<?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>2184-1578</journal-id>
<journal-title><![CDATA[Revista de Investigação & Inovação em Saúde]]></journal-title>
<abbrev-journal-title><![CDATA[RIIS]]></abbrev-journal-title>
<issn>2184-1578</issn>
<publisher>
<publisher-name><![CDATA[Escola Superior de Saúde Norte da Cruz Vermelha Portuguesa, Unidade de Investigação e Desenvolvimento]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-15782020000100017</article-id>
<article-id pub-id-type="doi">10.37914/riis.v3i1.77</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Briefing na prática simulada: representação para os estudantes e docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Briefing in simulated practice: representation for students and teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Briefing in prácticas simuladas: representación para estudiantes y docentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Novais]]></surname>
<given-names><![CDATA[Sónia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinho]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baltarejo]]></surname>
<given-names><![CDATA[Viviana]]></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[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Escola Superior de Saúde Norte da Cruz Vermelha Portuguesa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>3</volume>
<numero>1</numero>
<fpage>17</fpage>
<lpage>30</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-15782020000100017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-15782020000100017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-15782020000100017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Enquadramento:  a prática simulada é uma estratégia pedagógica que estimula a tomada de decisão em casos clínicos. A sua implementação decorre por etapas, sendo o briefing a primeira.  Objetivo compreender a representação do briefing para os estudantes e docentes envolvidos nas aulas de prática simulada do curso de licenciatura em Enfermagem.  Metodologia:  estudo qualitativo e descritivo orientado pela teoria das representações sociais. Participaram 37 estudantes do curso de Licenciatura em Enfermagem, que se encontravam inscritos em unidades curriculares que recorriam à metodologia de prática simulada e os 7 docentes das mesmas unidades curriculares. A recolha de dados foi realizada através de um questionário que continha um Teste de Associação Livre de Palavras. A analise de dados foi realizada através do software IRAMUTEQ.  Resultados: os estudantes representam o briefing valorizando o domínio cognitivo, mas salientando igualmente o domínio afetivo. Os docentes valorizam a preparação dos cenários com o objetivo de alargar o horizonte dos estudantes, procurando aumentar o conhecimento e a experiência através do estabelecimento de objetivos de aprendizagem.  Conclusão:  considerando os objetivos da prática simulada, o briefing é representado como uma etapa promotora do conhecimento, das aprendizagens e das competências, mas também gerador de emoções.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Marco contextual: la práctica simulada es una estrategia pedagógica que fomenta la toma de decisiones en casos clínicos. Su implementación se lleva a cabo en etapas, siendo el briefing la primera.  Objetivo:  comprender la representación del briefing para estudiantes y docentes involucrados en las clases de práctica simulada del curso de pregrado en Enfermería.  Metodología:  Estudio cualitativo y descriptivo. Participaron 37 estudiantes del curso de Grado en Enfermería, que se matricularon en unidades curriculares que utilizaron la metodología de práctica simulada y los 7 maestros de las mismas unidades curriculares. La recopilación de datos se realizó a través de un cuestionario que contenía una prueba de asociación de palabra libre. El análisis de datos se realizó utilizando el software IRAMUTEQ.  Resultados:  los estudiantes representan la sesión informativa valorando el dominio cognitivo, pero también enfatizando el dominio afectivo. Los maestros valoran la preparación de escenarios para ampliar el horizonte de los estudiantes, buscando aumentar el conocimiento y la experiencia mediante el establecimiento de objetivos de aprendizaje.  Conclusión: teniendo en cuenta los objetivos de la práctica simulada, la sesión informativa se representa como un paso que promueve el conocimiento, el aprendizaje y las habilidades, pero también genera emociones.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[briefing]]></kwd>
<kwd lng="pt"><![CDATA[prática simulada]]></kwd>
<kwd lng="pt"><![CDATA[enfermagem]]></kwd>
<kwd lng="en"><![CDATA[briefing]]></kwd>
<kwd lng="en"><![CDATA[simulated practice]]></kwd>
<kwd lng="en"><![CDATA[nursing]]></kwd>
<kwd lng="es"><![CDATA[briefing]]></kwd>
<kwd lng="es"><![CDATA[práctica simulada]]></kwd>
<kwd lng="es"><![CDATA[enfermeira]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[Pre-simulation preparation and briefing practices for healthcare professionals and students]]></article-title>
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