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Objective   to analyze the contributions of the  in situ  simulation in the self-confidence of early childhood and elementary education teachers regarding the initial management of health complications in school.    Method   this is a pre-post testing quasi-experimental study. Two pre and post  in situ  simulation instruments were applied to 76 teachers, namely: visual analogue scale of teachers’ self-confidence in the management of health complications at school, and a questionnaire to assess their knowledge on the subject. The educational activity was composed of four scenarios of  in situ  simulation. The data were analyzed by descriptive and analytical statistics using univariate and multivariate linear regression.    Results   the comparison of results of pre and post  in situ  simulation self-confidence identified promotion of self-confidence (p<0.001), especially for those teachers with less professional experience (p=0.008), without previous similar experience (p=0.003) and who actively participated in the simulation (p=0.009).    Conclusion   the teachers feel uncomfortable to handle health complications. The  in situ  simulation elevated the perception of self-confidence among teachers.

Autoconfiança no manejo das intercorrências de saúde na escola: contribuições da simulação in situ