ducational technology teaching Nursing students on clinical evaluation of preterm baby

• Autor(a) principal: Fonseca, Luciana M M
• Data de Publicação: 2013
• Outros Autores: Apóstolo, Jorge Manuel Amado, Fernandes, Ananda Maria, Batalha, Luís Manuel da Cunha, Martins, José Carlos Amado
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://repositorio.esenfc.pt/?url=JLAQhE
• topic: Neonatal Nursing; Educational Technology; Learning; Physical Examination; Premature.

Introduction: The serious games help the process of teaching and learning not only related to clinical skills of students, but also in developing notions of communication and research. Objective: (1) To verify the cognitive performance of nursing students in the clinical assessment of premature influenced by the association between formal classes and a virtual learning environment (VLE), and a serious game; (2) To evaluate the satisfaction of the students regarding the use of serious games e-Baby. Methodology: It is a quasi-experiment study with Portuguese nursing students enrolled in the last year of the course (n = 14). The educational intervention consisted of a semi-presencial course (60 hours) with allocation of digital tools Physical Examination of the Preterm baby and e-Baby available in a VLE (Moodle®) and moments of average fidelity simulation. The group's performance was analysed using the Wilcoxon test (performance score = post-test - pre-test) considering ? = 0.05. The simulation variable was analysed separately, and a part of the students took the test before the class with simulation and other students took the test after, and there was no statistically significant difference. It is for descriptive statistics on the theme that learning increasingly improved every step that was evaluated. The Wilcoxon statistical test showed significant difference when comparing the learning obtained from baseline considering all students / n = 14 (p = 0.001). With respect to performance comparison between the experimental and control groups, there was no statistically significant difference using the non-parametric Mann-Whitney test (p = 0.845). The results of evaluation were very satisfactory highlighting that students judged the serious game positively in all aspects evaluated and reinforce that even with all these advantages, the teacher cannot be replaced, ie, the resource consists of a tool auxiliary. The technology can be an important tool for teaching innovation and motivation of learning, considering the performance of students and their satisfaction in using the serious game and virtual learning environment.