Abstract:

During graduation in nursing, some practical contents go unnoticed, and trauma situations, for example, cannot always be experienced during periods of mandatory internship. Taking into account that most students are insecure in immediate action situations, educational actions can improve the efficiency of care after graduation and thus save lives. Therefore, this study aims to report the experience of developing and applying an in situ simulation together with an escape game with the theme of trauma in nursing as an active methodology for students in the last year of the undergraduate nursing course at a private university. from Sao Paulo. After prior distribution of updated guidelines, 96 students were divided into 12 groups and went through three stations, namely: reenactment of a car accident, polytrauma patient with exposed injury and hospitalization of this patient. Respectively, the students had to carry the first aid backpack to perform an occlusive dressing and thus carry out the correct transport of the victim to the “hospital”, and then continue their care and clinical findings. At each station, one or more riddles needed to be solved to advance the groups who had a total of 50 minutes to solve them. At the end of the experience, the groups received feedback regarding group performance and issues to be improved. The students were very excited and happy with the activity, and most emphasized that they could have more experiences like this one, and thus feel empowered to face situations that require quick decision-making in their daily lives as professionals. It was observed that this study is in line with the evidence found in the literature that demonstrates the effectiveness of game-based learning interventions, which allow the participant to carry out activities that make him think about what he is doing, favoring decision making, clinical reasoning, teamwork and leadership that are fundamental in nursing.

Keywords:

Escape game, teaching methodology, simulation, gamification.