Clinical simulation with dramatization, a teaching-learning strategy for undergraduate students of nutrition and dietetics

Valentina Espinoza; Luis Marileo; Sharon Viscardi

doi:10.37527/2022.72.2.003

Autores

Valentina Espinoza Departamento de Procesos Diagnóstico y Evaluación, Facultad de Ciencias de la Salud Universidad Católica de Temuco
Luis Marileo Facultad de Recursos Naturales, Universidad Católica de Temuco
Sharon Viscardi Universidad Católica de Temuco

DOI:

https://doi.org/10.37527/2022.72.2.003

Palavras-chave:

Clinical Simulation, Teaching Methodology, Learning Activities, Undergraduate Students, Nutrition and Diethetics

Resumo

At present, education in Health Sciences requires interaction with real patients, which is made more complex due to the need to ensure their health safety. For this reason, new teaching methodologies are now being implemented, which help to improve and protect safe care. Objective: This study was carried out using a quantitative approach with a non-experimental, descriptive design. Materials and Methods: The sample was non-probabilistic and consisted of 87 undergraduate students. A questionnaire was used, with 18 statements divided into 3 dimensions: dimension 1, simulation structure, with six questions reflecting aspects related to its implementation; dimension 2, learning, with seven questions related to aspects of effective communication, trust, learning and respect for diversity; dimension 3, feedback for learning, with five questions, including feedback by the teacher and the simulated patient, as well as their own views with regard to participating in another similar experience again. A five-point Likert scale was used. Results: The three dimensions studied, simulation structure, learning and feedback for learning, report a high level of positive perceptions. Conclusion: The simulation strategy is an educational tool in health-related careers that enhances the clinical competencies of the students as well as the relevant theoretical and practical skills and abilities in their learning process, promoting integration of the knowledge acquired in previous subjects.

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