Aplicação da cartilha virtual sobre autoexame ocular : uma perspectiva de aprendizagem significativa

• Autor(a) principal: Lima, Maria Alzete de
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/9313
• topic: Educação à Distância; Saúde Ocular; Autoexame

This study aimed to evaluate the use of a virtual educational leaflet as an instrument to promote eye self-examination based on the assumption of meaningful learning. A quasiexperimental study conducted in a Brazilian federal university with students regularly enrolled in undergraduate courses. Data collection occurred with 324 students, between January and May 2014, by a team of thirteen nursing students and two attending nurse. For collection, we used four instruments, during the procedure, the team performed observation; and later, the eye examination. The data were submitted analysis by the SPSS software version 19.0. To measure the degree of agreement between the test results, we applied the Cohen’s kappa, considering a significance level of 5% and p-value of 0.05. To verify the association between following the steps in self-examination, we used the chi-square or Fisher’s exact test. We followed the ethical recommendations proposed by Resolution 466/12. Most participants had a mean age of 21 years; were single, 294 (91.0%); male, 193 (59.6%); came from the interior of the state of Piauí, Brazil, 279 (86.1%); with an average family income of R$737 per month. Despite the lack of knowledge about eye problems, 98 (30.2%), the majority reported being able to name at least one visual problem, 226 (69.8%), mainly refractive error, 175 (54.0%), still, 310 (95.7%) agreed that the routine eye exam was very necessary. A significant share agreed that performing the eye examination was not restricted only to the doctor, 321 (99.1%), and despite not replacing an ophthalmology consultation, 222 (68.8%), self-examination should be adopted as a regular practice, 266 (82.4%), where the virtual leaflet correctly presented its accomplishment, 273 (84.5%). Reiterated by the perception that the leaflet is organized logically and clearly, 305 (94.4%), the materials for the examination are easy to find, 319 (98.8%), and it has a simple language, 312 (96.6%). A meaningful learning mediated by the virtual leaflet has proved possible, since the compared test results were similar, obtaining a concordance index considered reasonable only in tests of near visual acuity and peripheral vision, others were higher, with Cohen’s kappa>0.2. Only the lack of hand hygiene before the procedure, 52 (16.3%), and the positioning of the Snellen chart, 144 (44.4%), were performed incorrectly, the latter being a determining factor for compromising the visual acuity test. This type of technology is proven effective and works as an organizer of cognitive structure, enabling learning by directed and autonomous discovery.