USABILITY OF EDUCATIONAL TECHNOLOGIES ON DIABETIC FOOT FOR CONTINUING EDUCATION OF NURSES: integrative review

• Autor(a) principal: Carvalho, Kauan
• Data de Publicação: 2023
• Outros Autores: Caetano Lira, Jefferson Abraão Caetano Lira, Carvalho Rocha, Álvaro Sepúlveda, Nogueira, Lidya Tolstenko
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Enfermagem Atual In Derme
• Texto Completo: https://revistaenfermagematual.com/index.php/revista/article/view/2006
• topic: Tecnologia Educacional; Design Centrado no Usuário; Educação Continuada; Pé Diabético; Enfermagem.; Tecnologia Educacional; Diseño Centrado en el Usuario; Educación Contínua; Pie Diabético; Enfermería.

Introduction: The diabetic foot is one of the main complications of diabetes mellitus and one of the most disabling. In view of the high prevalence, high costs, complexity and severity, it is imperative that educational interventions be developed for the training of nurses, and it is necessary to evaluate the usability of these technologies for error detection, technological and content improvement, in order to guarantee greater interest and adoption of educational technology by the target audience. Objective: To analyze the scientific evidence about the usability of educational technologies on diabetic foot for continuing education of nurses. Methods: Integrative review carried out in five databases and two bibliographic indexes. The sample consisted of 10 studies. The Level of Evidence classification followed the model described by Melnyk and Fineout-Overholt. Methodological quality was assessed using the Checklist for Analytical Cross Sectional Studies. Results: The usability of educational technologies on diabetic foot proved to be effective, usual, clear, dynamic and adequate for training nurses. The main technologies used were AVA, online workshops, videoconferences, educational videos and the use of applications. Conclusion: It was evident that educational technologies on diabetic foot for continuing education of nurses presented good usability, as they employed clear, dynamic, safe, interactive, effective and appropriate strategies with an impact on teaching-learning. The usability assessment made it possible to reduce system failures, as well as better interaction and use of available technological resources.