Rapid cycle deliberate practice: a new learning and teaching concept on nursing

Abstract

Objective: To elucidate how the deliberate practice in rapid cycles can contribute to the improvement of nursing professionals in their work in health units and in pre-hospital care. Method: this is a qualitative research and integrative literature review method following the assumptions of Mendes in an integrative review carried out in 2008. It becomes relevant because it can bring benefits of deliberate practice in rapid cycles for nursing professionals in the day-to-day application of care within hospital units and in pre-hospital care, through the improvement that this methodology can offer and, thus, also stimulate new research. Results: With the constant change in the teaching-learning process, new methodologies were introduced, for example, active methodologies. These new methodologies have the overall goal of leading the learner to meaningful learning.  In these methodologies, the student becomes the subject of the construction of knowledge and the formulator of the hypothesis. Their main characteristic is to enable students to seek solutions to real problems, thus becoming protagonists of the learning process. One aspect of these active methodologies is Realistic Simulation, which uses inert scenarios and mannequins, anatomical or mechanical models, computational models, simulators of realistic situations, etc., to make the learning process better and more attractive. Conclusion: The Deliberate Practice in Rapid Cycles – PDCR is a Realistic Simulation model, with the differential of interruptions and quick debriefings during the practice in the scenarios, which can become a differential in the better learning and retention of knowledge by the student.