Background:

simulated practice is a pedagogical strategy that encourages decision-making in clinical cases. Its implementation takes place in stages, the briefing being the first.

Objective:

to understand the representation of the briefing for students and teachers involved in the simulated practice classes of the Nursing undergraduate course.

Methodology:

qualitative and descriptive study guided by the theory of social representations. 37 students of the Nursing Degree course participated, who were enrolled in curricular units that used the simulated practice methodology and the 7 teachers of the same curricular units. Data collection was performed using a questionnaire that contained a Free Word Association Test. Data analysis was performed using the IRAMUTEQ software.

Results:

students represent the briefing valuing the cognitive domain, but also emphasizing the affective domain. Teachers value the preparation of scenarios to broaden the horizon of students, seeking to increase knowledge and experience through the establishment of learning objectives.

Conclusion:

considering the objectives of the simulated practice, the briefing is represented as a step that promotes knowledge, learning and skills, but also generates emotions.