DISCUSSION
anxiety
Teaching is constantly evolving. In this sense, adapting and updating teaching methods and tools are essential to ensure competent training of future professionalsIt is known that people have different abilities when it comes to learning. Some will find a particular teaching strategy to be a great way to learn; for others, it may be ineffective. Therefore, it is essential to investigate the different ways in which students learn, which methods and tools help in this process; and identify different learning patternsThere are still few studies that have analyzed the impact of using video associated with simulation. A Brazilian study analyzed: the effectiveness of using video associated with the simulation of port-a-cath catheter handling in anxiety; and the knowledge of 24 nursing studentsA blinded, parallel randomized clinical trial showed that the use of video during the simulation increased the psychomotor skills of 56 second-year undergraduate Nursing students compared to the group that simulated the bed bath with guidance from a tutor (p. = 0.003)Although the researchers point out that the use of video improves psychomotor skills, no research was identified that analyzed the effect of this tool on students’ satisfaction and self-confidence.In the present study, it was observed that there was no difference between the simulation using the video and the one with a tutor in the level of satisfaction and self-confidence in learning. This result may be related to the fact that the simulated practices, regardless of the association of other tools, are carried out in a controlled environment, which can make the student more satisfied and self-confident - results, these, found by other researchersA study carried out with 117 nursing students in Saudi Arabia showed that clinical simulation contributed to satisfaction (average of 3.76 to 4.0) and provoked a high level of self-confidence (average of 3.76 to 4.14) and motivation in the studentsAnother quasi-experimental study carried out in Brazil with 32 nursing undergraduate students, aimed at analyzing the effectiveness of simulation on self-confidence for out-of-hospital cardiopulmonary resuscitation, showed that this teaching strategy was effective in increasing nursing students’ self-confidence, to the execution of this emergency service. The results of this study revealed that there were statistically significant differences (p < 0.001) in the answers to all questions on the Self-Confidence Scale, when compared before and after the simulationThese same results were identified in a study carried out in the United States, with 61 students, in which simulation was used to teach community pediatrics for five weeks. The results showed that the average satisfaction and self-confidence of the students was 4.04+0.44. In the subscale “Satisfaction with learning”, the average score was 4.10+0.50, and the item that had the highest score was “The way the teacher taught was adequate for the way in which the student learns” (mean of 4.21+0.75). As for the subscale “Self-confidence in learning”, the results showed an average score of 4.00+0.46, and the item with the highest score was “It is my responsibility as a student to learn what I need to know through the simulation activity” (average of 4.26+0.72). The researchers of this study concluded that students were highly satisfied and self-confident with the teaching strategy and that simulation can connect theory with practiceResearchers from Spain analyzed the satisfaction of 91 nursing students in their second year of graduation regarding the simulated practice of initial patient assessment and monitoring of vital signs. In this study, the Simulated Clinical Experience Satisfaction Scale was used, consisting of 17 items and a ten-point Likert scale, where 1 indicates the lowest level of satisfaction: and 10, the greatest. The results indicated high levels of satisfaction when using this teaching strategy, with an overall score of 9.3A Portuguese quasi-experimental study that analyzed the cognitive knowledge, satisfaction, and self-confidence of 94 Nursing students in the face of the simulation of a nursing consultation on vaccination showed that the use of the simulation not only improves knowledge compared to the traditional strategy (p < 0.000), but also promotes student satisfactionAnother quasi-experimental investigation, carried out in Turkey with 139 nursing students, whose objective was to compare the effect of different simulation modalities on levels of knowledge, skill, stress, satisfaction and self-confidence, showed high levels of satisfaction (mean of 4.01+ 0.85) and self-confidence (mean of 4.06+0.69) for those students who used a dummy in the simulationIn clinical nursing practice, satisfaction and self-confidence are essential factors because, in addition to helping students to complete their tasks accurately, they allow professionals to build a relationship of trust with their patients