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Indiana University-Purdue University Indianapolis (IUPUI) / Objective: To explore and compare the use of metacognitive, cognitive, and environmental resource management self regulatory learning (SRL) strategies used by a national sample of students enrolled in traditional and accelerated baccalaureate nursing programs. Background: Learner focused reforms in nursing education require students to assume more responsibility for learning. Nursing student responsibility for learning is reflected in their use of metacognitive, cognitive, and environmental resource SRL strategies. Learning strategy use promotes the development of clinical reasoning and lifelong learning skills requisite to meet the needs of complex patients in a dynamic healthcare environment. Method: Using Bandura’s social cognitive theory as a framework, the learning subscales of the Motivated Strategies for Learning Questionnaire were used to survey a national sample of 514 baccalaureate nursing students enrolled in their final semester of a traditional baccalaureate nursing program or a 12-month accelerated baccalaureate program. Delineation of student use of metacognitive, cognitive (rehearsal, organization, and elaboration), and environmental resource management (help seeking, peer learning, effort regulation, and time and study environment) SRL strategies was examined by program and in light of age, grade point average (GPA), weekly hours spent studying independently, and weekly hours spent in employment. Results: Differences in SRL strategy use were found between the program groups and between program groups divided by sample age. Older students in both the accelerated and traditional programs used more metacognition and elaboration SRL strategies than their younger traditional counterparts. Older traditional students used significantly more effort regulation SRL strategies than both groups of younger students. Both older groups of students studied significantly more, used significantly more time and study environment SRL strategies, and had significantly higher GPAs than the younger groups of students from both programs. Conclusions: This study provides a framework for learner focused nursing education by explicitly defining differences in SRL strategy use of students enrolled in traditional and accelerated baccalaureate nursing programs.

Estudo com objetivo de avaliar e comparar o desempenho teórico e prático de estudantes de enfermagem submetidos a estratégias de ensino-aprendizagem, aula expositivo-dialogada e atividade prática em laboratório de habilidades ou aula simulada, no manejo da via aérea em emergências por meio da máscara laríngea (ML). Estudo com delineamento experimental, abordagem quantitativa, de intervenção tipo Ensaio Clínico Randomizado Controlado. A população consistiu dos estudantes do oitavo período, bacharelado, da Escola de Enfermagem de Ribeirão Preto e a amostra de 17 estudantes, randomizados para grupo controle (GC) e grupo intervenção (GI). O GC foi submetido à aula expositivo-dialogada seguida de atividade prática em laboratório de habilidades com manequim de baixa fidelidade e o GI à aula simulada em laboratório utilizando o mesmo manequim. Elaboraram-se os instrumentos de avaliação escrita, cenário de simulação e avaliação clínica objetiva e estruturada no cenário de simulação (checklist), validados em aparência e conteúdo por comitê de juízes. A estratégia de coleta de dados foi Workshop intitulado \"Manejo da via aérea em emergências: uso da ML\". Foram avaliados teste escrito e OSCE (Exame Clínico Objetivo Estruturado) - avaliação clínica estruturada em Laboratório de Simulação, este último empregando como ferramenta o manequim de média-fidelidade. A atividade foi filmada e analisada por três avaliadores. Analisaram-se os desfechos: desempenho teórico no teste escrito e prático no OSCE, tempo de execução do OSCE, tempo para obtenção da primeira ventilação eficaz, número de tentativas para inserção da ML até obtenção de ventilação efetiva. Resultados: 16 estudantes eram do sexo feminino e um do sexo masculino, a idade média 24,4±4,2 anos. No pré-teste a nota média do GC de 6,6±1,0 e do GI de 6,5±0,5 e a mediana para ambos 6,5. No pós-teste a nota média do GC foi 8,4±0,8 (mediana 8,5), do GI de 8,6±1,1 (mediana 8,6). Comparando-se as médias obtidas no pré-teste por ambos os grupos, não há diferença estatisticamente significante (p=07427). Tal fato também pôde ser constatado no pós-teste (p=0,7117). Comparando as notas pré e pós-teste do GC evidenciou diferença estatisticamente significante (p=0,0025) o que também ocorreu para o GI (p=0,0002). A média no OSCE do GC foi 7,8±0,52 e GI 8,4±0,89; comparou-se tais notas verificando-se que não há diferença estatisticamente significante (p=0,0822). A média obtida pelo GC no pós-teste foi maior que a média obtida no OSCE e, para o GI, são equivalentes. O tempo médio de execução do OSCE pelo GC foi 479,8±183,3s (mediana 468,5s) e no GI 520,3±157s (mediana 506s), não havendo diferença estatisticamente significante (p=0,6311) e também para obtenção da primeira ventilação eficaz (p=0,9835). A média do nº tentativas para inserção da ML pelo GC 1,63±0,74 e GI 1,56±0,63. Embora os resultados não apontem diferença estatisticamente significante entre as médias dos grupos no pós-teste, para o GI os escores foram superiores. No presente estudo, apesar de diferentes estratégias de ensino abordarem o manejo da via aérea em emergências com a ML, os resultados demonstram que as mesmas foram eficazes e os objetivos de aprendizagem foram alcançados, pois houve incremento nas notas obtidas no pós-teste e no OSCE em ambos os grupos. / Study aimed to evaluate and compare the theoretical and practical performance of nursing students subjected to teaching and learning strategies, exhibition-dialogued class, and practical activity in skill lab or simulated class in airway management in emergencies through laryngeal mask (LM). This is a study of experimental design, quantitative approach, intervention type, Controlled Randomized Trials. The population consisted of students in the eighth semester from the Bachelor\'s Degree of the University of São Paulo at Ribeirão Preto College of Nursing and the sample consisted of 17 students, randomly assigned to the control group (CG) and the intervention group (IG). The CG was subjected to exhibition-dialogued class followed by practical activity in skill lab with low-fidelity mannequin and the IG to simulated class in the lab using the same mannequin. Written evaluation instruments, simulation scenario and objective structured clinical evaluation in simulation scenario (checklist) were developed and validated in appearance and content by a committee of judges. The strategy for data collection was the workshop entitled \"Airway management in emergencies: use of LM\". They were evaluates through written test and the OSCE (Objective Structured Clinical Examination) - structured clinical evaluation in Simulation Laboratory, the latter employing the medium-fidelity mannequin as tool. The activity was filmed and analyzed by three evaluators. The outcomes were analyzed: theoretical performance in written and practical test in the OSCE, the OSCE runtime, time to obtain the first effective ventilation, number of attempts to insert the LM to obtain effective ventilation. Results: 16 students were female and one male, mean age 24.4±4.2 years. In the pre-test the score average of CG was 6.6±1.0 and of IG was 6.5±0.5 and the median for both was 6.5. At post-test, the average score of CG was 8.4±0.8 (median 8.5), of IG was 8.6±1.1 (median 8.6). Comparing the averages obtained in the pre-test for both groups, there was no statistically significant difference (p=0.7427). This fact could also be observed in the post-test (p=0.7117). Comparing notes of pre and post-test of CG there was a statistically significant difference (p=0.0025) which also occurred for IG (p=0.0002). The mean of the OSCE for CG was 7.8±0.52 and for IG was 8,4±0,89; compared to such notes and it was verified that there is no statistically significant difference (p=0.0822). The average obtained by CG in the post-test was higher than the average obtained IG in the OSCE, and for IG they were equivalent. The average execution time of the OSCE for CG was 479.8 ± 183.3s (median 468.5s) and for IG 520.3±157s (506s median), with no statistically significant difference (p=0.6311) and also for obtaining the first effective ventilation (p=0.9835). The average of attempts to insert the LM by CG was 1.63±0.74 and by IG was 1.56±0.63 GI. Although the results do not indicate a statistically significant difference between the averages of the groups in the post-test, the scores were higher for IG. In this study, although different teaching strategies addressing airway management in emergencies through LM were used, the results show that they were effective and the learning objectives have been achieved, because there was an increase in the scores obtained in the post-test and in the OSCE in both groups.

Estudo com objetivo de avaliar e comparar o desempenho teórico e prático de estudantes de enfermagem submetidos a estratégias de ensino-aprendizagem, aula expositivo-dialogada e atividade prática em laboratório de habilidades ou aula simulada, no manejo da via aérea em emergências por meio da máscara laríngea (ML). Estudo com delineamento experimental, abordagem quantitativa, de intervenção tipo Ensaio Clínico Randomizado Controlado. A população consistiu dos estudantes do oitavo período, bacharelado, da Escola de Enfermagem de Ribeirão Preto e a amostra de 17 estudantes, randomizados para grupo controle (GC) e grupo intervenção (GI). O GC foi submetido à aula expositivo-dialogada seguida de atividade prática em laboratório de habilidades com manequim de baixa fidelidade e o GI à aula simulada em laboratório utilizando o mesmo manequim. Elaboraram-se os instrumentos de avaliação escrita, cenário de simulação e avaliação clínica objetiva e estruturada no cenário de simulação (checklist), validados em aparência e conteúdo por comitê de juízes. A estratégia de coleta de dados foi Workshop intitulado \"Manejo da via aérea em emergências: uso da ML\". Foram avaliados teste escrito e OSCE (Exame Clínico Objetivo Estruturado) - avaliação clínica estruturada em Laboratório de Simulação, este último empregando como ferramenta o manequim de média-fidelidade. A atividade foi filmada e analisada por três avaliadores. Analisaram-se os desfechos: desempenho teórico no teste escrito e prático no OSCE, tempo de execução do OSCE, tempo para obtenção da primeira ventilação eficaz, número de tentativas para inserção da ML até obtenção de ventilação efetiva. Resultados: 16 estudantes eram do sexo feminino e um do sexo masculino, a idade média 24,4±4,2 anos. No pré-teste a nota média do GC de 6,6±1,0 e do GI de 6,5±0,5 e a mediana para ambos 6,5. No pós-teste a nota média do GC foi 8,4±0,8 (mediana 8,5), do GI de 8,6±1,1 (mediana 8,6). Comparando-se as médias obtidas no pré-teste por ambos os grupos, não há diferença estatisticamente significante (p=07427). Tal fato também pôde ser constatado no pós-teste (p=0,7117). Comparando as notas pré e pós-teste do GC evidenciou diferença estatisticamente significante (p=0,0025) o que também ocorreu para o GI (p=0,0002). A média no OSCE do GC foi 7,8±0,52 e GI 8,4±0,89; comparou-se tais notas verificando-se que não há diferença estatisticamente significante (p=0,0822). A média obtida pelo GC no pós-teste foi maior que a média obtida no OSCE e, para o GI, são equivalentes. O tempo médio de execução do OSCE pelo GC foi 479,8±183,3s (mediana 468,5s) e no GI 520,3±157s (mediana 506s), não havendo diferença estatisticamente significante (p=0,6311) e também para obtenção da primeira ventilação eficaz (p=0,9835). A média do nº tentativas para inserção da ML pelo GC 1,63±0,74 e GI 1,56±0,63. Embora os resultados não apontem diferença estatisticamente significante entre as médias dos grupos no pós-teste, para o GI os escores foram superiores. No presente estudo, apesar de diferentes estratégias de ensino abordarem o manejo da via aérea em emergências com a ML, os resultados demonstram que as mesmas foram eficazes e os objetivos de aprendizagem foram alcançados, pois houve incremento nas notas obtidas no pós-teste e no OSCE em ambos os grupos. / Study aimed to evaluate and compare the theoretical and practical performance of nursing students subjected to teaching and learning strategies, exhibition-dialogued class, and practical activity in skill lab or simulated class in airway management in emergencies through laryngeal mask (LM). This is a study of experimental design, quantitative approach, intervention type, Controlled Randomized Trials. The population consisted of students in the eighth semester from the Bachelor\'s Degree of the University of São Paulo at Ribeirão Preto College of Nursing and the sample consisted of 17 students, randomly assigned to the control group (CG) and the intervention group (IG). The CG was subjected to exhibition-dialogued class followed by practical activity in skill lab with low-fidelity mannequin and the IG to simulated class in the lab using the same mannequin. Written evaluation instruments, simulation scenario and objective structured clinical evaluation in simulation scenario (checklist) were developed and validated in appearance and content by a committee of judges. The strategy for data collection was the workshop entitled \"Airway management in emergencies: use of LM\". They were evaluates through written test and the OSCE (Objective Structured Clinical Examination) - structured clinical evaluation in Simulation Laboratory, the latter employing the medium-fidelity mannequin as tool. The activity was filmed and analyzed by three evaluators. The outcomes were analyzed: theoretical performance in written and practical test in the OSCE, the OSCE runtime, time to obtain the first effective ventilation, number of attempts to insert the LM to obtain effective ventilation. Results: 16 students were female and one male, mean age 24.4±4.2 years. In the pre-test the score average of CG was 6.6±1.0 and of IG was 6.5±0.5 and the median for both was 6.5. At post-test, the average score of CG was 8.4±0.8 (median 8.5), of IG was 8.6±1.1 (median 8.6). Comparing the averages obtained in the pre-test for both groups, there was no statistically significant difference (p=0.7427). This fact could also be observed in the post-test (p=0.7117). Comparing notes of pre and post-test of CG there was a statistically significant difference (p=0.0025) which also occurred for IG (p=0.0002). The mean of the OSCE for CG was 7.8±0.52 and for IG was 8,4±0,89; compared to such notes and it was verified that there is no statistically significant difference (p=0.0822). The average obtained by CG in the post-test was higher than the average obtained IG in the OSCE, and for IG they were equivalent. The average execution time of the OSCE for CG was 479.8 ± 183.3s (median 468.5s) and for IG 520.3±157s (506s median), with no statistically significant difference (p=0.6311) and also for obtaining the first effective ventilation (p=0.9835). The average of attempts to insert the LM by CG was 1.63±0.74 and by IG was 1.56±0.63 GI. Although the results do not indicate a statistically significant difference between the averages of the groups in the post-test, the scores were higher for IG. In this study, although different teaching strategies addressing airway management in emergencies through LM were used, the results show that they were effective and the learning objectives have been achieved, because there was an increase in the scores obtained in the post-test and in the OSCE in both groups.