Abstract:

This exploratory-descriptive and quantitative study presents the evaluation of undergraduate nursing students who participated in a theoretical and practical course on vacuum blood collection, in which different technologies were used. Sixty-eight students aged 18 to 23 years completed the course activities, of which 40 (58.9%) were taught the theoretical content in a traditional class. Of these, 22 (32.3%) performed the practical training in anatomical model and 18 (26.4%) in anatomical model associated with virtual reality simulator. The other 28 (41.1%) were taught the theoretical content using a virtual learning environment, of which 18 (26.4%) underwent practical training in anatomical model and 10 (14.7%) in anatomical model associated with virtual reality simulator. At the end of training, students filled out an evaluation questionnaire of the teaching program consisting of two multiple choice and one open-ended question. Regardless the type of theoretical and practical training, 68 (100%) participants agreed that the teaching program was successful as to the effectiveness of the traditional class or theoretical course in virtual learning environment associated with training in conventional anatomical model and virtual reality simulator, as well as that the training sessions in laboratory were sufficient and completed without problems. Among those who used the virtual reality simulator 18 (64.2%) considered that it was effective to master the procedure and 16 (57.1%) agreed that the simulator acquainted them with real situation. As to the experience of having collected blood, 66 (97%) considered that the training program was effective to master the procedure; 43 (63.2%) reported that having the blood collected by a colleague allowed to empathize with the patient and 2 (3%) considered the practice of blood collection between colleagues inappropriate. Regarding the experience of having participated in the teaching program, the following comments are highlighted "it is an experience very close to the real situation"; "a program in steps helps in learning"; "attainment of assurance and confidence"; "importance of supervision for safety in the first collection"; "the virtual reality simulator helped in step by step learning"; "simulators do not guarantee interaction with the patient"; "to palpate in the virtual reality simulator is very similar to the real"; "affinity with colleague helps to lose fear at the time of collection" and "sense of first contact as nurse-patient". The experience of developing and using different technologies to support undergraduate nursing teaching in vacuum blood collection was considered positive by most participants. It is noticed that there was acceptance of the virtual reality simulator associated with training in conventional anatomical model, but it is recommended to thoroughly evaluate the best way to introduce it in the teaching of this theme, considering the time of course in the curriculum, time for students and faculty to adapt to new technology, acquisition and maintenance costs of this type of material.

Keywords:

Nursing education, vacum blood collection.