Widson Davi Vaz de Matos, Ingryd de Paula Aquino da Silva, André Carvalho Matias, Selma Kazumi da Trindade Noguchi, Izadora Larissa Cei Lima, Ana Caroline Guedes Souza Martins, Andrezza Roberta Alves Raposo, Rayana Pereira Monteiro, Aline de Nazaré Silva Albuquerque, Antônio Sergio Ferreira de Lima, Deisiane da Silva Mesquita, Benedita Farias Caldas, Fábyla D’ Tácia Brito Trindade, Antonia Margareth Moita Sá, Nathalie Porfirio Mendes, Giselle Sousa de Carvalho, Fabiola Gonçalves de Oliveira, Lucas Carreira Ramos, Laura Samille Lopes Meneses, Irlan Menezes da Paixão, Simone Batista da Silva dos Santos, Ruth Helena Santos Rodrigues, Tatiana Virgolino Guimarãe, Bianca Kelly Pantoja da Silva, Maicon de Araujo Nogueira, Milk dos Santos Fernandes de Oliveira, Otávio Noura Teixeira, Rudy Cleyton da Silva Oliveira, Mariane Cardoso Bittencourt, Glenda Klicia Silva Rodrigues, Cinthya Lorena Bezerra Sarmanho, Phâmela Ingrid de Jesus Ferreira, Andreia Fernandes de Almeida, Danielle Oliveira Maciel, and Camila Evelyn de Sousa Brito
Objective: to analyze the evidence available in the literature on the Basic Life Support training methods in nursing education. Method: it is an integrative literature review. The search was carried out in the PUBMED, LILACS and BDENF databases. 69 articles were initially selected for full reading from the inclusion criteria, considering the time frame from 2010 to 2016, of which nine full texts were listed for in-depth reading and synthesis. Results: there were few publications on the topic as well as a multiplicity and heterogeneity of methods and strategies for the training of Basic Life Support in the training of nurses. Large gaps in knowledge were observed, making it necessary to develop research in this field, especially studies that focus on practical theoretical teaching strategies with the use of simulation in view that these are capable of bringing real impacts on the knowledge and skills of professionals. Conclusion: teaching aimed at the individuality and reality of the target audience, taking into account the epidemiological reality and characteristics of the students is fundamental in this process. Despite the variety of information resulting from the studies, multiplicity and heterogeneity in the approaches and forms of evaluation, we conclude that practical theoretical teaching strategies with the use of simulation, use of dummies and feedback emerge as more effective strategies, capable of promoting learning more effectively other available resources.