Luciana Mara Monti Fonseca
Universidade de São Paulo, EERP, Faculty Member
Research Interests: Psychology and Resumos
Background: As an active teaching method, simulation allows improving cognitive and rational skills, critical judgment, teamwork, task division, and leadership. Objective: To describe the development of 2 clinical cases and validate them... more
Background: As an active teaching method, simulation allows improving cognitive and rational skills, critical judgment, teamwork, task division, and leadership. Objective: To describe the development of 2 clinical cases and validate them to be used in high-fidelity maternal- child simulation. Methodology: A two-phase methodological validation study was conducted. The first phase consisted of the identification of the school’s health care needs and the development of 2 clinical cases to be used in high-fidelity maternal-child simulation. The second phase consisted of the validation of the cases and instruments for assessment of simulation in the training process. Results: The experts assessed the items using the Content Validity Index (CVI). The suggestions aimed at improving the scenario assessment tools and contributed to the reliability of the developed clinical cases. Conclusion: The validation of the scenarios by the experts reflected the adequacy of the items in the instruments and promoted another implementation of the cases designed for high-fidelity maternal-child simulation
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The COVID-19 pandemic required non-pharmacological control measures, including schools shutting down and the implementation of remote education. This study aimed to review students’ and education professionals’ experiences during the... more
The COVID-19 pandemic required non-pharmacological control measures, including schools shutting down and the implementation of remote education. This study aimed to review students’ and education professionals’ experiences during the pandemic and reflect on the school and educational psychology. It is a scoping review covering six databases, and 15 articles composed the corpus. There was a concern with higher education training and emerging demands for teachers and students who were required to adhere to different teaching-learning tools. Teachers’ and students’ evaluations are positive, considering that remote activities ensure flexibility and creativity. On the other hand, there is substantial concern about exclusion due to non-access or limited access to the internet or computers. The impact of this remote education experience will be evaluated in the future, but it is already possible to point out implications for psychology in the face of the “new normal.”
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Research Interests: Physics and Humanities
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Research Interests: Humanities and Medicine
Research Interests: Nursing and Humanities
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Research Interests: Nursing and Humanities
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Research Interests: Psychology and Anais
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AimsThe aims of this study were to map the components of the simulation design in health and nursing and to propose a classification based on their definitions to support the planning of simulation‐based experiences.DesignScoping... more
AimsThe aims of this study were to map the components of the simulation design in health and nursing and to propose a classification based on their definitions to support the planning of simulation‐based experiences.DesignScoping review.MethodSearches were performed in the databases LILACS, Embase, MEDLINE/PubMed, SCOPUS, Web of Science, Google Scholar and ProQuest Thesis and Dissertation were performed, without time limitation, to identify studies about simulation design.ResultsThis study mapped 19 components of the simulation design found in 26 studies included, which can contribute to the development of simulation‐based experiences, classified into structural, methodological and theoretical–pedagogical components. The simulation design can be described according to its fundamental components: structural—define the basic formulation of a simulation in terms of infrastructure and conceptual framework; methodological—define the participants, roles and the instruction format; and theoretical–pedagogical—define the educational references used to support the simulation strategy.