Effects of web-based electrocardiography simulation on strategies and learning styles
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista da Escola de Enfermagem da USP (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0080-62342015000400650 |
Resumo: | OBJECTIVETo identify the association between the use of web simulation electrocardiography and the learning approaches, strategies and styles of nursing degree students.METHODA descriptive and correlational design with a one-group pretest-posttest measurement was used. The study sample included 246 students in a Basic and Advanced Cardiac Life Support nursing class of nursing degree.RESULTSNo significant differences between genders were found in any dimension of learning styles and approaches to learning. After the introduction of web simulation electrocardiography, significant differences were found in some item scores of learning styles: theorist (p < 0.040), pragmatic (p < 0.010) and approaches to learning.CONCLUSIONThe use of a web electrocardiogram (ECG) simulation is associated with the development of active and reflexive learning styles, improving motivation and a deep approach in nursing students. |
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Revista da Escola de Enfermagem da USP (Online) |
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Effects of web-based electrocardiography simulation on strategies and learning stylesSimulationElectrocardiographyInternetComputer-Assisted InstructionEducation, NursingLearningOBJECTIVETo identify the association between the use of web simulation electrocardiography and the learning approaches, strategies and styles of nursing degree students.METHODA descriptive and correlational design with a one-group pretest-posttest measurement was used. The study sample included 246 students in a Basic and Advanced Cardiac Life Support nursing class of nursing degree.RESULTSNo significant differences between genders were found in any dimension of learning styles and approaches to learning. After the introduction of web simulation electrocardiography, significant differences were found in some item scores of learning styles: theorist (p < 0.040), pragmatic (p < 0.010) and approaches to learning.CONCLUSIONThe use of a web electrocardiogram (ECG) simulation is associated with the development of active and reflexive learning styles, improving motivation and a deep approach in nursing students.Universidade de São Paulo, Escola de Enfermagem2015-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0080-62342015000400650Revista da Escola de Enfermagem da USP v.49 n.4 2015reponame:Revista da Escola de Enfermagem da USP (Online)instname:Universidade de São Paulo (USP)instacron:USP10.1590/S0080-623420150000400016info:eu-repo/semantics/openAccessGranero-Molina,JoséFernández-Sola,CayetanoLópez-Domene,EsperanzaHernández-Padilla,José ManuelPreto,Leonel São RomãoCastro-Sánchez,Adelaida Maríaeng2015-08-31T00:00:00Zoai:scielo:S0080-62342015000400650Revistahttp://www.scielo.br/reeuspPUBhttps://old.scielo.br/oai/scielo-oai.php||nursingscholar@usp.br1980-220X0080-6234opendoar:2015-08-31T00:00Revista da Escola de Enfermagem da USP (Online) - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Effects of web-based electrocardiography simulation on strategies and learning styles |
title |
Effects of web-based electrocardiography simulation on strategies and learning styles |
spellingShingle |
Effects of web-based electrocardiography simulation on strategies and learning styles Granero-Molina,José Simulation Electrocardiography Internet Computer-Assisted Instruction Education, Nursing Learning |
title_short |
Effects of web-based electrocardiography simulation on strategies and learning styles |
title_full |
Effects of web-based electrocardiography simulation on strategies and learning styles |
title_fullStr |
Effects of web-based electrocardiography simulation on strategies and learning styles |
title_full_unstemmed |
Effects of web-based electrocardiography simulation on strategies and learning styles |
title_sort |
Effects of web-based electrocardiography simulation on strategies and learning styles |
author |
Granero-Molina,José |
author_facet |
Granero-Molina,José Fernández-Sola,Cayetano López-Domene,Esperanza Hernández-Padilla,José Manuel Preto,Leonel São Romão Castro-Sánchez,Adelaida María |
author_role |
author |
author2 |
Fernández-Sola,Cayetano López-Domene,Esperanza Hernández-Padilla,José Manuel Preto,Leonel São Romão Castro-Sánchez,Adelaida María |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Granero-Molina,José Fernández-Sola,Cayetano López-Domene,Esperanza Hernández-Padilla,José Manuel Preto,Leonel São Romão Castro-Sánchez,Adelaida María |
dc.subject.por.fl_str_mv |
Simulation Electrocardiography Internet Computer-Assisted Instruction Education, Nursing Learning |
topic |
Simulation Electrocardiography Internet Computer-Assisted Instruction Education, Nursing Learning |
description |
OBJECTIVETo identify the association between the use of web simulation electrocardiography and the learning approaches, strategies and styles of nursing degree students.METHODA descriptive and correlational design with a one-group pretest-posttest measurement was used. The study sample included 246 students in a Basic and Advanced Cardiac Life Support nursing class of nursing degree.RESULTSNo significant differences between genders were found in any dimension of learning styles and approaches to learning. After the introduction of web simulation electrocardiography, significant differences were found in some item scores of learning styles: theorist (p < 0.040), pragmatic (p < 0.010) and approaches to learning.CONCLUSIONThe use of a web electrocardiogram (ECG) simulation is associated with the development of active and reflexive learning styles, improving motivation and a deep approach in nursing students. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-08-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0080-62342015000400650 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0080-62342015000400650 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/S0080-623420150000400016 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo, Escola de Enfermagem |
publisher.none.fl_str_mv |
Universidade de São Paulo, Escola de Enfermagem |
dc.source.none.fl_str_mv |
Revista da Escola de Enfermagem da USP v.49 n.4 2015 reponame:Revista da Escola de Enfermagem da USP (Online) instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Revista da Escola de Enfermagem da USP (Online) |
collection |
Revista da Escola de Enfermagem da USP (Online) |
repository.name.fl_str_mv |
Revista da Escola de Enfermagem da USP (Online) - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||nursingscholar@usp.br |
_version_ |
1748936537735692288 |