Self-confidence in the management of health complications at school: contributions of the in situ simulation. / Autoconfiança no manejo das intercorrências de saúde na escola: contribuições da simulação in situ.

OBJECTIVE: to analyze the contributions of the in situ simulation in the self-confidence of early childhood and elementary education teachers regarding the initial management of health complications in school. METHOD: this is a pre-post testing quasi-experimental study. Two pre and post in situ simulation instruments were applied to 76 teachers, namely: visual analogue scale of teachers' self-confidence in the management of health complications at school, and a questionnaire to assess their knowledge on the subject. The educational activity was composed of four scenarios of in situ simulation. The data were analyzed by descriptive and analytical statistics using univariate and multivariate linear regression. RESULTS: the comparison of results of pre and post in situ simulation self-confidence identified promotion of self-confidence (p<0.001), especially for those teachers with less professional experience (p=0.008), without previous similar experience (p=0.003) and who actively participated in the simulation (p=0.009). CONCLUSION: the teachers feel uncomfortable to handle health complications. The in situ simulation elevated the perception of self-confidence among teachers.

Autoconfiança no manejo das intercorrências de saúde na escola: contribuições da simulação in situ / Self-confidence in the management of health complications at school: contributions of the in situ simulation / Autoconfianza en el manejo de las intercurrencias de salud en la escuela: contribuciones de la simulación in situ

Objetivo analisar as contribuições da simulação in situ na autoconfiança de professores da educação infantil e fundamental I com relação ao manejo inicial das intercorrências de saúde na escola. Método estudo quase experimental, do tipo pré e pós-teste. Aplicou-se em 76 professores dois instrumentos pré e pós simulação in situ, os quais foram: escala visual analógica de autoconfiança dos professores para manejo das intercorrências de saúde na escola e questionário para avaliar o conhecimento na temática. A atividade educativa foi composta por quatro cenários de simulação in situ. Os dados foram analisados mediante estatística descritiva e analítica, utilizou-se regressão linear univariada e multivariada. Resultados a comparação dos resultados de autoconfiança pré e pós simulação in situ identificou promoção da autoconfiança (p<0,001) em especial para aqueles professores com menor tempo de experiência profissional (p=0.008), sem vivência prévia semelhante (p=0.003) e que participaram ativamente da simulação (p=0.009). Conclusão os professores sentem-se pouco confiantes para manejar intercorrências de saúde. A simulação in situ elevou a percepção da autoconfiança entre os professores.

Objective to analyze the contributions of the in situ simulation in the self-confidence of early childhood and elementary education teachers regarding the initial management of health complications in school. Method this is a pre-post testing quasi-experimental study. Two pre and post in situ simulation instruments were applied to 76 teachers, namely: visual analogue scale of teachers' self-confidence in the management of health complications at school, and a questionnaire to assess their knowledge on the subject. The educational activity was composed of four scenarios of in situ simulation. The data were analyzed by descriptive and analytical statistics using univariate and multivariate linear regression. Results the comparison of results of pre and post in situ simulation self-confidence identified promotion of self-confidence (p<0.001), especially for those teachers with less professional experience (p=0.008), without previous similar experience (p=0.003) and who actively participated in the simulation (p=0.009). Conclusion the teachers feel uncomfortable to handle health complications. The in situ simulation elevated the perception of self-confidence among teachers.

Objetivo analizar las contribuciones de la simulación in situ en la autoconfianza de profesores de la educación infantil y primaria respecto al manejo inicial de las intercurrencias de salud en la escuela. Método estudio cuasiexperimental, del tipo pre- y posprueba. Se aplicaron a 76 profesores dos instrumentos pre- y postsimulación in situ, a saber: escala visual analógica de autoconfianza de los profesores para manejo de las intercurrencias de salud en la escuela y cuestionario para evaluar el conocimiento sobre el tema. La actividad educativa comprendió cuatro escenarios de simulación in situ. Los datos se analizaron mediante estadística descriptiva y analítica, se empleó la regresión lineal univariada y multivariada. Resultados la comparación de los resultados de autoconfianza pre- y postsimulación in situ identificó la promoción de la autoconfianza (p<0,001) en especial en aquellos profesores con menor tiempo de experiencia profesional (p=0,008), sin vivencia previa semejante (p=0,003) y que participaron activamente en la simulación (p=0,009). Conclusión los profesores se sienten poco confiados para manejar intercurrencias de salud. La simulación in situ aumentó la percepción de la autoconfianza entre los profesores.