Nursing diagnostic reasoning learning of students through educational technologies: an integrative review

Detalhes bibliográficos
Autor(a) principal: Souto, Jaqueline da Silva Soares
Data de Publicação: 2022
Outros Autores: Mercês, Claudia Angélica Mainenti Ferreira, Silva, Rodrigo Nogueira da, Silva, Paulo Cezar Gonçalves da, Soares, Samira Silva Santos, Brandão, Marcos Antônio Gomes
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista Eletrônica de Enfermagem
Texto Completo: https://revistas.ufg.br/fen/article/view/68182
Resumo: Objective: To analyze the skills and experiences developed from the use of educational technologies in the nursing diagnostic reasoning of undergraduate students. Method: Integrative literature review performed in April 2020 through online access to seven databases without establishing a time frame. Search terms such as “nursing students”, “educational technology” and “nursing diagnosis” were incorporated into the search strategies. Results: From a universe of 332 consulted titles and abstracts, 21 articles that fully answered the research question were selected. Thirteen face-to-face and 8 virtual educational technologies that provided metacognitive, cognitive and practical skills and affective and motivational experiences to nursing students were identified. Conclusion: Most face-to-face technologies impacted directly on the diagnostic reasoning of students, while virtual technologies contributed indirectly to its development.
id UFG-13_f716984a124fb40223cc6ba46864d206
oai_identifier_str oai:ojs.revistas.ufg.br:article/68182
network_acronym_str UFG-13
network_name_str Revista Eletrônica de Enfermagem
repository_id_str
spelling Nursing diagnostic reasoning learning of students through educational technologies: an integrative reviewAprendizagem do raciocínio diagnóstico de enfermagem de estudantes por meio de tecnologias educacionais: revisão integrativaStudents, NursingEducational TechnologyNursing DiagnosisLearningEstudantes de EnfermagemTecnologia EducacionalDiagnóstico de EnfermagemAprendizagemObjective: To analyze the skills and experiences developed from the use of educational technologies in the nursing diagnostic reasoning of undergraduate students. Method: Integrative literature review performed in April 2020 through online access to seven databases without establishing a time frame. Search terms such as “nursing students”, “educational technology” and “nursing diagnosis” were incorporated into the search strategies. Results: From a universe of 332 consulted titles and abstracts, 21 articles that fully answered the research question were selected. Thirteen face-to-face and 8 virtual educational technologies that provided metacognitive, cognitive and practical skills and affective and motivational experiences to nursing students were identified. Conclusion: Most face-to-face technologies impacted directly on the diagnostic reasoning of students, while virtual technologies contributed indirectly to its development.Objetivo: Analisar as habilidades e experiências desenvolvidas a partir do uso de tecnologias educacionais no raciocínio diagnóstico de enfermagem de estudantes de graduação. Método: Revisão integrativa da literatura realizada em abril de 2020, por meio do acesso online a sete bases de dados, não sendo estabelecido um recorte temporal. Termos de busca como “estudantes de enfermagem”, “tecnologia educacional” e “diagnóstico de enfermagem” foram incorporados nas estratégias de busca. Resultados: Em um universo de 332 títulos e resumos consultados, foram selecionados 21 artigos que respondiam de forma integral à pergunta de pesquisa. Foram identificadas 13 tecnologias educacionais presenciais e 8 virtuais que forneceram habilidades metacognitivas, cognitivas, práticas e experiências do tipo afetivas e motivacionais aos acadêmicos de enfermagem. Conclusão: A maioria das tecnologias presenciais impactaram diretamente no raciocínio diagnóstico dos estudantes, enquanto as tecnologias virtuais contribuíram indiretamente para seu desenvolvimento.Faculdade de Enfermagem da UFG2022-03-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistas.ufg.br/fen/article/view/6818210.5216/ree.v24.68182Revista Eletrônica de Enfermagem; Vol. 24 (2022); 68182Revista Eletrônica de Enfermagem; v. 24 (2022); 681821518-1944reponame:Revista Eletrônica de Enfermageminstname:Universidade Federal de Goiás (UFG)instacron:UFGporenghttps://revistas.ufg.br/fen/article/view/68182/38195https://revistas.ufg.br/fen/article/view/68182/38196Copyright (c) 2022 Revista Eletrônica de Enfermagemhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSouto, Jaqueline da Silva SoaresMercês, Claudia Angélica Mainenti FerreiraSilva, Rodrigo Nogueira da Silva, Paulo Cezar Gonçalves da Soares, Samira Silva SantosBrandão, Marcos Antônio Gomes2023-06-26T16:27:08Zoai:ojs.revistas.ufg.br:article/68182Revistahttps://revistas.ufg.br/fenPUBhttps://revistas.ufg.br/fen/oairee.fen@ufg.br1518-19441518-1944opendoar:2023-06-26T16:27:08Revista Eletrônica de Enfermagem - Universidade Federal de Goiás (UFG)false
dc.title.none.fl_str_mv Nursing diagnostic reasoning learning of students through educational technologies: an integrative review
Aprendizagem do raciocínio diagnóstico de enfermagem de estudantes por meio de tecnologias educacionais: revisão integrativa
title Nursing diagnostic reasoning learning of students through educational technologies: an integrative review
spellingShingle Nursing diagnostic reasoning learning of students through educational technologies: an integrative review
Souto, Jaqueline da Silva Soares
Students, Nursing
Educational Technology
Nursing Diagnosis
Learning
Estudantes de Enfermagem
Tecnologia Educacional
Diagnóstico de Enfermagem
Aprendizagem
title_short Nursing diagnostic reasoning learning of students through educational technologies: an integrative review
title_full Nursing diagnostic reasoning learning of students through educational technologies: an integrative review
title_fullStr Nursing diagnostic reasoning learning of students through educational technologies: an integrative review
title_full_unstemmed Nursing diagnostic reasoning learning of students through educational technologies: an integrative review
title_sort Nursing diagnostic reasoning learning of students through educational technologies: an integrative review
author Souto, Jaqueline da Silva Soares
author_facet Souto, Jaqueline da Silva Soares
Mercês, Claudia Angélica Mainenti Ferreira
Silva, Rodrigo Nogueira da
Silva, Paulo Cezar Gonçalves da
Soares, Samira Silva Santos
Brandão, Marcos Antônio Gomes
author_role author
author2 Mercês, Claudia Angélica Mainenti Ferreira
Silva, Rodrigo Nogueira da
Silva, Paulo Cezar Gonçalves da
Soares, Samira Silva Santos
Brandão, Marcos Antônio Gomes
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv Souto, Jaqueline da Silva Soares
Mercês, Claudia Angélica Mainenti Ferreira
Silva, Rodrigo Nogueira da
Silva, Paulo Cezar Gonçalves da
Soares, Samira Silva Santos
Brandão, Marcos Antônio Gomes
dc.subject.por.fl_str_mv Students, Nursing
Educational Technology
Nursing Diagnosis
Learning
Estudantes de Enfermagem
Tecnologia Educacional
Diagnóstico de Enfermagem
Aprendizagem
topic Students, Nursing
Educational Technology
Nursing Diagnosis
Learning
Estudantes de Enfermagem
Tecnologia Educacional
Diagnóstico de Enfermagem
Aprendizagem
description Objective: To analyze the skills and experiences developed from the use of educational technologies in the nursing diagnostic reasoning of undergraduate students. Method: Integrative literature review performed in April 2020 through online access to seven databases without establishing a time frame. Search terms such as “nursing students”, “educational technology” and “nursing diagnosis” were incorporated into the search strategies. Results: From a universe of 332 consulted titles and abstracts, 21 articles that fully answered the research question were selected. Thirteen face-to-face and 8 virtual educational technologies that provided metacognitive, cognitive and practical skills and affective and motivational experiences to nursing students were identified. Conclusion: Most face-to-face technologies impacted directly on the diagnostic reasoning of students, while virtual technologies contributed indirectly to its development.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-30
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/68182
10.5216/ree.v24.68182
url https://revistas.ufg.br/fen/article/view/68182
identifier_str_mv 10.5216/ree.v24.68182
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://revistas.ufg.br/fen/article/view/68182/38195
https://revistas.ufg.br/fen/article/view/68182/38196
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Eletrônica de Enfermagem
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 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. 24 (2022); 68182
Revista Eletrônica de Enfermagem; v. 24 (2022); 68182
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
_version_ 1797049164289277952

Registros relacionados