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Desarrollo de habilidades blandas en estudiantes de enfermería de pregrado mediante simulación

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Este resumen es generado por máquina.

La pandemia de COVID-19 resaltó la necesidad de habilidades blandas en la educación de enfermería. Un curso de simulación remota fomentó inesperadamente estas habilidades, enfatizando la necesidad de cambios curriculares para equilibrar la formación técnica y de habilidades blandas para las enfermeras.

Palabras clave:
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Área de la Ciencia:

  • Educación de Enfermería
  • Simulación en Atención Médica
  • Desarrollo de Habilidades Blandas

Sus antecedentes:

  • Las habilidades blandas son cruciales pero históricamente infravaloradas en la educación de enfermería en comparación con las habilidades técnicas.
  • La pandemia de COVID-19 requirió cambios hacia el aprendizaje en línea, revelando brechas en el desarrollo de habilidades blandas entre los estudiantes de enfermería.
  • Los cursos de enfermería comunitaria enfrentaron desafíos únicos para adaptarse a formatos remotos basados en la discusión.

Objetivo del estudio:

  • Explorar cómo un curso de simulación de enfermería comunitaria de pregrado se adaptó a un formato remoto durante la pandemia.
  • Identificar desafíos y oportunidades para desarrollar habilidades blandas esenciales en estudiantes de enfermería dentro de este formato adaptado.
  • Abogar por un reequilibrio curricular que integre habilidades blandas junto con la formación técnica.

Principales métodos:

  • Se utilizaron observaciones reflexivas para analizar la experiencia de simulación remota basada en la discusión.
  • El estudio se centró en los desafíos encontrados en la atención centrada en la persona, la sensibilidad emocional, la comunicación y la retroalimentación.
  • Análisis cualitativo de la estructura del curso adaptado y las interacciones de los estudiantes.

Principales resultados:

  • El formato de simulación remota proporcionó un espacio inesperado pero efectivo para cultivar habilidades blandas.
  • Se identificaron desafíos clave en la prestación de atención centrada en la persona, la demostración de sensibilidad emocional, la garantía de una comunicación accesible y la facilitación de retroalimentación.
  • La experiencia subrayó la insuficiencia de los planes de estudio actuales para abordar las habilidades blandas.

Conclusiones:

  • Los planes de estudio de enfermería deben reequilibrarse para integrar deliberadamente el desarrollo de habilidades blandas junto con las competencias técnicas.
  • Las recomendaciones incluyen estrategias específicas para estructurar simulaciones, usar pacientes estandarizados y adaptar la retroalimentación.
  • Fomentar una fuerza laboral de enfermería resiliente, comunicativa y completa requiere priorizar la formación en habilidades blandas.