Digital object in neonatal nursing: impact on student learning

Detalhes bibliográficos
Autor(a) principal: Aredes, Natália Del’Angelo
Data de Publicação: 2015
Outros Autores: Góes, Fernanda dos Santos Nogueira de, Silva, Marta Angélica Iossi, Gonçalves, Marlene Fagundes Carvalho, Fonseca, Luciana Mara Monti
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista Eletrônica de Enfermagem
Texto Completo: https://revistas.ufg.br/fen/article/view/34856
Resumo: The study compared the cognitive learning of nursing students about clinical evaluation of premature, dividing them among those who used and did not use the learning digital object (LDO) as support material. Besides, it assessed the students’ opinion about the LDO. The quasi-experiment was conducted in the infant health discipline of a Nursing course, in which 22 students participated divided as control group (n = 10) and experimental group (n =12). There was no significant statistical difference between groups, but the intra-group comparison for performance demonstrated significant difference in both, showing positive learning effects. Regarding students’ opinion, very satisfying assessments were obtained about the digital object and its characteristics of interaction with the user. Although there was no significant impact between groups, the positive assessment from students’ use reflects its importance as innovative didactic strategy and motivation for the students.
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spelling Digital object in neonatal nursing: impact on student learningObjeto digital em enfermagem neonatal: impacto na aprendizagem de estudantesEducationNursingEducational TechnologyNeonatal Nursing.EducationNursingEducational TechnologyNeonatal Nursing.Educação em EnfermagemTecnologia EducacionalEnfermagem NeonatalEducação em EnfermagemTecnologia EducacionalEnfermagem NeonatalThe study compared the cognitive learning of nursing students about clinical evaluation of premature, dividing them among those who used and did not use the learning digital object (LDO) as support material. Besides, it assessed the students’ opinion about the LDO. The quasi-experiment was conducted in the infant health discipline of a Nursing course, in which 22 students participated divided as control group (n = 10) and experimental group (n =12). There was no significant statistical difference between groups, but the intra-group comparison for performance demonstrated significant difference in both, showing positive learning effects. Regarding students’ opinion, very satisfying assessments were obtained about the digital object and its characteristics of interaction with the user. Although there was no significant impact between groups, the positive assessment from students’ use reflects its importance as innovative didactic strategy and motivation for the students.O estudo comparou a aprendizagem cognitiva de estudantes de enfermagem, sobre avaliação clínica do prematuro, dividindo-os entre os que utilizaram e que não utilizaram objeto digital de aprendizagem (ODA) como material de apoio. Além disso, avaliou o ODA na opinião dos estudantes. O quase-experimento foi conduzido no contexto da disciplina de saúde infantil de um curso de Enfermagem, em que participaram 22 estudantes divididos entre grupo controle (n=10) e grupo experimental (n=12). Não houve diferença estatisticamente significativa entre os grupos, porém a comparação do desempenho intragrupos demonstrou diferença significativa em ambos, denotando os efeitos positivos da aprendizagem. Quanto à opinião dos estudantes, foram obtidas avaliações muito satisfatórias sobre o objeto digital e suas características de interação com o usuário. Apesar de não haver impacto significativo na comparação entre os grupos, a avaliação positiva de uso pelos estudantes reflete sua importância enquanto estratégia de inovação didática e motivação para os estudos.Faculdade de Enfermagem da UFG2015-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistas.ufg.br/fen/article/view/3485610.5216/ree.v17i4.34856Revista Eletrônica de Enfermagem; Vol. 17 No. 4 (2015); 34856Revista Eletrônica de Enfermagem; v. 17 n. 4 (2015); 348561518-1944reponame:Revista Eletrônica de Enfermageminstname:Universidade Federal de Goiás (UFG)instacron:UFGporenghttps://revistas.ufg.br/fen/article/view/34856/20679https://revistas.ufg.br/fen/article/view/34856/20680Copyright (c) 2016 Revista Eletrônica de Enfermagemhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAredes, Natália Del’AngeloGóes, Fernanda dos Santos Nogueira deSilva, Marta Angélica IossiGonçalves, Marlene Fagundes CarvalhoFonseca, Luciana Mara Monti2022-09-29T17:16:38Zoai:ojs.revistas.ufg.br:article/34856Revistahttps://revistas.ufg.br/fenPUBhttps://revistas.ufg.br/fen/oairee.fen@ufg.br1518-19441518-1944opendoar:2022-09-29T17:16:38Revista Eletrônica de Enfermagem - Universidade Federal de Goiás (UFG)false
dc.title.none.fl_str_mv Digital object in neonatal nursing: impact on student learning
Objeto digital em enfermagem neonatal: impacto na aprendizagem de estudantes
title Digital object in neonatal nursing: impact on student learning
spellingShingle Digital object in neonatal nursing: impact on student learning
Aredes, Natália Del’Angelo
Education
Nursing
Educational Technology
Neonatal Nursing.
Education
Nursing
Educational Technology
Neonatal Nursing.
Educação em Enfermagem
Tecnologia Educacional
Enfermagem Neonatal
Educação em Enfermagem
Tecnologia Educacional
Enfermagem Neonatal
title_short Digital object in neonatal nursing: impact on student learning
title_full Digital object in neonatal nursing: impact on student learning
title_fullStr Digital object in neonatal nursing: impact on student learning
title_full_unstemmed Digital object in neonatal nursing: impact on student learning
title_sort Digital object in neonatal nursing: impact on student learning
author Aredes, Natália Del’Angelo
author_facet Aredes, Natália Del’Angelo
Góes, Fernanda dos Santos Nogueira de
Silva, Marta Angélica Iossi
Gonçalves, Marlene Fagundes Carvalho
Fonseca, Luciana Mara Monti
author_role author
author2 Góes, Fernanda dos Santos Nogueira de
Silva, Marta Angélica Iossi
Gonçalves, Marlene Fagundes Carvalho
Fonseca, Luciana Mara Monti
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Aredes, Natália Del’Angelo
Góes, Fernanda dos Santos Nogueira de
Silva, Marta Angélica Iossi
Gonçalves, Marlene Fagundes Carvalho
Fonseca, Luciana Mara Monti
dc.subject.por.fl_str_mv Education
Nursing
Educational Technology
Neonatal Nursing.
Education
Nursing
Educational Technology
Neonatal Nursing.
Educação em Enfermagem
Tecnologia Educacional
Enfermagem Neonatal
Educação em Enfermagem
Tecnologia Educacional
Enfermagem Neonatal
topic Education
Nursing
Educational Technology
Neonatal Nursing.
Education
Nursing
Educational Technology
Neonatal Nursing.
Educação em Enfermagem
Tecnologia Educacional
Enfermagem Neonatal
Educação em Enfermagem
Tecnologia Educacional
Enfermagem Neonatal
description The study compared the cognitive learning of nursing students about clinical evaluation of premature, dividing them among those who used and did not use the learning digital object (LDO) as support material. Besides, it assessed the students’ opinion about the LDO. The quasi-experiment was conducted in the infant health discipline of a Nursing course, in which 22 students participated divided as control group (n = 10) and experimental group (n =12). There was no significant statistical difference between groups, but the intra-group comparison for performance demonstrated significant difference in both, showing positive learning effects. Regarding students’ opinion, very satisfying assessments were obtained about the digital object and its characteristics of interaction with the user. Although there was no significant impact between groups, the positive assessment from students’ use reflects its importance as innovative didactic strategy and motivation for the students.
publishDate 2015
dc.date.none.fl_str_mv 2015-12-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ufg.br/fen/article/view/34856
10.5216/ree.v17i4.34856
url https://revistas.ufg.br/fen/article/view/34856
identifier_str_mv 10.5216/ree.v17i4.34856
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://revistas.ufg.br/fen/article/view/34856/20679
https://revistas.ufg.br/fen/article/view/34856/20680
dc.rights.driver.fl_str_mv Copyright (c) 2016 Revista Eletrônica de Enfermagem
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Revista Eletrônica de Enfermagem
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Faculdade de Enfermagem da UFG
publisher.none.fl_str_mv Faculdade de Enfermagem da UFG
dc.source.none.fl_str_mv Revista Eletrônica de Enfermagem; Vol. 17 No. 4 (2015); 34856
Revista Eletrônica de Enfermagem; v. 17 n. 4 (2015); 34856
1518-1944
reponame:Revista Eletrônica de Enfermagem
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Revista Eletrônica de Enfermagem
collection Revista Eletrônica de Enfermagem
repository.name.fl_str_mv Revista Eletrônica de Enfermagem - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv ree.fen@ufg.br
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