ABSTRACT
Objetivo: Identificar as evideÌncias cientiÌficas disponiÌveis na literatura quanto aos elementos que compoÌem as fases de preÌ- simulaçaÌo e preÌ-briefing/briefing e suas diferenças para desenvolver competeÌncia cliÌnica em enfermagem. MeÌtodo: RevisaÌo integrativa, de janeiro de 2009 a maio de 2020, nas bases PubMed/MEDLINE®, LILACS, Scopus e CINAHL, com os descritores: enfermagem, estudante de enfermagem, equipe de enfermagem, preÌ-simulaçaÌo, preÌ-briefing, briefing e competeÌncia cliÌnica. Resultados: Identificaram-se 687 estudos e incluiÌram-se 7. Elaboraram-se as categorias: Elementos que compoÌem as fases de preÌ- simulaçaÌo e preÌ-briefing/briefing na simulaçaÌo cliÌnica em enfermagem e Diferenças das fases de preÌ-simulaçaÌo e preÌ-briefing/briefing na simulaçaÌo cliÌnica em enfermagem. Destacaram-se quatro elementos: conceito da fase, objetivos, açoÌes e os recursos necessaÌrios. As diferenças foram quanto ao periÌodo de cada fase, quanto aos objetivos e os recursos instrucionais. ConclusaÌo: Sintetiza e esclarece os elementos da etapa de preparaçaÌo e suas diferenças e possibilita, desta forma, elaborar roteiros educacionais para a simulaçaÌo cliÌnica.
Objective: To identify the scientific evidence available in the literature on the elements of pre-simulation and pre-briefing/briefing phases and their differences for the development of clinical competence in nursing. Method: Integrative review conducted from January 2009 to May 2020, on the PubMed/MEDLINE®, LILACS, Scopus and CINAHL databases, with the descriptors: nursing, nursing student, nursing team, pre-simulation, pre-briefing, briefing and clinical competence. Results: 687 studies were identified and seven were included. The following categories were created: Elements of the pre-simulation and pre-briefing/ briefing phases in clinical simulation in nursing and Differences of the pre-simulation and pre-briefing/briefing phases in clinical simulation in nursing. The following four elements were highlighted: the concept of the phase, objectives, actions and required resources. The differences were identified as the period of each phase, the objectives and the instructional resources. Conclusion: This review synthesizes and clarifies the elements of the preparation stage and their differences, thus enabling the creation of educational scripts for clinical simulation.