Tecnologia educativa no ensino de enfermagem em contracepÃÃo
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFC |
Texto Completo: | http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5713 |
Resumo: | The use of technology has increased considerably in society and one of the areas that has been adapting to such use is health. Increasingly, communication technologies are gaining ground in daily life and in health education is no different. Distance education has emerged as a possibility of dissemination of information with greater convenience, autonomy and participation of the subjects. Thus, realizing the importance of developing appropriate educational tools for learning environments, this study was carried out with the following objectives: to determine the effects of educational technologyâs use in learning of nursing students about contraception; to implement a educational technologyâs on contraception for nursing students; to assess the learning of nursing students about contraception after use of the virtual environment; to compare the knowledge of students who used the virtual environment to those using traditional method of learning. This is an almost-experimental, comparative and of intervention study, conducted on 62 nursing students in the seventh semester and enrolled in the Nursing in Careâs Process in Sexual and Reproductive Health discipline, at UFC, between september 2009 and april 2010. The intervention group used the AVA and answered a questionnaire pre and post-test about contraception. The same instrument was administered to students in the control group, participants in the traditional class with the same information that was in the AVA. All ethical aspects were respected. The data showed a predominantly female population, single, childless, with easy access to computers and internet, reporting knowledge of the methods, but not substantially. Furthermore, many methods users were mainly male condom and oral contraceptive, indicating greater knowledge of these two methods. Some questions showed a significant increase in post-test in the intervention group, especially those related to the hormonal, surgical methods, natural and behavioral methods, and barrier methods. However, significant reductions were observed at post-test articles related to sexual and reproductive rights and the Intrauterine device (IUD). Prevailed in the study that the differences between the success in the post-test of the two groups showed no statistically significant differences. It was 47 questions submitted, 33 increased at post-test, wich 18 statistically significant, 9 had reductions in the post-test, with 6 statistically significants and 5 remained with the same amount of the pre-test. Of the 9 issues that presented significant differences when comparing the post-test of two groups, 5 showed higher accuracy in the intervention group. It is concluded that the AVA provides pertinent information to contraceptionâs area, being suitable for use in the classroom, not as a replacement, but with the possibility of complementing traditional teaching. No differences in post-test groups indicates that educational technology has achieved the results obtained in the face modality. Furthermore, new studies become necessary in order to evaluate the effects of such technology on student performance. |
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info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisTecnologia educativa no ensino de enfermagem em contracepÃÃoEducational technology in nursing education in contraception2010-11-30Ana Karina Bezerra Pinheiro43462162349http://lattes.cnpq.br/6862658087106562 RÃgia Christina Moura Barbosa 61356395368 http://lattes.cnpq.br/4511748850846735MÃnica Oliveira Batista OriÃ61479241334http://buscatextual.cnpq.br/buscatextual/visualizacv.jsp?id=K4777275E0Ana FÃtima Carvalho Fernandes22068554372http://lattes.cnpq.br/1121528839527110 Paulo CÃsar de Almeida04161610300Paulo CÃsar de Almeida97372927315http://buscatextual.cnpq.br/buscatextual/visualizacv.jsp?id=K4734971J4Priscila de Souza AquinoUniversidade Federal do CearÃPrograma de PÃs-GraduaÃÃo em EnfermagemUFCBREducational technology Nursing Family p0lanning Learning. Education, distanceEducational technology Nursing Family p0lanning Learning. Education, distanceTecnologia educacional Enfermagem Aprendizagem EducaÃÃo a distÃnciaTecnologia educacional Enfermagem Planejamento familiar Aprendizagem EducaÃÃo a distÃnciaENFERMAGEMENFERMAGEMThe use of technology has increased considerably in society and one of the areas that has been adapting to such use is health. Increasingly, communication technologies are gaining ground in daily life and in health education is no different. Distance education has emerged as a possibility of dissemination of information with greater convenience, autonomy and participation of the subjects. Thus, realizing the importance of developing appropriate educational tools for learning environments, this study was carried out with the following objectives: to determine the effects of educational technologyâs use in learning of nursing students about contraception; to implement a educational technologyâs on contraception for nursing students; to assess the learning of nursing students about contraception after use of the virtual environment; to compare the knowledge of students who used the virtual environment to those using traditional method of learning. This is an almost-experimental, comparative and of intervention study, conducted on 62 nursing students in the seventh semester and enrolled in the Nursing in Careâs Process in Sexual and Reproductive Health discipline, at UFC, between september 2009 and april 2010. The intervention group used the AVA and answered a questionnaire pre and post-test about contraception. The same instrument was administered to students in the control group, participants in the traditional class with the same information that was in the AVA. All ethical aspects were respected. The data showed a predominantly female population, single, childless, with easy access to computers and internet, reporting knowledge of the methods, but not substantially. Furthermore, many methods users were mainly male condom and oral contraceptive, indicating greater knowledge of these two methods. Some questions showed a significant increase in post-test in the intervention group, especially those related to the hormonal, surgical methods, natural and behavioral methods, and barrier methods. However, significant reductions were observed at post-test articles related to sexual and reproductive rights and the Intrauterine device (IUD). Prevailed in the study that the differences between the success in the post-test of the two groups showed no statistically significant differences. It was 47 questions submitted, 33 increased at post-test, wich 18 statistically significant, 9 had reductions in the post-test, with 6 statistically significants and 5 remained with the same amount of the pre-test. Of the 9 issues that presented significant differences when comparing the post-test of two groups, 5 showed higher accuracy in the intervention group. It is concluded that the AVA provides pertinent information to contraceptionâs area, being suitable for use in the classroom, not as a replacement, but with the possibility of complementing traditional teaching. No differences in post-test groups indicates that educational technology has achieved the results obtained in the face modality. Furthermore, new studies become necessary in order to evaluate the effects of such technology on student performance.O uso das tecnologias vem aumentando consideravelmente na sociedade e uma das Ãreas que vem se adequando a essa utilizaÃÃo à a saÃde. Cada vez mais as tecnologias da comunicaÃÃo ganham espaÃo no cotidiano das pessoas e na educaÃÃo em saÃde nÃo à diferente. A educaÃÃo a distÃncia surgiu como uma possibilidade de disseminaÃÃo de informaÃÃes com maior praticidade, autonomia e participaÃÃo dos sujeitos. Dessa forma, percebendo, pois, a importÃncia do desenvolvimento de ferramentas educacionais adequadas aos ambientes de aprendizagem realizou-se o presente estudo com os seguintes objetivos: verificar os efeitos da utilizaÃÃo de uma tecnologia educativa na aprendizagem de acadÃmicos de enfermagem com relaÃÃo ao conteÃdo de contracepÃÃo; aplicar uma tecnologia educativa sobre contracepÃÃo para acadÃmicos de enfermagem; avaliar a aprendizagem dos acadÃmicos de enfermagem sobre contracepÃÃo apÃs o uso do ambiente virtual; comparar o conhecimento de alunos que utilizaram o ambiente virtual com os que utilizaram metodologia tradicional de aprendizagem. Trata-se de um estudo quase-experimental, comparativo e de intervenÃÃo, realizado com 62 acadÃmicos de enfermagem do sÃtimo semestre, matriculados na disciplina Enfermagem no Processo de Cuidar em SaÃde Sexual e Reprodutiva, da UFC, no perÃodo de setembro de 2009 e abril de 2010. O grupo intervenÃÃo utilizou o AVA e respondeu a um questionÃrio prà e pÃs-teste sobre contracepÃÃo. O mesmo instrumento foi aplicado com os alunos do grupo controle, partÃcipes da aula tradicional com as mesmas informaÃÃes que estavam no AVA. Todos os aspectos Ãticos foram respeitados. Os dados evidenciaram uma populaÃÃo predominantemente feminina, solteira, sem filhos, com acesso facilitado à informÃtica e internet, que relata conhecimento dos mÃtodos, mas nÃo de forma substancial. Ademais, muitas foram usuÃrias de mÃtodos contraceptivos, principalmente preservativo masculino e contraceptivo oral, denotando tambÃm maior conhecimento desses dois mÃtodos. Algumas questÃes apresentaram aumento significativo no pÃs-teste do grupo intervenÃÃo, principalmente as relacionadas aos anticoncepcionais hormonais, mÃtodos cirÃrgicos, mÃtodos naturais e comportamentais e mÃtodos de barreira. PorÃm, ainda foram observadas reduÃÃes significativas no pÃs-teste dos itens relacionados aos direitos sexuais e reprodutivos e DIU. Prevaleceu no estudo que as diferenÃas entre os acertos no pÃs-teste dos dois grupos nÃo eram estatisticamente significantes. Das 47 questÃes apresentadas, 33 sofreram aumentos no pÃs-teste, sendo 18 estatisticamente significantes; 9 apresentaram reduÃÃes no pÃs-teste, com 6 estatisticamente significantes; e 5 permaneceram com o mesmo quantitativo do prÃ-teste. Das 9 questÃes que apresentaram diferenÃas significantes quando comparado o pÃs-teste dos dois grupos, 5 apresentaram maior acerto no grupo intervenÃÃo. Conclui-se que o AVA em questÃo apresenta informaÃÃes pertinentes para a Ãrea de contracepÃÃo, estando apto ao uso em sala de aula, nÃo como forma de substituiÃÃo, mas com a possibilidade de complementaÃÃo do ensino tradicional. A inexistÃncia de diferenÃas no pÃs-teste dos grupos denota que a tecnologia educativa conseguiu alcanÃar os resultados obtidos na modalidade presencial. Ademais, novos estudos tornam-se necessÃrios, a fim de avaliar os efeitos desse tipo de tecnologia no desempenho dos estudantes. O uso das tecnologias vem aumentando consideravelmente na sociedade e uma das Ãreas que vem se adequando a essa utilizaÃÃo à a saÃde. Cada vez mais as tecnologias da comunicaÃÃo ganham espaÃo no cotidiano das pessoas e na educaÃÃo em saÃde nÃo à diferente. A educaÃÃo a distÃncia surgiu como uma possibilidade de disseminaÃÃo de informaÃÃes com maior praticidade, autonomia e participaÃÃo dos sujeitos. Dessa forma, percebendo, pois, a importÃncia do desenvolvimento de ferramentas educacionais adequadas aos ambientes de aprendizagem realizou-se o presente estudo com os seguintes objetivos: verificar os efeitos da utilizaÃÃo de uma tecnologia educativa na aprendizagem de acadÃmicos de enfermagem com relaÃÃo ao conteÃdo de contracepÃÃo; aplicar uma tecnologia educativa sobre contracepÃÃo para acadÃmicos de enfermagem; avaliar a aprendizagem dos acadÃmicos de enfermagem sobre contracepÃÃo apÃs o uso do ambiente virtual; comparar o conhecimento de alunos que utilizaram o ambiente virtual com os que utilizaram metodologia tradicional de aprendizagem. Trata-se de um estudo quase-experimental, comparativo e de intervenÃÃo, realizado com 62 acadÃmicos de enfermagem do sÃtimo semestre, matriculados na disciplina Enfermagem no Processo de Cuidar em SaÃde Sexual e Reprodutiva, da UFC, no perÃodo de setembro de 2009 e abril de 2010. O grupo intervenÃÃo utilizou o AVA e respondeu a um questionÃrio prà e pÃs-teste sobre contracepÃÃo. O mesmo instrumento foi aplicado com os alunos do grupo controle, partÃcipes da aula tradicional com as mesmas informaÃÃes que estavam no AVA. Todos os aspectos Ãticos foram respeitados. Os dados evidenciaram uma populaÃÃo predominantemente feminina, solteira, sem filhos, com acesso facilitado à informÃtica e internet, que relata conhecimento dos mÃtodos, mas nÃo de forma substancial. Ademais, muitas foram usuÃrias de mÃtodos contraceptivos, principalmente preservativo masculino e contraceptivo oral, denotando tambÃm maior conhecimento desses dois mÃtodos. Algumas questÃes apresentaram aumento significativo no pÃs-teste do grupo intervenÃÃo, principalmente as relacionadas aos anticoncepcionais hormonais, mÃtodos cirÃrgicos, mÃtodos naturais e comportamentais e mÃtodos de barreira. PorÃm, ainda foram observadas reduÃÃes significativas no pÃs-teste dos itens relacionados aos direitos sexuais e reprodutivos e DIU. Prevaleceu no estudo que as diferenÃas entre os acertos no pÃs-teste dos dois grupos nÃo eram estatisticamente significantes. Das 47 questÃes apresentadas, 33 sofreram aumentos no pÃs-teste, sendo 18 estatisticamente significantes; 9 apresentaram reduÃÃes no pÃs-teste, com 6 estatisticamente significantes; e 5 permaneceram com o mesmo quantitativo do prÃ-teste. Das 9 questÃes que apresentaram diferenÃas significantes quando comparado o pÃs-teste dos dois grupos, 5 apresentaram maior acerto no grupo intervenÃÃo. Conclui-se que o AVA em questÃo apresenta informaÃÃes pertinentes para a Ãrea de contracepÃÃo, estando apto ao uso em sala de aula, nÃo como forma de substituiÃÃo, mas com a possibilidade de complementaÃÃo do ensino tradicional. A inexistÃncia de diferenÃas no pÃs-teste dos grupos denota que a tecnologia educativa conseguiu alcanÃar os resultados obtidos na modalidade presencial. Ademais, novos estudos tornam-se necessÃrios, a fim de avaliar os efeitos desse tipo de tecnologia no desempenho dos estudantes. The use of technology has increased considerably in society and one of the areas that has been adapting to such use is health. Increasingly, communication technologies are gaining ground in daily life and in health education is no different. Distance education has emerged as a possibility of dissemination of information with greater convenience, autonomy and participation of the subjects. Thus, realizing the importance of developing appropriate educational tools for learning environments, this study was carried out with the following objectives: to determine the effects of educational technologyâs use in learning of nursing students about contraception; to implement a educational technologyâs on contraception for nursing students; to assess the learning of nursing students about contraception after use of the virtual environment; to compare the knowledge of students who used the virtual environment to those using traditional method of learning. This is an almost-experimental, comparative and of intervention study, conducted on 62 nursing students in the seventh semester and enrolled in the Nursing in Careâs Process in Sexual and Reproductive Health discipline, at UFC, between september 2009 and april 2010. The intervention group used the AVA and answered a questionnaire pre and post-test about contraception. The same instrument was administered to students in the control group, participants in the traditional class with the same information that was in the AVA. All ethical aspects were respected. The data showed a predominantly female population, single, childless, with easy access to computers and internet, reporting knowledge of the methods, but not substantially. Furthermore, many methods users were mainly male condom and oral contraceptive, indicating greater knowledge of these two methods. Some questions showed a significant increase in post-test in the intervention group, especially those related to the hormonal, surgical methods, natural and behavioral methods, and barrier methods. However, significant reductions were observed at post-test articles related to sexual and reproductive rights and the Intrauterine device (IUD). Prevailed in the study that the differences between the success in the post-test of the two groups showed no statistically significant differences. It was 47 questions submitted, 33 increased at post-test, wich 18 statistically significant, 9 had reductions in the post-test, with 6 statistically significants and 5 remained with the same amount of the pre-test. Of the 9 issues that presented significant differences when comparing the post-test of two groups, 5 showed higher accuracy in the intervention group. It is concluded that the AVA provides pertinent information to contraceptionâs area, being suitable for use in the classroom, not as a replacement, but with the possibility of complementing traditional teaching. No differences in post-test groups indicates that educational technology has achieved the results obtained in the face modality. Furthermore, new studies become necessary in order to evaluate the effects of such technology on student performance.CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superiorhttp://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5713application/pdfinfo:eu-repo/semantics/openAccessporreponame:Biblioteca Digital de Teses e Dissertações da UFCinstname:Universidade Federal do Cearáinstacron:UFC2019-01-21T11:18:47Zmail@mail.com - |
dc.title.pt.fl_str_mv |
Tecnologia educativa no ensino de enfermagem em contracepÃÃo |
dc.title.alternative..fl_str_mv |
Educational technology in nursing education in contraception |
title |
Tecnologia educativa no ensino de enfermagem em contracepÃÃo |
spellingShingle |
Tecnologia educativa no ensino de enfermagem em contracepÃÃo Priscila de Souza Aquino Tecnologia educacional Enfermagem Aprendizagem EducaÃÃo a distÃncia Tecnologia educacional Enfermagem Planejamento familiar Aprendizagem EducaÃÃo a distÃncia ENFERMAGEM ENFERMAGEM |
title_short |
Tecnologia educativa no ensino de enfermagem em contracepÃÃo |
title_full |
Tecnologia educativa no ensino de enfermagem em contracepÃÃo |
title_fullStr |
Tecnologia educativa no ensino de enfermagem em contracepÃÃo |
title_full_unstemmed |
Tecnologia educativa no ensino de enfermagem em contracepÃÃo |
title_sort |
Tecnologia educativa no ensino de enfermagem em contracepÃÃo |
author |
Priscila de Souza Aquino |
author_facet |
Priscila de Souza Aquino |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ana Karina Bezerra Pinheiro |
dc.contributor.advisor1ID.fl_str_mv |
43462162349 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6862658087106562 |
dc.contributor.referee1.fl_str_mv |
RÃgia Christina Moura Barbosa |
dc.contributor.referee1ID.fl_str_mv |
61356395368 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4511748850846735 |
dc.contributor.referee2.fl_str_mv |
MÃnica Oliveira Batista Orià |
dc.contributor.referee2ID.fl_str_mv |
61479241334 |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.jsp?id=K4777275E0 |
dc.contributor.referee3.fl_str_mv |
Ana FÃtima Carvalho Fernandes |
dc.contributor.referee3ID.fl_str_mv |
22068554372 |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/1121528839527110 |
dc.contributor.referee4.fl_str_mv |
Paulo CÃsar de Almeida |
dc.contributor.referee4ID.fl_str_mv |
04161610300 |
dc.contributor.referee4Lattes.fl_str_mv |
Paulo CÃsar de Almeida |
dc.contributor.authorID.fl_str_mv |
97372927315 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.jsp?id=K4734971J4 |
dc.contributor.author.fl_str_mv |
Priscila de Souza Aquino |
contributor_str_mv |
Ana Karina Bezerra Pinheiro RÃgia Christina Moura Barbosa MÃnica Oliveira Batista Orià Ana FÃtima Carvalho Fernandes Paulo CÃsar de Almeida |
dc.subject.por.fl_str_mv |
Tecnologia educacional Enfermagem Aprendizagem EducaÃÃo a distÃncia Tecnologia educacional Enfermagem Planejamento familiar Aprendizagem EducaÃÃo a distÃncia |
topic |
Tecnologia educacional Enfermagem Aprendizagem EducaÃÃo a distÃncia Tecnologia educacional Enfermagem Planejamento familiar Aprendizagem EducaÃÃo a distÃncia ENFERMAGEM ENFERMAGEM |
dc.subject.cnpq.fl_str_mv |
ENFERMAGEM ENFERMAGEM |
dc.description.sponsorship.fl_txt_mv |
CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior |
dc.description.abstract..fl_txt_mv |
The use of technology has increased considerably in society and one of the areas that has been adapting to such use is health. Increasingly, communication technologies are gaining ground in daily life and in health education is no different. Distance education has emerged as a possibility of dissemination of information with greater convenience, autonomy and participation of the subjects. Thus, realizing the importance of developing appropriate educational tools for learning environments, this study was carried out with the following objectives: to determine the effects of educational technologyâs use in learning of nursing students about contraception; to implement a educational technologyâs on contraception for nursing students; to assess the learning of nursing students about contraception after use of the virtual environment; to compare the knowledge of students who used the virtual environment to those using traditional method of learning. This is an almost-experimental, comparative and of intervention study, conducted on 62 nursing students in the seventh semester and enrolled in the Nursing in Careâs Process in Sexual and Reproductive Health discipline, at UFC, between september 2009 and april 2010. The intervention group used the AVA and answered a questionnaire pre and post-test about contraception. The same instrument was administered to students in the control group, participants in the traditional class with the same information that was in the AVA. All ethical aspects were respected. The data showed a predominantly female population, single, childless, with easy access to computers and internet, reporting knowledge of the methods, but not substantially. Furthermore, many methods users were mainly male condom and oral contraceptive, indicating greater knowledge of these two methods. Some questions showed a significant increase in post-test in the intervention group, especially those related to the hormonal, surgical methods, natural and behavioral methods, and barrier methods. However, significant reductions were observed at post-test articles related to sexual and reproductive rights and the Intrauterine device (IUD). Prevailed in the study that the differences between the success in the post-test of the two groups showed no statistically significant differences. It was 47 questions submitted, 33 increased at post-test, wich 18 statistically significant, 9 had reductions in the post-test, with 6 statistically significants and 5 remained with the same amount of the pre-test. Of the 9 issues that presented significant differences when comparing the post-test of two groups, 5 showed higher accuracy in the intervention group. It is concluded that the AVA provides pertinent information to contraceptionâs area, being suitable for use in the classroom, not as a replacement, but with the possibility of complementing traditional teaching. No differences in post-test groups indicates that educational technology has achieved the results obtained in the face modality. Furthermore, new studies become necessary in order to evaluate the effects of such technology on student performance. The use of technology has increased considerably in society and one of the areas that has been adapting to such use is health. Increasingly, communication technologies are gaining ground in daily life and in health education is no different. Distance education has emerged as a possibility of dissemination of information with greater convenience, autonomy and participation of the subjects. Thus, realizing the importance of developing appropriate educational tools for learning environments, this study was carried out with the following objectives: to determine the effects of educational technologyâs use in learning of nursing students about contraception; to implement a educational technologyâs on contraception for nursing students; to assess the learning of nursing students about contraception after use of the virtual environment; to compare the knowledge of students who used the virtual environment to those using traditional method of learning. This is an almost-experimental, comparative and of intervention study, conducted on 62 nursing students in the seventh semester and enrolled in the Nursing in Careâs Process in Sexual and Reproductive Health discipline, at UFC, between september 2009 and april 2010. The intervention group used the AVA and answered a questionnaire pre and post-test about contraception. The same instrument was administered to students in the control group, participants in the traditional class with the same information that was in the AVA. All ethical aspects were respected. The data showed a predominantly female population, single, childless, with easy access to computers and internet, reporting knowledge of the methods, but not substantially. Furthermore, many methods users were mainly male condom and oral contraceptive, indicating greater knowledge of these two methods. Some questions showed a significant increase in post-test in the intervention group, especially those related to the hormonal, surgical methods, natural and behavioral methods, and barrier methods. However, significant reductions were observed at post-test articles related to sexual and reproductive rights and the Intrauterine device (IUD). Prevailed in the study that the differences between the success in the post-test of the two groups showed no statistically significant differences. It was 47 questions submitted, 33 increased at post-test, wich 18 statistically significant, 9 had reductions in the post-test, with 6 statistically significants and 5 remained with the same amount of the pre-test. Of the 9 issues that presented significant differences when comparing the post-test of two groups, 5 showed higher accuracy in the intervention group. It is concluded that the AVA provides pertinent information to contraceptionâs area, being suitable for use in the classroom, not as a replacement, but with the possibility of complementing traditional teaching. No differences in post-test groups indicates that educational technology has achieved the results obtained in the face modality. Furthermore, new studies become necessary in order to evaluate the effects of such technology on student performance. |
dc.description.abstract.por.fl_txt_mv |
O uso das tecnologias vem aumentando consideravelmente na sociedade e uma das Ãreas que vem se adequando a essa utilizaÃÃo à a saÃde. Cada vez mais as tecnologias da comunicaÃÃo ganham espaÃo no cotidiano das pessoas e na educaÃÃo em saÃde nÃo à diferente. A educaÃÃo a distÃncia surgiu como uma possibilidade de disseminaÃÃo de informaÃÃes com maior praticidade, autonomia e participaÃÃo dos sujeitos. Dessa forma, percebendo, pois, a importÃncia do desenvolvimento de ferramentas educacionais adequadas aos ambientes de aprendizagem realizou-se o presente estudo com os seguintes objetivos: verificar os efeitos da utilizaÃÃo de uma tecnologia educativa na aprendizagem de acadÃmicos de enfermagem com relaÃÃo ao conteÃdo de contracepÃÃo; aplicar uma tecnologia educativa sobre contracepÃÃo para acadÃmicos de enfermagem; avaliar a aprendizagem dos acadÃmicos de enfermagem sobre contracepÃÃo apÃs o uso do ambiente virtual; comparar o conhecimento de alunos que utilizaram o ambiente virtual com os que utilizaram metodologia tradicional de aprendizagem. Trata-se de um estudo quase-experimental, comparativo e de intervenÃÃo, realizado com 62 acadÃmicos de enfermagem do sÃtimo semestre, matriculados na disciplina Enfermagem no Processo de Cuidar em SaÃde Sexual e Reprodutiva, da UFC, no perÃodo de setembro de 2009 e abril de 2010. O grupo intervenÃÃo utilizou o AVA e respondeu a um questionÃrio prà e pÃs-teste sobre contracepÃÃo. O mesmo instrumento foi aplicado com os alunos do grupo controle, partÃcipes da aula tradicional com as mesmas informaÃÃes que estavam no AVA. Todos os aspectos Ãticos foram respeitados. Os dados evidenciaram uma populaÃÃo predominantemente feminina, solteira, sem filhos, com acesso facilitado à informÃtica e internet, que relata conhecimento dos mÃtodos, mas nÃo de forma substancial. Ademais, muitas foram usuÃrias de mÃtodos contraceptivos, principalmente preservativo masculino e contraceptivo oral, denotando tambÃm maior conhecimento desses dois mÃtodos. Algumas questÃes apresentaram aumento significativo no pÃs-teste do grupo intervenÃÃo, principalmente as relacionadas aos anticoncepcionais hormonais, mÃtodos cirÃrgicos, mÃtodos naturais e comportamentais e mÃtodos de barreira. PorÃm, ainda foram observadas reduÃÃes significativas no pÃs-teste dos itens relacionados aos direitos sexuais e reprodutivos e DIU. Prevaleceu no estudo que as diferenÃas entre os acertos no pÃs-teste dos dois grupos nÃo eram estatisticamente significantes. Das 47 questÃes apresentadas, 33 sofreram aumentos no pÃs-teste, sendo 18 estatisticamente significantes; 9 apresentaram reduÃÃes no pÃs-teste, com 6 estatisticamente significantes; e 5 permaneceram com o mesmo quantitativo do prÃ-teste. Das 9 questÃes que apresentaram diferenÃas significantes quando comparado o pÃs-teste dos dois grupos, 5 apresentaram maior acerto no grupo intervenÃÃo. Conclui-se que o AVA em questÃo apresenta informaÃÃes pertinentes para a Ãrea de contracepÃÃo, estando apto ao uso em sala de aula, nÃo como forma de substituiÃÃo, mas com a possibilidade de complementaÃÃo do ensino tradicional. A inexistÃncia de diferenÃas no pÃs-teste dos grupos denota que a tecnologia educativa conseguiu alcanÃar os resultados obtidos na modalidade presencial. Ademais, novos estudos tornam-se necessÃrios, a fim de avaliar os efeitos desse tipo de tecnologia no desempenho dos estudantes. O uso das tecnologias vem aumentando consideravelmente na sociedade e uma das Ãreas que vem se adequando a essa utilizaÃÃo à a saÃde. Cada vez mais as tecnologias da comunicaÃÃo ganham espaÃo no cotidiano das pessoas e na educaÃÃo em saÃde nÃo à diferente. A educaÃÃo a distÃncia surgiu como uma possibilidade de disseminaÃÃo de informaÃÃes com maior praticidade, autonomia e participaÃÃo dos sujeitos. Dessa forma, percebendo, pois, a importÃncia do desenvolvimento de ferramentas educacionais adequadas aos ambientes de aprendizagem realizou-se o presente estudo com os seguintes objetivos: verificar os efeitos da utilizaÃÃo de uma tecnologia educativa na aprendizagem de acadÃmicos de enfermagem com relaÃÃo ao conteÃdo de contracepÃÃo; aplicar uma tecnologia educativa sobre contracepÃÃo para acadÃmicos de enfermagem; avaliar a aprendizagem dos acadÃmicos de enfermagem sobre contracepÃÃo apÃs o uso do ambiente virtual; comparar o conhecimento de alunos que utilizaram o ambiente virtual com os que utilizaram metodologia tradicional de aprendizagem. Trata-se de um estudo quase-experimental, comparativo e de intervenÃÃo, realizado com 62 acadÃmicos de enfermagem do sÃtimo semestre, matriculados na disciplina Enfermagem no Processo de Cuidar em SaÃde Sexual e Reprodutiva, da UFC, no perÃodo de setembro de 2009 e abril de 2010. O grupo intervenÃÃo utilizou o AVA e respondeu a um questionÃrio prà e pÃs-teste sobre contracepÃÃo. O mesmo instrumento foi aplicado com os alunos do grupo controle, partÃcipes da aula tradicional com as mesmas informaÃÃes que estavam no AVA. Todos os aspectos Ãticos foram respeitados. Os dados evidenciaram uma populaÃÃo predominantemente feminina, solteira, sem filhos, com acesso facilitado à informÃtica e internet, que relata conhecimento dos mÃtodos, mas nÃo de forma substancial. Ademais, muitas foram usuÃrias de mÃtodos contraceptivos, principalmente preservativo masculino e contraceptivo oral, denotando tambÃm maior conhecimento desses dois mÃtodos. Algumas questÃes apresentaram aumento significativo no pÃs-teste do grupo intervenÃÃo, principalmente as relacionadas aos anticoncepcionais hormonais, mÃtodos cirÃrgicos, mÃtodos naturais e comportamentais e mÃtodos de barreira. PorÃm, ainda foram observadas reduÃÃes significativas no pÃs-teste dos itens relacionados aos direitos sexuais e reprodutivos e DIU. Prevaleceu no estudo que as diferenÃas entre os acertos no pÃs-teste dos dois grupos nÃo eram estatisticamente significantes. Das 47 questÃes apresentadas, 33 sofreram aumentos no pÃs-teste, sendo 18 estatisticamente significantes; 9 apresentaram reduÃÃes no pÃs-teste, com 6 estatisticamente significantes; e 5 permaneceram com o mesmo quantitativo do prÃ-teste. Das 9 questÃes que apresentaram diferenÃas significantes quando comparado o pÃs-teste dos dois grupos, 5 apresentaram maior acerto no grupo intervenÃÃo. Conclui-se que o AVA em questÃo apresenta informaÃÃes pertinentes para a Ãrea de contracepÃÃo, estando apto ao uso em sala de aula, nÃo como forma de substituiÃÃo, mas com a possibilidade de complementaÃÃo do ensino tradicional. A inexistÃncia de diferenÃas no pÃs-teste dos grupos denota que a tecnologia educativa conseguiu alcanÃar os resultados obtidos na modalidade presencial. Ademais, novos estudos tornam-se necessÃrios, a fim de avaliar os efeitos desse tipo de tecnologia no desempenho dos estudantes. |
description |
The use of technology has increased considerably in society and one of the areas that has been adapting to such use is health. Increasingly, communication technologies are gaining ground in daily life and in health education is no different. Distance education has emerged as a possibility of dissemination of information with greater convenience, autonomy and participation of the subjects. Thus, realizing the importance of developing appropriate educational tools for learning environments, this study was carried out with the following objectives: to determine the effects of educational technologyâs use in learning of nursing students about contraception; to implement a educational technologyâs on contraception for nursing students; to assess the learning of nursing students about contraception after use of the virtual environment; to compare the knowledge of students who used the virtual environment to those using traditional method of learning. This is an almost-experimental, comparative and of intervention study, conducted on 62 nursing students in the seventh semester and enrolled in the Nursing in Careâs Process in Sexual and Reproductive Health discipline, at UFC, between september 2009 and april 2010. The intervention group used the AVA and answered a questionnaire pre and post-test about contraception. The same instrument was administered to students in the control group, participants in the traditional class with the same information that was in the AVA. All ethical aspects were respected. The data showed a predominantly female population, single, childless, with easy access to computers and internet, reporting knowledge of the methods, but not substantially. Furthermore, many methods users were mainly male condom and oral contraceptive, indicating greater knowledge of these two methods. Some questions showed a significant increase in post-test in the intervention group, especially those related to the hormonal, surgical methods, natural and behavioral methods, and barrier methods. However, significant reductions were observed at post-test articles related to sexual and reproductive rights and the Intrauterine device (IUD). Prevailed in the study that the differences between the success in the post-test of the two groups showed no statistically significant differences. It was 47 questions submitted, 33 increased at post-test, wich 18 statistically significant, 9 had reductions in the post-test, with 6 statistically significants and 5 remained with the same amount of the pre-test. Of the 9 issues that presented significant differences when comparing the post-test of two groups, 5 showed higher accuracy in the intervention group. It is concluded that the AVA provides pertinent information to contraceptionâs area, being suitable for use in the classroom, not as a replacement, but with the possibility of complementing traditional teaching. No differences in post-test groups indicates that educational technology has achieved the results obtained in the face modality. Furthermore, new studies become necessary in order to evaluate the effects of such technology on student performance. |
publishDate |
2010 |
dc.date.issued.fl_str_mv |
2010-11-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
status_str |
publishedVersion |
format |
doctoralThesis |
dc.identifier.uri.fl_str_mv |
http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5713 |
url |
http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5713 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Cearà |
dc.publisher.program.fl_str_mv |
Programa de PÃs-GraduaÃÃo em Enfermagem |
dc.publisher.initials.fl_str_mv |
UFC |
dc.publisher.country.fl_str_mv |
BR |
publisher.none.fl_str_mv |
Universidade Federal do Cearà |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFC instname:Universidade Federal do Ceará instacron:UFC |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFC |
collection |
Biblioteca Digital de Teses e Dissertações da UFC |
instname_str |
Universidade Federal do Ceará |
instacron_str |
UFC |
institution |
UFC |
repository.name.fl_str_mv |
-
|
repository.mail.fl_str_mv |
mail@mail.com |
_version_ |
1643295146737926144 |