Fundamentos metodológicos utilizados en el debriefing que fortalecen el logro de competencias en los estudiantes de enfermería

Daniel Ayala Valladolid

doi:10.14198/cuid.23176

Autores/as

Daniel Ayala Valladolid Universidad Nacional Mayor de San Marcos, Perú https://orcid.org/0000-0002-0569-1627

DOI:

https://doi.org/10.14198/cuid.23176

Palabras clave:

Debriefing, simulación, reflexión, enfermería, educación en enfermería

Resumen

Introducción: Las escuelas y facultades de enfermería vienen mejoran sus currículos para entregar a la sociedad profesionales acordes a las nuevas necesidades, como parte de la mejora se utiliza la simulación clínica y el debriefing que fomentan la reflexión de la práctica y el aprendizaje significativo.

Objetivos: Identificar los fundamentos metodológicos utilizados en el debriefing que fortalecen el logro de competencias en los estudiantes de enfermería.

Metodología: Revisión sistemática de la literatura entre noviembre y diciembre del 2021 considerando artículos de texto completo, en español, inglés y portugués; y entre el 2011 y 2021, se buscó en ScienceDirect, SciELO, Pubmed, ProQuest y EBSCO; mediante los operadores booleanos “AND” y “OR”. Se utilizó el gestor bibliográfico Mendeley para almacenar y procesar los artículos aplicándose la metodología PRISMA.

Resultados: De los 118 artículos, 31.3% son de MEDLINE/Pubmed, 26.3% de ScienceDirect, 19.5% de ProQuest, 11.9% de SciELO y 11.0% de EBSCO.

Conclusiones: Durante el debriefing se realiza una reflexión de la práctica entre el docente y los estudiantes, logrando identificar los modelos mentales de los estudiantes y haciendo una comparación entre el resultado obtenido y el esperado, para modificar modelos mentales erróneos favoreciendo el logro de competencias de los estudiantes en futuras atenciones.

Citas

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