nursing students' satisfaction with the simulated practice, a scale with 17 assertions was constructed and applied in a population of students who were concluding the curricular unit on emergency nursing, with a view to the refining and factorial validity of each item.
It is true that high levels of satisfaction with the simulated practice do not always translate a good clinical performance, but the students' satisfaction is a good measure to evaluate the teaching, the teachers and the university itself. It promotes qualitative improvements in teaching, where the student's opinion as a"client" and beneficiary of a service is increasingly taken into consideration.
The rating system used considers the theoretical qualification theory and practice simulated as 50% of the final grade of each discipline.
My finance professor at the time taught forex trading andlet the students practice on simulated accounts.