Tecnologias educacionais direcionadas ao aleitamento materno produzidas na pós-graduação em enfermagem brasileira / Educational technologies directed to breastfeeding produced in brazilian nursing graduate / Tecnologías educativas orientadas a la lactancia materna producidas en programas de posgrado en enfermería brasileños

Objetivo: Conhecer as tecnologias educacionais voltadas à prática do aleitamento materno desenvolvidas por enfermeiros. Método: Revisão Integrativa realizada nas bases de dados da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior e Biblioteca Digital Brasileira de Teses e Dissertações, em dezembro de 2021. Inicialmente foram identificados 313 trabalhos, após aplicados critérios de inclusão e exclusão foram selecionados 13 estudos para a amostra. Resultados: Verificou-se as seguintes tecnologias: álbum seriado, iconografia 3D, rádio, telefone, literatura de cordel, websites e simuladores realísticos de baixa fidelidade. Os estudos visaram desenvolver, avaliar ou validar tecnologias educacionais voltadas para o aleitamento materno no que diz respeito aos benefícios quando se trata do manejo correto. Conclusão: As tecnologias educacionais têm sido alvo no desenvolvimento de pesquisas em Enfermagem, contribuindo para a promoção do aleitamento materno, beneficiando mães e bebês e dinamizando o processo de cuidar.

Objective: To learn about educational technologies related to breastfeeding practice. Methods: Integrative Review conducted in the Coordination for the Improvement of Higher Education Personnel (CAPES) and Brazilian Digital Library of Theses and Dissertations (BDTD) databases, from December 2019 to December 2021. Initially, 313 studies were identified, and after applying the inclusion and exclusion criteria, 13 studies were selected for the sample. Results: The following technologies were verified: serialized album, 3D iconography, radio, telephone, string literature, websites, and low fidelity realistic simulators. The studies aimed to develop, evaluate, or validate educational technologies focused on breastfeeding with regard to the benefits when it comes to the correct management. Conclusion: Educational technologies have been a target in the development of nursing research, contributing to the promotion of breastfeeding, benefiting mothers and babies and streamlining the care process.

Objetivo: Conocer las tecnologías educativas orientadas a la práctica de la lactancia materna. Métodos: revisión integradora realizada en las bases de datos Coordinación para el Perfeccionamiento del Personal de Educación Superior (CAPES) y la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD), desde diciembre de 2019 hasta diciembre de 2021. Inicialmente se identificaron 313 estudios, luego de aplicar los criterios de inclusión y exclusión, se seleccionaron 13 estudios para la muestra. Resultados: se verificaron las siguientes tecnologías: álbum en serie, iconografía 3D, radio, teléfono, literatura de cuerdas, sitios web y simuladores realistas de baja fidelidad. Los estudios tuvieron como objetivo desarrollar, evaluar o validar tecnologías educativas orientadas a la lactancia materna en cuanto a beneficios en cuanto a un correcto manejo se refiere. Conclusión: Las tecnologías educativas han sido un objetivo en el desarrollo de la investigación en enfermería, contribuyendo a la promoción de la lactancia materna, beneficiando a madres y bebés y agilizando el proceso de atención.

Tecnología Educativa para el Docente Bibliotecario / Educational Technology for the Library Teacher

Resumen La identidad del docente bibliotecario en el contexto de la Sociedad del Conocimiento se configura a través de nuevos sentidos, dado el desarrollo de las Tecnologías de la Información y Comunicación. En este marco, resulta necesario reconstruir el quehacer de su oficio, frente a los múltiples escenarios digitales, las formas de búsqueda, selección y socialización de la información, a partir del uso de internet. Este análisis se articula a los planteos del campo de la Tecnología Educativa, desde donde se comprenden los procesos de enseñanza y aprendizaje y la transmisión de la cultura mediada por tecnologías, fundamentalmente en los ámbitos educativos, entre ellos, la biblioteca escolar. En tal sentido, las transformaciones culturales no sólo resignifican los espacios escolares, sino también las prácticas de lectoescritura y las posiciones pedagógicas del profesional de la bibliotecología.

Abstract The identity of the library teacher in the context of the Knowledge Society is configured through new senses, given the development of Information and Communication Technologies. In this context, it is necessary to reconstruct the work of his trade, facing the multiple digital scenarios, the forms of search, selection and socialization of information, from the use of the internet. This analysis is articulated to the approaches of the field of Educational Technology, from where the teaching and learning processes and the transmission of culture mediated by technologies are understood, fundamentally in educational contexts, in which libraries are also involved. In this sense, cultural transformations not only resignify school spaces, but also the practices of literacy and pedagogical function of the library science professional.

Adapting Compassion Education Through Technology-Enhanced Learning: An Exploratory Study.

PURPOSE: Compassion is central to health care. Efforts to promote compassion through educational interventions for health professionals show promise, yet such education has not gained widespread dissemination. Adapting compassion education through technology-enhanced learning may provide an opportunity to enhance the scale and spread of compassion education. However, challenges are inherent in translating such curricula for online delivery. In this study, the authors explored how technology influences the delivery of compassion education for health professionals. METHOD: Using constructivist grounded theory methodology, the authors conducted semistructured interviews with 13 participants from across Ontario, Canada, from March to October 2019. The sample consisted of individuals who had experience with the design and evaluation of compassion education for health professionals. The interviews were coded and inductively analyzed to identify pertinent themes using constant comparative analysis. The study originated at the Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada. RESULTS: Participants provided a range of responses regarding technology and compassion education. While participants revealed concerns about the constraints of technology on human interaction, they also described technology as both inevitable and necessary for the delivery of future compassionate care curricula. Participants also shared ways in which technology may enhance compassion education for health professionals by increasing accessibility and learner comfort with vulnerability. Addressing technological ambivalence, improving facilitation, and maintaining a balance between face-to-face instruction and technology-enhanced learning were identified as elements that could advance compassion education into the future. CONCLUSIONS: Compassion education can be enhanced by technology; however, evidence-informed adaptation may require deliberate efforts to maintain some level of face-to-face interaction to ensure that technology does not erode human connection. Further research is required to address the uncertainties surrounding technology and compassion education as identified by participants. These findings provide educators with guidance for adapting compassionate care curricula into a digital domain.

A utilização do código de quick response no ensino da anatomia humana do aparelho locomotor / The use of quick response code in teaching musculoskeletal anatomy

O estudo da Anatomia Humana (AH) é parte integrante e de relevância inquestionável na graduação dos cursos da saúde. Com a constante redução na carga horária destinada à AH e diante dos debates sobre os novos métodos de ensino, o uso do código de quick response (código QR) se mostrou promissor. Nesse sentido, foi desenvolvido no Departamento de Anatomia da Universidade Estadual de Londrina (UEL) o processo de catalogação das estruturas anatômicas com o uso do código QR, sendo nosso objetivo relatar esta experiência. Neste processo, as estruturas dissecadas no Laboratório de Anatomia da UEL foram catalogadas com base em uma planilha contendo a correlação entre estruturas e números e, as informações de cada estrutura transcritas em um código QR através de um gerador eletrônico, sendo então impresso, plastificado e anexado à peça anatômica. As marcações foram realizadas por meio da sutura de etiquetas enumeradas. Dentro da discussão dos métodos alternativos de ensino há como exemplos a plastinação, a projeção em três dimensões e a prospecção. Em destaque neste relato, o uso do código QR mostrou-se como uma alternativa válida na agregação de conhecimento nos currículos acadêmicos. Por meio das atividades empreendidas no processo de catalogação, foi possível, além da aquisição de mais tempo dedicado ao conhecimento teórico-prático em AH, ampliar a independência no estudo e no desenvolvimento de pesquisas. Dessa forma, tem-se a oportunidade de se expandir as análises voltadas ao ensino da AH e aos novos métodos de aprendizado.

The study of human anatomy is a relevant part of the curriculum of health course graduation students. Given the constant reduction of hours destinated to the study of Anatomy and the debates regarding new teaching methods, the use of the Quick Response Code (QR code) has shown to be promising. Therefore, the Anatomy Department at the State University of Londrina (UEL) has developed a cataloging process concerning anatomical structures with the application of QR code, and this paper has the purpose of reporting on such experience. In the process, the structures dissected in UEL's Anatomy Laboratory were cataloged based on a spreadsheet which contained the correlation between these structures and numbers; the information regarding each structure was then transcribed into a QR code using a digital generator, with posterior printing, lamination and attachment to the body part. The labels were made by sewing the numbered tags onto the structures. Within the discussion regarding alternative teaching methods, examples can be given regarding lamination, three-dimension projection and prospection. The use of the QR code has proven to be a valid alternative in aggregating knowledge to academic curriculum. Through the activities performed in the process of cataloging, it was possible not only to dedicate more time to the theorical and practical learning of human anatomy, but also to increase the independence in studying and developing research. Furthermore, there is an opportunity to expand the analysis directed toward human anatomy teaching and toward new learning methods.

Contextualizing Instructional Technology to the Demands of Nursing Education.

This article reviews current technologies in nursing education and the impact of technology on learning. The integration of technology into nursing curricula is thought to improve efficiency and enhance student experiences through active learning and interactive learning designs. The following focused questions are explored: (1) What are the current technologies used by university students and faculty in nursing programs? (2) How does that technology influence student learning? The primary themes were student-centered technology, with five subthemes, and faculty-centered technology. Consumers of healthcare (patients) demand quality care and expect highly skilled, compassionate, ethical practitioners; to this end, training and education of future nurses by skilled, qualified nurse educators who are comfortable with technological demands of all aspects of healthcare are fundamental. While it is essential that nurses and nurse educators continue to publish as a mechanism for open discussion and transparency in our teaching and learning approaches, we need higher levels of evidence to strengthen the argument that technology improves the learning environment and student outcomes and has a positive impact on clinical settings and patient care.

Tecnologia educativa para cuidadores de crianças e adolescentes dependentes de cuidados especiais no domicílio / Educational technology for caregivers of children and teenagers dependent on special care in the home

Materiais educativos podem promover resultados expressivos na promoção da saúde. No entanto, a contribuição desses materiais depende do processo de elaboração e das formas de comunicação utilizadas para transmitir as informações. O estudo teve como objetivo desenvolver uma tecnologia educativa para cuidadores de crianças e adolescentes dependentes de cuidados especiais no domicílio. Estudo metodológico realizado em cinco fases: sistematização de conteúdo, escolha das ilustrações, composição da cartilha, validação da cartilha por juízes e pelos cuidadores. A cartilha foi elaborada com base em revisão integrativa da literatura e por entrevistas com 19 cuidadores. O índice de validade de conteúdo entre os juízes foi de 0,99, indicando ótimo grau de concordância. A validação semântica pelos cuidadores obteve-se um percentual de concordância de 100%. Diante dos resultados conclui-se que a tecnologia educativa teve excelente aceitação, podendo contribuir para o cuidado de crianças e adolescentes acamados em domicílio.

Educational material can promote significant results in health promotion. However, the contribution of these materials depends on the preparation process and the forms of communication used to transmit the information. This study aimed to develop educational technology for the caregivers of children and teenagers dependent on special care in the home. This is a methodological study carried out in five phases: content systematization, choice of illustrations, composition of the booklet, validation of the booklet by judges, and caregiver validation. The booklet was prepared based on an integrative review of the literature and through interviews with 19 caregivers. The content validity rating among the judges was 0.99, indicating an excellent degree of agreement. The semantic validation by the caregivers obtained an agreement percentage of 100%. Given the results, it can be concluded that the educational technology had an excellent level of acceptance, being able to contribute to the care of bedridden children and teenagers.

Aplicação de tecnologia educativa na sensibilização do protocolo de sepse em unidade de tocoginecologia / Application of educational technology in the sensitization of the sepse protocol in a tocogyncology unit / Aplicación de tecnología educativa en la sensibilización del protocolo de sepse en unidad de tocoginecología

Objetivo: avaliar o impacto da sensibilização no setor e a adesão ao protocolo de sepse em unidade de tocoginecologia. Método: Trata-se de uma pesquisa-ação no período de janeiro a março de 2016, com 63 profissionais que trabalham em unidade de tocoginecologia de um hospital de alta complexidade. Resultados: 51% dos profissionais receberam o treinamento sobre o protocolo de sepse e, após, 50% dos pacientes que tinham critérios de Síndrome da resposta inflamatória Sistêmica (SIRS) foram incluídos no protocolo de sepse, sendo que o desfecho de três destes foi alta hospitalar e dois foram transferidos para UTI devido sepse grave. O tempo médio de administração do antibiótico foi cinquenta minutos, da solicitação do hemograma foi 46,25 minutos e do resultado do lactato foi acima de trinta minutos. Conclusão: Ainda há necessidade de melhoria em relação à adesão pela equipe de enfermagem para implantação de medidas de combate à sepse

Objetivo: evaluar el impacto de la sensibilización en el sector y la adhesión al protocolo de sepsis en unidad de tocoginecología. Método: Se trata de una investigación-acción en el período de enero a marzo/2016, con 63 profesionales que trabajan en unidad de tocoginecología de un hospital de alta complejidad. Resultados: 51% de los profesionales recibieron el entrenamiento sobre el protocolo de sepsis y después, 50% de los pacientes que tenían criterios de SIRS fueron incluidos en el protocolo de sepsis, siendo el desenlace de 03 de ellas, fue alta hospitalaria y 02 fueron transferidas a UTI Debido a la sepse grave. El tiempo promedio de administración del antibiótico fue de 50 minutos, de la solicitud del hemograma fue 46,25 minutos y el resultado del lactato fue de más de 30 minutos. Conclusión: Aún hay necesidad de mejora en relación a la adhesión por el equipo de Enfermería para implantación de medidas de combate a la sepsis

Objective: to evaluate the impact of the sensitization in the sector and adherence to the protocol of sepsis in a unit of tocoginecology. Method: This is an action research from January to March/2016, with 63 professionals working in a tocoginecology unit of a highly complex hospital. Results: 51% of the professionals received training on the sepsis protocol and after that, 50% of the patients who had SIRS criteria were included in the sepsis protocol, and the outcome of 03 of these was hospital discharge and 02 were transferred to the ICU Due to severe sepsis. The mean time of administration of the antibiotic was 50 minutes, the request of the blood count was 46.25 minutes and the result of the lactate was over 30 minutes. Conclusion: There is still a need for improvement regarding adherence by the Nursing team to implement measures to combat sepsis

Teaching early reading skills to children with severe intellectual disabilities using Headsprout Early Reading.

BACKGROUND: Beginning reading skills are often taught using phonics. Research has demonstrated the effectiveness of phonics with typically developing students, but less research has evaluated this method with students with intellectual disabilities. METHOD: This paper evaluated the computerized phonics-based intervention Headsprout Early Reading® with eight students aged 7-19 years with severe intellectual disability. Six children were verbal, two were non-verbal. Four students completed Headsprout as it was designed for typically developing children, and four students accessed two adapted version of the intervention. Additional table-top teaching was used to support the intervention for some participants. RESULTS: Verbal students improved in initial sound fluency, nonsense word reading, and word recognition, but did not show improvements in phonemic segmentation, regardless of whether or not they accessed the original or adapted intervention. CONCLUSIONS: The findings suggest that Headsprout Early Reading can be used to support the development of reading skills for students with intellectual disability.

Digital devices for teaching cardiac auscultation - a randomized pilot study.

BACKGROUND: Competent cardiac auscultation is a declining skill. Digital stethoscopes and hand-held echocardiography (HHE) are modern devices which may improve the accuracy of heart murmur recognition and diagnosis. Their incremental value compared to conventional examination has not been evaluated in depth. OBJECTIVES: Our aim was to quantify the utility of digital stethoscopes and HHE as teaching aids to improve medical students' diagnostic accuracy in the evaluation of heart murmurs using a novel clinically weighted scoring system. DESIGN: This pilot study involved eight medical students and eight patients with heart murmurs. Four patients were examined at 2 sessions, 1 week apart. Medical students were randomised into two groups: the 'intervention group' examined patients with a standard and digital stethoscope, and then received demonstration of the valvular lesion with HHE to illustrate the diagnosis. The 'control group' used a standard stethoscope only and were taught using traditional methods. Students' scores were compared to a 'gold standard' derived from a consensus of auscultation findings of three cardiologists. RESULTS: Overall the mean percent correct of total possible score was 65.4% (SD8.4). Using a mixed models ANOVA approach to repeated measures, the mean [95% CI] increase from training to validation period for the control group was 2.5% [-11.5, 16.5] P(Tukey) = 0.95 and 15.8% [1.7,29.8] P(Tukey) = 0.027 for the intervention group. Between the validation and training sessions for both groups, there was an increase of 9.1% [1.82, 16.4] in scores (p = 0.018). The mean [95% CI] difference in scores of the control and intervention groups was 1.9% [-5.4, 9.2] (p = 0.59). The Cohen's effect size estimate was 0.9. CONCLUSION: Digital stethoscopes and hand-held echo may be useful devices for teaching cardiac auscultation. This pilot study provides a novel study design, a heart murmur grading system, and data that will help develop definitive studies to assess new teaching techniques for cardiac auscultation using digital technology.

Educational technologies for health education on stroke: an integrative review.

OBJECTIVE: to identify in the scientific literature the educational technologies used in the health education process related to stroke. METHOD: integrative review, whose eligibility criteria of the articles were: match the keywords "health education" and "stroke"; be a research paper; be in Portuguese, English and Spanish; be available electronically in the databases LILACS, PubMed/Medline, Scopus and CINAHL; year of publication between 2000 and 2016. RESULTS: 24 publications were found. The analysis was carried out by means of analytical and interpretive readings. There were many educational technologies used in the health education process for stroke. FINAL CONSIDERATIONS: the printed material for general public stood out, aiming to the recognition of alert signs of the disease and the emergency decision-making before suspicious cases of the disease.

Educational technologies and practices for prevention of vertical HIV transmission.

OBJECTIVE: to assess available evidence on educational technologies and practices for prevention of vertical HIV transmission. METHOD: LILACS, PubMed, Scopus, BDENF, between April and May 2016, with the descriptors: "Vertical Transmission of Infectious Disease", "HIV", "Health Education" and "Technology". RESULTS: there are 16 articles published between 2000 and 2014, mostly Brazilian and African, Cross-sectional and with low level of evidence. The studies covered the use of hard technologies, through video, radio and telephone, and soft, emphasizing, in particular, counseling. CONCLUSION: the studies recognize the importance of educational activities as a tool for health promotion in the context of vertical HIV transmission, despite reporting the need for constant training of professionals and urgency in the renewal of educational concepts and practices. Therefore, it is recommended to expand and consolidate health counseling and emphasize the role of nurses as an important actor in this setting.

The use of technology to promote vaccination: A social ecological model based framework.

Vaccinations are an important and effective cornerstone of preventive medical care. Growing technologic capabilities and use by both patients and providers present critical opportunities to leverage these tools to improve vaccination rates and public health. We propose the Social Ecological Model as a useful theoretical framework to identify areas in which technology has been or may be leveraged to target undervaccination across the individual, interpersonal, organizational, community, and society levels and the ways in which these levels interact.

Millennial's perspective of clicker technology in a nursing classroom: A Mixed methods research study.

BACKGROUND: Nursing education is facing challenges and a shift in paradigm within the nursing classroom. Educators need to explore innovative strategies that engage students. Clickers are one tool that can enhance participation, protect anonymity, and promote learning of concepts. METHODS/DATA SOURCES: This mixed methods study evaluated nursing student's perceptions of clicker technology during lecture. This study uses a 9-item questionnaire to explore perceived levels of student perception of the technology of clickers in a nursing classroom. PARTICIPANTS: The sample consisted of ninety-nine sophomore and senior level nursing students. Participants were recruited using convenience sampling. RESULTS: Ninety-one percent of the students agreed or strongly agreed that the use of clickers helped them to develop a better understanding of the subject matter when compared to traditional lecture based class. CONCLUSION: The findings portray a positive correlation of learning and an enhanced pedagogical approach for nursing students.

Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education.

BACKGROUND: A major issue regarding the implementation of blended learning for preregistration health programmes is the analysis of students' perceptions and attitudes towards their learning. It is the extent of the embedding of Technology Enhanced Learning (TEL) into the higher education curriculum that makes this analysis so vital. OBJECTIVES: This paper reports on the quantitative results of a UK based study that was set up to respond to the apparent disconnect between technology enhanced education provision and reliable student evaluation of this mode of learning. DESIGN: Employing a mixed methods research design, the research described here was carried to develop a reliable and valid evaluation tool to measure acceptability of and satisfaction with a blended learning approach, specifically designed for a preregistration midwifery module offered at level 4. METHODS: Feasibility testing of 46 completed blended learning evaluation questionnaires - Student Midwife Evaluation of Online Learning Effectiveness (SMEOLE) - using descriptive statistics, reliability and internal consistency tests. RESULTS: Standard deviations and mean scores all followed predicted pattern. Results from the reliability and internal consistency testing confirm the feasibility of SMEOLE as an effective tool for measuring student satisfaction with a blended learning approach to preregistration learning. CONCLUSIONS: The analysis presented in this paper suggests that we have been successful in our aim to produce an evaluation tool capable of assessing the quality of technology enhanced, University level learning in Midwifery. This work can provide future benchmarking against which midwifery, and other health, blended learning curriculum planning could be structured and evaluated.

Educational technologies for health education on stroke: an integrative review / Tecnologías educativas para educación en salud en el accidente cerebrovascular: revisión integrativa / Tecnologias educativas para educação em saúde no acidente vascular cerebral: revisão integrativa

ABSTRACT Objective: to identify in the scientific literature the educational technologies used in the health education process related to stroke. Method: integrative review, whose eligibility criteria of the articles were: match the keywords "health education" and "stroke"; be a research paper; be in Portuguese, English and Spanish; be available electronically in the databases LILACS, PubMed/Medline, Scopus and CINAHL; year of publication between 2000 and 2016. Results: 24 publications were found. The analysis was carried out by means of analytical and interpretive readings. There were many educational technologies used in the health education process for stroke. Final considerations: the printed material for general public stood out, aiming to the recognition of alert signs of the disease and the emergency decision-making before suspicious cases of the disease.

RESUMEN Objetivo: identificar en la literatura científica las tecnologías educativas utilizadas en el proceso de educación en salud relacionadas al AVC. Método: la revisión integrativa, cuyos criterios de elegibilidad de los artículos fueron: corresponder a los descriptores "health education" y "stroke"; ser artículo de investigación; estar en el idioma portugués, Inglés y Español; estar disponible electrónicamente en las bases de datos LILACS, PubMed/Medline, Scopus y CINAHL; año de publicación para el período 2000 a 2016. Resultados: se han encontrado 24 publicaciones. El análisis ocurrió mediante lecturas analíticas e interpretativas. Las tecnologías educativas utilizadas en el proceso de educación en salud para el AVC fueron múltiples. Consideraciones finales: se sobresalieron los materiales impresos destinados al público en general, buscando el reconocimiento de los signos de alerta de la enfermedad y la toma de medidas de emergencia ante casos sospechosos de la enfermedad.

RESUMO Objetivo: identificar na literatura científica as tecnologias educativas utilizadas no processo de educação em saúde relacionadas ao AVC. Método: revisão integrativa, cujos critérios de elegibilidade dos artigos foram: corresponder aos descritores "health education" e "stroke"; ser artigo de pesquisa; estar nos idioma português, inglês e espanhol; estar disponível eletronicamente nas bases de dados LILACS, PubMed/Medline, Scopus e CINAHL; ano de publicação referente ao período de 2000 a 2016. Resultados: encontraram-se 24 publicações. A análise ocorreu mediante leituras analítica e interpretativa. As tecnologias educativas utilizadas no processo de educação em saúde para o AVC foram múltiplas. Considerações finais: sobressaíram os materiais impressos destinados ao público em geral, visando o reconhecimento dos sinais de alerta da doença e a tomada de medidas emergenciais diante de casos suspeitos da doença.