REALISTIC SIMULATION IN THE LEARNING OF NURSING STUDENTS REGARDING THE MANAGEMENT OF DIABETES-RELATED WOUNDS

Abstract

This study aimed to compare the learning of nursing students exposed to theoretical instruction combined with realistic simulation with that of students exposed exclusively to theoretical instruction in the management of dressings for wounds related to diabetes mellitus. This was a quasi-experimental educational intervention study conducted with 51 undergraduate nursing students from the 5th to the 9th semester, allocated to a Control Group with 27 participants and an Intervention Group with 24. Knowledge was assessed through pre- and post-tests composed of five objective and five open-ended questions. Quantitative data were subjected to intra- and intergroup statistical analyses, while open-ended responses were examined using thematic content analysis. The proportion of participants who answered all objective questions correctly increased from 70.4% to 92.6% in the Control Group and from 83.3% to 100% in the Intervention Group, with no statistically significant differences. Qualitative analysis showed more detailed responses and, in the Intervention Group, reports of greater confidence and closer integration between theory and practice. Both strategies contributed to learning, with simulation standing out as a complementary resource to theoretical instruction.