TEACHING AND LEARNING METHODS ON FIRST AID FOR UNDERGRADUATE NURSING STUDENTS: AN INTEGRATIVE REVIEW

Abstract

The aim of this study is to identify, through scientific evidence, the teaching and learning methods used with undergraduate nursing students in the subject of first aid. This is an integrative literature review, carried out by searching for the descriptors DeCs and MeSH, Boolean operators AND and OR using the PVO strategy, to delimit the guiding question: What teaching and learning methods are used with undergraduate nursing students in the discipline of first aid? The inclusion criteria were: original studies, without language restriction, articles published in the last five years, justifying the time frame by the perspective of identifying current teaching methods used by undergraduate nursing courses through the updating of the National Curriculum Guidelines for the Nursing course updated by Resolution No. 573 of January 2018. Excluded were review articles, experience reports, letters, editorials, newspapers, theses, dissertations, monographs, books, studies that did not address a topic relevant to the review study and duplicate studies. The search was carried out in pairs, in April and May 2023, through the CAPES journal portal, in the selected databases: BDENF, LILACS, MEDLINE/PubMed®), SciVerse Scopus and Web of Science. Nine studies were included. It was concluded that the first aid teaching methods identified for undergraduate nursing students were active methodologies, with an emphasis on realistic simulations, the use of educational technologies, dialogued lectures, problem-based learning, programs integrating theoretical and practical methods and the use of resources such as videos, conferences, guidance, mannequins and others.