HIGHLIGHTS
SUMMARY
In the context of educational training, some studies questioned whether students` emotions can impair learning(7) in undergraduate nursing(8-9), in multidisciplinary training contexts(10) and in the anesthesiologist nursing program(11). Although they have assessed students` satisfaction, self-confidence and stress in these different contexts, such researches have not deepened, based on a theoretical-methodological framework, students` emotional behavior inserted in the teaching-learning process(12-14), even though negative feelings and emotional or psychological insecurity arose during simulation(15). In the maternal-child literature, no studies were identified demonstrating the interrelationship . . .
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