Avaliação de videoclipe para aprendizagem da fisiologia da lactação por estudantes de curso graduação da saúde
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/25920 |
Resumo: | INTRODUCTION: This study was anchored in Ausubel's Theory of Meaningful Learning, in line with innovative pedagogical proposals mediated by educational technologies. Guided by the Knowledge Translation into Action Model, with the development of the Application Cycle of the tool for learning the physiology of lactation translated into a video clip format for the population of undergraduate health students. OBJECTIVE: To evaluate a care-educational technology of the video clip type for learning the physiology of lactation by undergraduate health students; its suitability by students regarding interactivity, purpose, relevance, and clarity; the results in learning the content; the barriers, facilitators, and mental workload for the use of the video clip by these students. METHODS: Quasi-experimental study, with a population of undergraduate health students from a public university located in the countryside of Rio Grande do Sul, Brazil. The parts of the online form were: pre-test of knowledge; presentation of the video clip called "Lactashow: the lactation cycle"; evaluation from the Assistive Technology Assessment tool; open questions to know the barriers and facilitators for the use of technology; post-test of knowledge; evaluation of mental workload with the NASA Task Load Index instrument. RESULTS: The study included 111 undergraduate students from different health courses, 72.1% were women, 95.5% watch videos in their study routine, 52.3% indicated the offer of a discipline addressing this content and 30.6% acknowledged having some knowledge on the subject acquired outside the undergraduate course. After undergoing the educational intervention, they indicated (n = 88) that the attributes interactivity, objective, relevance, and clarity had an average of 1.71, 1.77, 1.64, and 1.77, respectively. The facilitators for the use of technology were music, audiovisual, accessibility, comprehensibility, and attractiveness. The barriers indicated were speed and the need for prior knowledge of the subject. The moment after the intervention, for 81 students, the technology favors learning: the physiology of lactation begins in gestation (92.6-95.1), the hormones progesterone and estrogen command the preparation of the breast for lactation (25.9-50.6); lactation begins soon after birth (38.3-45.7); prolactin is the milk production hormone (92.6-95.1), oxytocin is the milk ejection hormone (70.4-82.7) and the hypothalamus is responsible for releasing these hormones (54.3- 64.2). The students (n = 26) considered the mental workload to which they were subjected was low (overall = 39.03). CONCLUSION: The video clip is a suitable tool for use with undergraduate health care students and meets the attributes of interactivity, purpose, relevance, and clarity and promotes learning with low mental workload demand. The thesis defended is that Lactashow has significant potential for the promotion of non-arbitrary and non-literal learning, as this care-educational technology stimulates interaction with the learner's cognitive structure, being a subsuncer for those who have no prior knowledge about the physiology of lactation. |
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2022-08-17T18:25:41Z2022-08-17T18:25:41Z2022-04-29http://repositorio.ufsm.br/handle/1/25920INTRODUCTION: This study was anchored in Ausubel's Theory of Meaningful Learning, in line with innovative pedagogical proposals mediated by educational technologies. Guided by the Knowledge Translation into Action Model, with the development of the Application Cycle of the tool for learning the physiology of lactation translated into a video clip format for the population of undergraduate health students. OBJECTIVE: To evaluate a care-educational technology of the video clip type for learning the physiology of lactation by undergraduate health students; its suitability by students regarding interactivity, purpose, relevance, and clarity; the results in learning the content; the barriers, facilitators, and mental workload for the use of the video clip by these students. METHODS: Quasi-experimental study, with a population of undergraduate health students from a public university located in the countryside of Rio Grande do Sul, Brazil. The parts of the online form were: pre-test of knowledge; presentation of the video clip called "Lactashow: the lactation cycle"; evaluation from the Assistive Technology Assessment tool; open questions to know the barriers and facilitators for the use of technology; post-test of knowledge; evaluation of mental workload with the NASA Task Load Index instrument. RESULTS: The study included 111 undergraduate students from different health courses, 72.1% were women, 95.5% watch videos in their study routine, 52.3% indicated the offer of a discipline addressing this content and 30.6% acknowledged having some knowledge on the subject acquired outside the undergraduate course. After undergoing the educational intervention, they indicated (n = 88) that the attributes interactivity, objective, relevance, and clarity had an average of 1.71, 1.77, 1.64, and 1.77, respectively. The facilitators for the use of technology were music, audiovisual, accessibility, comprehensibility, and attractiveness. The barriers indicated were speed and the need for prior knowledge of the subject. The moment after the intervention, for 81 students, the technology favors learning: the physiology of lactation begins in gestation (92.6-95.1), the hormones progesterone and estrogen command the preparation of the breast for lactation (25.9-50.6); lactation begins soon after birth (38.3-45.7); prolactin is the milk production hormone (92.6-95.1), oxytocin is the milk ejection hormone (70.4-82.7) and the hypothalamus is responsible for releasing these hormones (54.3- 64.2). The students (n = 26) considered the mental workload to which they were subjected was low (overall = 39.03). CONCLUSION: The video clip is a suitable tool for use with undergraduate health care students and meets the attributes of interactivity, purpose, relevance, and clarity and promotes learning with low mental workload demand. The thesis defended is that Lactashow has significant potential for the promotion of non-arbitrary and non-literal learning, as this care-educational technology stimulates interaction with the learner's cognitive structure, being a subsuncer for those who have no prior knowledge about the physiology of lactation.INTRODUÇÃO: Estudo ancorado na Teoria da Aprendizagem Significativa de Ausubel, ao encontro das propostas pedagógicas inovadoras mediadas por tecnologias educativas. Guiado pelo Modelo de Tradução do Conhecimento em Ação, com o desenvolvimento do Ciclo de Aplicação da ferramenta para aprendizagem da fisiologia da lactação traduzida no formato de videoclipe para a população de estudantes de graduação em saúde. OBJETIVO: Avaliar uma tecnologia cuidativo-educacional do tipo videoclipe para aprendizagem da fisiologia da lactação por estudantes de graduação da área da saúde; sua adequação pelos estudantes quanto a interatividade, objetivo, relevância e clareza; os resultados na aprendizagem do conteúdo; as barreiras, facilitadores e a carga mental de trabalho para o uso do videoclipe por estes estudantes. MÉTODO: Estudo do tipo quase experimental, com a população de estudantes de graduação da área da saúde de uma universidade pública localizada no interior do Rio Grande do Sul, Brasil. As partes do formulário online foram: pré-teste de conhecimento; apresentação do videoclipe denominado “Lactashow: o ciclo da lactação”; avaliação a partir do instrumento de Avaliação de Tecnologia Assistiva; perguntas abertas para conhecer a barreiras e facilitadores para o uso da tecnologia; pós-teste de conhecimento; avaliação da carga mental de trabalho com o instrumento NASA Task Load Index. RESULTADOS: Participaram do estudo 111 estudantes de graduação de diferentes cursos da área da saúde, 72,1% foram mulheres; 95,5% assistem vídeos em sua rotina de estudos; 52,3% indicaram a oferta de disciplina abordando este conteúdo e 30,6% reconheceram ter algum conhecimento sobre o tema adquirido fora da graduação. Após submetidos à intervenção educativa, indicaram (n = 88) que os atributos interatividade, objetivo, relevância e clareza tiveram média de 1,71; 1,77; 1,64 e 1,77, respectivamente. Como facilitadores para o uso da tecnologia, obteve-se a música, o audiovisual, a acessibilidade, a compreensibilidade e a atratividade. As barreiras indicadas foram a velocidade e a necessidade de conhecimento prévio do assunto. O momento depois da intervenção, para 81 estudantes, a tecnologia favorece a aprendizagem: a fisiologia da lactação inicia na gestação (92,6-95,1), os hormônios progesterona e estrógeno comandam a preparação da mama para a lactação (25,9-50,6); a lactação inicia logo após o nascimento (38,3-45,7); a prolactina é o hormônio de produção do leite (92,6-95,1), a ocitocina é o hormônio de ejeção do leite (70,4-82,7) e o hipotálamo é o responsável por liberar os estes hormônios (54,3-64,2). Os estudantes (n = 26) consideraram a sobrecarga mental de trabalho à qual foram submetidos foi baixa (global = 39,03). CONCLUSÃO: O videoclipe é uma ferramenta adequada para ser utilizada com estudantes de graduação da área da saúde e atende aos atributos de interatividade, objetivo, relevância e clareza e promove a aprendizagem com demanda de baixa carga mental. A tese defendida é que o Lactashow tem potencial significativo para a promoção de aprendizagem não arbitrária e não literal, pois esta tecnologia cuidativo-educacional estimula a interação com a estrutura cognitiva do discente, sendo um subsunçor para aqueles que não têm conhecimento prévio sobre a fisiologia da lactação.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Ciências da SaúdePrograma de Pós-Graduação em EnfermagemUFSMBrasilEnfermagemAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessLactaçãoTecnologia educativaMídia audiovisualTradução do conhecimentoEnfermagemLactationEducational technologyVideo-audio mediaKnowledge translationNursingCNPQ::CIENCIAS DA SAUDE::ENFERMAGEMAvaliação de videoclipe para aprendizagem da fisiologia da lactação por estudantes de curso graduação da saúdeEvaluation of a video clip for learning the physiology of lactation by undergraduate health studentsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisPadoin, Stela Maris de Mellohttp://lattes.cnpq.br/6899455553008245Paula, Cristiane Cardoso dePrimo, Cândida CaniçaliLangendorf, Tassiane FerreiraWeinmann, Angela Regina MacielBolzan, Geovana de Paulahttp://lattes.cnpq.br/5246088235224038Cherubim, Daiani Oliveira400400000000600600600600600600600600c7e9034f-5439-4133-bdb5-22e59b18db16ca8a56fa-eb3e-425b-94e0-70ba35a2e23a1ce6abee-a449-496a-9d11-593673dd288bcf2c4c38-a048-4256-9e95-77b0e88c28348228e8a6-1ee2-4a23-a285-57e7bb9bac7060de4fb1-8079-4b05-b760-c855ba2349f05d251daa-ec59-4fc8-9018-0edf897f3b23reponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/25920/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-816http://repositorio.ufsm.br/bitstream/1/25920/3/license.txtf8fcb28efb1c8cf0dc096bec902bf4c4MD53ORIGINALTES_PPGENFERMAGEM_2022_CHERUBIM_DAIANI.pdfTES_PPGENFERMAGEM_2022_CHERUBIM_DAIANI.pdfTese de doutoradoapplication/pdf3241979http://repositorio.ufsm.br/bitstream/1/25920/1/TES_PPGENFERMAGEM_2022_CHERUBIM_DAIANI.pdfa686a7aaec7e80066dd3b0fcc1386262MD511/259202022-08-17 15:25:42.119oai:repositorio.ufsm.br:1/25920Q3JlYXRpdmUgQ29tbW9ucw==Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestouvidoria@ufsm.bropendoar:39132022-08-17T18:25:42Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Avaliação de videoclipe para aprendizagem da fisiologia da lactação por estudantes de curso graduação da saúde |
dc.title.alternative.eng.fl_str_mv |
Evaluation of a video clip for learning the physiology of lactation by undergraduate health students |
title |
Avaliação de videoclipe para aprendizagem da fisiologia da lactação por estudantes de curso graduação da saúde |
spellingShingle |
Avaliação de videoclipe para aprendizagem da fisiologia da lactação por estudantes de curso graduação da saúde Cherubim, Daiani Oliveira Lactação Tecnologia educativa Mídia audiovisual Tradução do conhecimento Enfermagem Lactation Educational technology Video-audio media Knowledge translation Nursing CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM |
title_short |
Avaliação de videoclipe para aprendizagem da fisiologia da lactação por estudantes de curso graduação da saúde |
title_full |
Avaliação de videoclipe para aprendizagem da fisiologia da lactação por estudantes de curso graduação da saúde |
title_fullStr |
Avaliação de videoclipe para aprendizagem da fisiologia da lactação por estudantes de curso graduação da saúde |
title_full_unstemmed |
Avaliação de videoclipe para aprendizagem da fisiologia da lactação por estudantes de curso graduação da saúde |
title_sort |
Avaliação de videoclipe para aprendizagem da fisiologia da lactação por estudantes de curso graduação da saúde |
author |
Cherubim, Daiani Oliveira |
author_facet |
Cherubim, Daiani Oliveira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Padoin, Stela Maris de Mello |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6899455553008245 |
dc.contributor.advisor-co1.fl_str_mv |
Paula, Cristiane Cardoso de |
dc.contributor.referee1.fl_str_mv |
Primo, Cândida Caniçali |
dc.contributor.referee2.fl_str_mv |
Langendorf, Tassiane Ferreira |
dc.contributor.referee3.fl_str_mv |
Weinmann, Angela Regina Maciel |
dc.contributor.referee4.fl_str_mv |
Bolzan, Geovana de Paula |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5246088235224038 |
dc.contributor.author.fl_str_mv |
Cherubim, Daiani Oliveira |
contributor_str_mv |
Padoin, Stela Maris de Mello Paula, Cristiane Cardoso de Primo, Cândida Caniçali Langendorf, Tassiane Ferreira Weinmann, Angela Regina Maciel Bolzan, Geovana de Paula |
dc.subject.por.fl_str_mv |
Lactação Tecnologia educativa Mídia audiovisual Tradução do conhecimento Enfermagem |
topic |
Lactação Tecnologia educativa Mídia audiovisual Tradução do conhecimento Enfermagem Lactation Educational technology Video-audio media Knowledge translation Nursing CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM |
dc.subject.eng.fl_str_mv |
Lactation Educational technology Video-audio media Knowledge translation Nursing |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM |
description |
INTRODUCTION: This study was anchored in Ausubel's Theory of Meaningful Learning, in line with innovative pedagogical proposals mediated by educational technologies. Guided by the Knowledge Translation into Action Model, with the development of the Application Cycle of the tool for learning the physiology of lactation translated into a video clip format for the population of undergraduate health students. OBJECTIVE: To evaluate a care-educational technology of the video clip type for learning the physiology of lactation by undergraduate health students; its suitability by students regarding interactivity, purpose, relevance, and clarity; the results in learning the content; the barriers, facilitators, and mental workload for the use of the video clip by these students. METHODS: Quasi-experimental study, with a population of undergraduate health students from a public university located in the countryside of Rio Grande do Sul, Brazil. The parts of the online form were: pre-test of knowledge; presentation of the video clip called "Lactashow: the lactation cycle"; evaluation from the Assistive Technology Assessment tool; open questions to know the barriers and facilitators for the use of technology; post-test of knowledge; evaluation of mental workload with the NASA Task Load Index instrument. RESULTS: The study included 111 undergraduate students from different health courses, 72.1% were women, 95.5% watch videos in their study routine, 52.3% indicated the offer of a discipline addressing this content and 30.6% acknowledged having some knowledge on the subject acquired outside the undergraduate course. After undergoing the educational intervention, they indicated (n = 88) that the attributes interactivity, objective, relevance, and clarity had an average of 1.71, 1.77, 1.64, and 1.77, respectively. The facilitators for the use of technology were music, audiovisual, accessibility, comprehensibility, and attractiveness. The barriers indicated were speed and the need for prior knowledge of the subject. The moment after the intervention, for 81 students, the technology favors learning: the physiology of lactation begins in gestation (92.6-95.1), the hormones progesterone and estrogen command the preparation of the breast for lactation (25.9-50.6); lactation begins soon after birth (38.3-45.7); prolactin is the milk production hormone (92.6-95.1), oxytocin is the milk ejection hormone (70.4-82.7) and the hypothalamus is responsible for releasing these hormones (54.3- 64.2). The students (n = 26) considered the mental workload to which they were subjected was low (overall = 39.03). CONCLUSION: The video clip is a suitable tool for use with undergraduate health care students and meets the attributes of interactivity, purpose, relevance, and clarity and promotes learning with low mental workload demand. The thesis defended is that Lactashow has significant potential for the promotion of non-arbitrary and non-literal learning, as this care-educational technology stimulates interaction with the learner's cognitive structure, being a subsuncer for those who have no prior knowledge about the physiology of lactation. |
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2022 |
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2022-08-17T18:25:41Z |
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2022-08-17T18:25:41Z |
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2022-04-29 |
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