Uses of information and communication technologies in nursing higher education during the COVID-19 pandemic

• Autor(a) principal: Galvão, Maria Cristiane Barbosa
• Data de Publicação: 2021
• Outros Autores: Ricarte, Ivan Luiz Marques, Darsie, Camilo, Forster , Aldaísa Cassanho, Ferreira, Janise Braga Barros, Carneiro, Marcelo, Sampaio, Samára dos Santos, Rocha, Juan Stuardo Yazlle
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Brazilian Journal of Information Science
• Texto Completo: https://revistas.marilia.unesp.br/index.php/bjis/article/view/11502
• topic: Higher education; Information and communication technologies; Informational resources; Nursing; Undergraduate students; Graduate students; Teachers; Covid-19; Ensino superior; Tecnologias da informação e comunicação; Recursos informacionais; Enfermagem; Alunos de graduação; Alunos de pós-graduação; Professores; Covid-19

The need for social distance imposed by the COVID-19 pandemic demanded the transition from face-to-face education to emergency remote education. This study investigated the incorporation of information and communication technologies (ICT) in the teaching-learning process by teachers, undergraduate and graduate students in Nursing, from Brazilian public and private educational institutions, before and during the COVID-19 pandemic. The study employed a survey with structured questions and an open question. The data were analyzed using descriptive and univariate statistics, as well as content analysis. The study had 218 participants: 93 (42.7%) teachers, 86 (39.4%) undergraduate students and 39 (17.9%) graduate students. There was a trend towards an increase in the number of daily hours dedicated to the use of ICT in 2020, with the most used technologies: digital learning environments (66.5%), audio and video platforms (57.3%), mobile apps (56,0%) and specialized databases (55,0%). The majority (57.8%) of the participants expressed a preference for face-to-face education. Some participants mentioned difficulties related to the lack of training in the use of ICT, access to the Internet and the availability of equipment. These limitations may demand public policies and specific actions from educational institutions and civil society for resolution.