The present work was structured for the development of stop chocking and cardiorespiratory arrest skills in infants. Therefore, this simulator presents a knowledge and skills cut that should be acquired by nursing students in training, which should include the acquisition of other skills.
The extensive training of practical skills aims to simulate the same steps applied in the approach to the patient and to minimize the most frequent errors. The description of this model allows its easy reproduction, since the materials used in the confection are easily accessible. It should be emphasized, however, that the model serves as an initial practical instrument, where it becomes fundamental in the execution of the technique when the fact occurs in a real patient.
For DeNadai et al., (2014)20, low-fidelity workbench models for training basic surgical skills, simulating sutures is a complementary alternative to the arsenal of existing programs and simulators, to prepare students before contact with patients.
A wide variety of bench models with similar purposes are presented in the contemporary medical literature, the models differ in relation to the level of fidelity when compared to a human body for study, some simulators have high fidelity (pig and chicken skins, ox tongue and surgical specimens discarded in surgical procedures) and others of low fidelity as EVA plates and rubberized21,22. The work on low-cost and low-cost bench models favors the training of basic surgical skills during medical graduation, a way to partially reduce costs, especially in underdeveloped and developing countries20,22−24.
The students had little knowledge in Basic Life Support, observed the need to provide and improve information on this topic during graduation, and through continuing education, training was provided at different moments that will help in the retention of knowledge and encouraging the intervention of the students facing a cardiac arrest situation11.
According to the Basic Support Life course of the American Hearth Association13, the individual who achieves 84% achievement in a similar questionnaire is considered qualified. Of the 30 participants in this study, only three (10%) achieved a performance above 84%. According to the students' reports, the use of the simulator helped in the performance of the questionnaire after the training (post-test). Some participants reported that they watched videos about the procedure, but had not participated in simulator training.
Drummond (2016)25, showed that a course combining video and simulation with high fidelity mannequins to teach pediatric cardiorespiratory arrest to medical students allows better retention of knowledge compared to a traditional lecture and in terms of skills there is an increase in the potential for execution from resuscitation guidelines after the practical course25.
Compared to what was observed in our tests, participants reported that they were curious about the device, "an" infant "baby doll. Noted with greater intensity in the girls, possibly inherent to the maternal instinct, the welcome, the affection, words of praise and protection. There were comments where the terms applied to humans arose, which aroused in their colleagues the desire to take the doll and hold with care as if to breastfeed. The male students also felt comfortable and allowed themselves to be taught by the girls how they should handle the simulator, helping the interaction and collaboration for the activity.
In general, students commented that the simplicity of the equipment provided the goal of learning easily. Thus, we observe that skill training with equipment with low fidelity in simulation is a valuable educational approach for the learning of complex processes.
In relation to cost, the proved to be significantly cheaper compared to the market average. Simulators with the same purpose, found in the active search for medical equipment sites, range from approximately US $ 161.66 to US $ 289.54. Although they represent an increase in education expenditures, these technologies meet the expectations of new generations of students in the health area, besides the ease in transportation19,26. The low weight, approximate size and appearance of an infant, good resistance to shocks and environmental phenomena, consequent, low maintenance of the simulator favors the use in the environment to retrain the training at any time.
Many works in the literature indicate that the compilation index is larger the lower the operator experience, thus requiring training standardization. To meet the need for dexterity, several models of human simulation manikins were developed for patient safety.
In a study conducted by David Drummond and colleagues (2016)25, a study with large numbers of medical students in cardiorespiratory arrest in pediatric allowed us to reveal that knowledge up to 12 months after courses was significantly better among students who participated in the course than those who participated in the traditional lecture. The course produced mixed results in terms of skills. The transfer of knowledge to practice is a difficulty reported by junior and senior doctors and the simulation can aid the learning process.
Without adequate understanding and information about Basic Life Support, lifeguards can provide assistance to victims incorrectly, with potential harm17.
In this theoretical presupposition, knowledge is the result of a construction whose constitution occurs in sociocultural relations through the practical experience of phenomena. This construction is possible by the action itself supported by theoretical concepts sufficient to aid in the process of intellectual development. These conditions are indispensable for the advancement of knowledge as a construction15.
The results imply that efforts must be made to have the basic life support techniques introduced into the curriculum from the first year of graduation and the knowledge and skills are improved throughout the training. On the other hand, continuing education is important so that good practices developed are adequately implemented to the needs of individuals and society11.
The importance of acquiring skills to support scientific knowledge ensures greater efficiency in a situation where good use of time is paramount. Thus, it is probable that a doctor who in his undergraduate studies has trained in basic life support techniques can naturally develop better basic skills in emergency situations21,27.