<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152021000200025</article-id>
<article-id pub-id-type="doi">10.29352/mill0215.21267</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Effectiveness of nursing simulation in student learning]]></article-title>
<article-title xml:lang="pt"><![CDATA[Eficácia da simulação em enfermagem na aprendizagem dos estudantes]]></article-title>
<article-title xml:lang="es"><![CDATA[Efectividad de la simulación de enfermería en el aprendizaje de los estudiantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mota]]></surname>
<given-names><![CDATA[Liliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jesus]]></surname>
<given-names><![CDATA[Ana Salomé]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teixeira]]></surname>
<given-names><![CDATA[Catarina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabral]]></surname>
<given-names><![CDATA[Débora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trindade]]></surname>
<given-names><![CDATA[Márcia Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Superior de Saúde Norte da Cruz Vermelha Portuguesa  ]]></institution>
<addr-line><![CDATA[Oliveira de Azeméis ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<numero>15</numero>
<fpage>25</fpage>
<lpage>31</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152021000200025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152021000200025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152021000200025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Simulation allows students, through the creation of hypothetical scenarios, to develop skills, making them more active in the decision-making process in relation to nursing care.  Objetive:  To evaluate the effectiveness of simulated practices in the learning of undergraduate and graduate nursing students.  Methods:  Quantitative, descriptive and exploratory study in which 233 students participated, of which 164 are from the nursing undergraduate course and 69 are from postgraduate education. As a method of data collection, an inventory called &#8220;The Simulation Learning Effectiveness Inventory&#8221; was used, after translate to Portuguese language. Data analysis was performed using the SPSS® version 23.  Results:  Study participants had a higher average response in all variables evaluated: course, resource, debriefing, clinical skills, confidence, problem solving, collaboration, preparation and result.  Conclusion:  Simulation proves to be an effective teaching methodology in undergraduate and postgraduate nursing courses.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  A simulação permite aos estudantes, através da criação de cenários hipotéticos, desenvolverem competências, tornando-os mais ativos no processo de tomada de decisão face aos cuidados de enfermagem.  Objetivo:  Avaliar a eficácia da simulação na aprendizagem dos estudantes do curso de licenciatura e ensino pós-graduado de enfermagem.  Métodos:  Estudo quantitativo, descritivo e exploratório onde participaram 233 estudantes, dos quais 164 são do curso de licenciatura em enfermagem e 69 são do ensino pós-graduado. Como método de recolha de dados foi utilizado um inventário intitulado como &#8220;The Simulation Learning Effectiveness Inventory&#8221;, após tradução para português. A análise dos dados foi realizada através do sistema operativo SPSS® versão 23.  Resultados:  Os participantes do estudo apresentaram valores médios elevados em todas as variáveis avaliadas: curso, recurso, debriefing, habilidades clínicas, confiança, resolução de problemas, colaboração, preparação e resultado.  Conclusão:  A simulação revela-se uma metodologia de ensino eficaz nos cursos de licenciatura e ensino pós-graduado de enfermagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  La simulación permite a los estudiantes, a través de la creación de escenarios hipotéticos, desarrollar habilidades, haciéndolos más activos en el proceso de toma de decisiones en relación al cuidado de enfermería.  Objetivo:  Evaluar la efectividad de la simulación en el aprendizaje de estudiantes de pregrado y posgrado de enfermería.  Métodos:  Estudio cuantitativo, descriptivo y exploratorio en el que participaron 233 estudiantes, de los cuales 164 son del curso de pregrado en enfermería y 69 son de educación de posgrado. Como método de recolección de datos, se utilizó un inventario llamado "El Inventario de Simulación de Efectividad de Aprendizaje", después de la traducción al português. El análisis de los datos se realizó con el sistema operativo SPSS® versión 23.  Resultados:  Los participantes del estudio tuvieron una respuesta promedio superior en todas las variables evaluadas: curso, recurso, información, habilidades clínicas, confianza, resolución de problemas, colaboración, preparación y resultado.  Conclusión:  La simulación demuestra ser una metodología de enseñanza eficaz en los cursos de pregrado y posgrado en enfermería.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[simulation technique]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[efficacy]]></kwd>
<kwd lng="en"><![CDATA[nursing students]]></kwd>
<kwd lng="pt"><![CDATA[simulação]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[eficácia]]></kwd>
<kwd lng="pt"><![CDATA[estudantes de enfermagem]]></kwd>
<kwd lng="es"><![CDATA[simulación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[eficácia]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de enfermeira]]></kwd>
</kwd-group>
</article-meta>
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