Clinical simulation on intimate partner violence in adolescent girls: contributions to health teaching.

Abstract

Objective: to learn about the contributions of using clinical simulation with undergraduate health students to care for adolescent girls in situations of intimate partner violence in the context of Primary Health Care.

Method: a qualitative study with 30 medical and 28 nursing undergraduates from a public university in Brazil. Data collection was mediated by holistic debriefing, with subsequent reflective and inductive thematic analysis.

Results: two themes emerged: the complexity of violence and the skills developed using simulation. The students brought up the complexity of care due to family aspects, the particularities of the population, the ambivalence of feelings in a violent relationship, and the limit between preserving autonomy and the obligation to report. Various skills were developed and practiced, such as conflict mediation skills, respect, bonding, welcoming, and recognizing the support network.

Conclusion: the use of simulation proved to be a powerful tool for the teaching-learning process in undergraduate courses, as it allowed reflection on the specificities of adolescent care. The qualitative look at the process also allowed us to delve into how this strategy can be coherent with complex themes that involve the acquisition and experimentation of cognitive, procedural, and attitudinal skills.

Background: (1) Simulation proved to be a powerful tool for teaching health courses. (2) The qualitative approach allowed for in-depth contributions to a complex subject. (3) The students developed and practiced skills for handling a sensitive subject. (4) Attributes of Primary Health Care were mobilized in the process. (5) The holistic debriefing allowed for an original and pertinent construction of the theme.