Modalities and classifications of simulation as a pedagogical strategy in nursing: integrative review

Abstract

Objective: To understand the modalities and classifications of simulation as a teaching and learning strategy to develop clinical skills in nursing. Methods: Integrative review, carried out in June 2021, in the sources: Medical Literature Analysis and Retrieval System Online, Cumulative Index to Nursing and Allied Health Literature, Latin American and Caribbean Literature in Health Sciences, Web of Science, Scopus and Educational Resources Information Center, supported by the Rayyan program for manuscript selection and by the Content Analysis framework. Results: In the databases were identified1271 manuscripts and eight were selected for the final sample. Two categories were created: simulation modalities and classifications and skills developed by simulation. Clinical simulation stood out; virtual; hybrid and multimodal, classified according to the simulation environment, instruments adopted, professional category involved and level of fidelity of the scenario. Virtual simulation is made possible by computer, serious games and telesimulation. The main skills developed are cognitive (knowledge), psychomotor (procedural) and attitudinal (feelings). Final considerations: Clinical simulation is the most adopted modality for teaching in nursing and there is a growing appreciation of the assessment of attitudinal aspects of learners through simulation.