Webquest and Comics in the Formation of Human Resources in Nursing. / Webquest e história em quadrinhos na formação de recursos humanos em Enfermagem.

Objective To describe the process of constructing and implementation of Webquest as pedagogical strategy as guiding the study about the pedagogical concepts using Comic. Method The first stage of the study was outlined applied research of technological production. The second stage was characterized as research exploratory, descriptive documentary for the analysis of Comic. in the teaching diploma in Nursing of EEUSP in 2013. Results The proposed Webquest was implemented, resulting in 18 Comic. All Pedagogical Concepts studied were addressed; used the software indicated and the power point, the plots developed in different scenarios and most Comic contemplated mandatory items. Conclusion The use of different technological resources provide learning, by mobilizing multiple potentialities, abilities and interests of students, favoring the construction of collective and collaborative learning, strengthening important and necessary features in training that will influence the human resource profile in tune with the aspirations of the labor market.

Teacher identity formation in nursing teacher training: reflection mediated by digital technologies. / Construção da identidade docente na formação de professores de enfermagem: reflexão mediada por tecnologias digitais.

Objective Analyze the teacher identity formation process from the perspective of the past, present and future in the training of nursing teachers through the integration of digital technologies. Method Descriptive, exploratory study, with a qualitative approach, conducted in the on-site class "Teacher Identity Formation" in 2012. Of the synchronous and asynchronous activities, four were analyzed using content analysis. Results In chat, positive and negative impressions and reflections on the formation of one's own identity were identified (six categories); in the "Time tunnel," the projection of future identity (four categories); in the "Portfolio," the perception of one's own identity (four categories); and in the evaluation of the class, the perception of the experiences lived in the class (two categories). Conclusion The integration of digital technologies promoted, in a collaborative way, discussion and understanding by students of how their identity is formed and the projection of their future identity, aligned with the profile and role of teachers demanded in the world of today.

[Pedagogical reflective practice of nursing undergraduates: the portfolio as an instrument]. / Prática pedagógica reflexive de licenciados de enfermagem: o portfolio como instrument.

OBJECTIVE: Analyzing the narratives related to the pedagogical practice experienced during the Supervised Curricular Internship reported in the portfolios of Nursing undergraduate students, regarding the levels of reflection. METHOD: This is a documentary descriptive exploratory study that examined two of the activities proposed for the portfolio preparation. RESULTS: Among the 28 analyzed portfolios, all showed the three levels of reflection (technical, critical and metacritical). CONCLUSION: The students had the opportunity to experience the pedagogical practice and presented reflections at metacritical level, reflecting on their performance, the construction of their teaching identity, and about the importance of reflecting on the practice with the objective of transforming it and transforming themselves.

[Acquiring nursing knowledge through the constructivist method]. / A construção do conhecimento da enfermagem baseada no método construtivista.

This article reflects on Vygotsky's theory of knowledge construction by nursing professionals. In the Vygotskian approach, persons are seen as agents who transform and are transformed by the social relationships of a particular culture, or more specifically by the life-long dialectical interaction of human beings and their social and cultural environments. The theory of constructivism seeks to explain the modification of an individual's knowledge strategy throughout his or her life. The constructivist ideas advocated by Vygotsky may represent an alternative method for theoretical and practical health studies, particularly in relation to the subjective dimension of nursing staff collective work.

[Nursing contributions to the development of the Brazilian Telehealth Lactation Support Program]. / Teleamamentação no Programa Nacional de Telessaúde no Brasil: a experiência da Telenfermagem.

The National Telehealth Program was founded by the Ministry of Health, in partnership with the Ministry of Education (Ministério da Educação - MEC) and the Ministry of Science and Technology (Ministério da Ciência e Tecnologia - MCT), to support the development of family healthcare teams throughout the country. The São Paulo Telehealth Center has developed the Telehealth Lactation Support program, which provides primary healthcare professionals with information on diverse aspects of breastfeeding. This paper reports the development of the Lactation Support program and the nursing contributions. Project methodology included the formation of a multidisciplinary group of pediatricians, nurses, speech and language therapists, nutritionists, and dentists. Multimedia teaching resources were prepared for inclusion in the Cybertutor platform. Telehealth Lactation Support is an innovative and promising addition to continuing education for healthcare professionals and provides a framework for the development of other programs.

[The virtual environment of a research group: the tutors' perspective]. / Espaço virtual de um grupo de pesquisa: o olhar dos tutores.

The Grupo de Estudos e Pesquisas de Tecnologia da Informação nos Processos de Trabalho em Enfermagem (Study and Research Group for Information Technology in the Nursing Working Processes, GEPETE) has the purpose of producing and socializing knowledge in information technology and health and nursing communication, making associations with research groups in this field and promoting student participation. This study was performed by the group tutors with the objective to report on the development of the virtual learning environment (VLE) and the tutors' experience as mediators of a research group using the Moodle platform. To do this, a VLE was developed and pedagogical mediation was performed following the theme of mentoring. An initial diagnosis was made of the difficulties in using this technology in interaction and communication, which permitted the proposal of continuing to use the platform as a resource to support research activities, offer lead researchers the mechanisms to socialize projects and offer the possibility of giving advice at a distance.

Digital fluency and the use of virtual environments: the characterization of nursing students. / Fluência digital e uso de ambientes virtuais: caracterização de alunos de enfermagem.

The objective of this study was to characterize the profile of nursing undergraduate students, identify their digital fluency, knowledge, ability and interest in using virtual learning environments. This quantitative, exploratory-descriptive study, was performed with 51 nursing undergraduate students. Data collection was performed using a questionnaire. All 51 subjects (100%) reported having some knowledge in informatics, 26 (49%) of which reported having an intermediate knowledge; 47 (92%) use the Internet everyday; 51 (100%) surf the social networks and have e-mail; 51 (100%) are MSN users; 32 (62.7%) use Skype; 41 (82%) use Chat applications; 33 (64.7%) use discussion forums; 22 (43%) use blogs; 33 (64.7%) frequently use Moodle and 26 (51%) use COL; 45 (88.2 %) reported interest in using virtual learning environments. The students are digitally fluent and show knowledge, ability and significant interest regarding the use of virtual learning environments in their academic studies.

The use of computer tools by the elderly of a center of reference and citizenship for the elderly. / Utilização de ferramentas computacionais por idosos de um centro de referência e cidadania do idoso.

The objective of this exploratory, descriptive study was to identify the use of computer tools by a group of elderly users of a Center of Reference and Citizenship for the Elderly in the city of São Paulo. Among the 55 subjects, it was found that 33 (60.0%) have a computer at home, 42 (76.4%) referred having taken a computer course; 22 (58.2%) have been using the computer for less than two years, and 40 (85.5%)use the tool for up to two hours a day. The most used communication tools were: e-mails by (41; 75.0%), instant messaging (25; 45.0%), dating websites (17; 31.0%). The reported purposes for using technology tools were: to update and obtain information, for research, for fun, and to talk to relatives and friends. In conclusion, nurses should be aware of this technological profile that is being outlined among the elderly population and search for ways to include computer tools in the care provided to this group.

[Teaching of oncology in nurse's education]. / Ensino de oncologia na formação do enfermeiro.

The aim of the present study was to think the Oncology Course in the baccalaureate nursing curriculum pointing relevant issues about its introduction, considering professional training and qualification, labor market demand and a critical reflection about nurse's professional competences. Score is also the role of technology in helping training and education of new health professionals.

[Understanding the intentions of actions of a multiprofessional teaching staff at a nursing undergraduate course]. / Compreendendo as intenções das ações de um corpo docente multiprofissional em um curso de graduação em enfermagem.

The objective of this study was to understand the intentions of actions of a nursing teaching staff and the ones from other healthcare areas at a nursing undergraduate course. Four teachers from each category were interviewed using the guiding question: What do you expect from your teaching action in this nursing course? It was used the social phenomenology by Alfred Schütz as the referential of analysis. It was revealed that the intention of actions from the teaching staff are working with the students seeing them as future professionals trying to make them reflect on their knowledge, attitudes and behaviors, hoping them to think in a critical way, make decisions and be technically competent. They also want to collaborate for the students' self-growth, believing that being a teaching staff member is being a researcher helping students to acquire investigative view and having intention to provide meaningful contends to students' personal and professional lives.

[Evaluation of the curricular clerkship in nursing administration: dialectical perspective]. / Avaliação no estágio curricular de administração em enfermagem: perspectiva dialética.

This experience report had as purpose to describe the evaluation process in curriculum clerckship of nursing administration in the Nursing Course of the School of Nursing at the University of São Paulo, in the light of dialectical methodology. In this perspective, knowledge is constructed in three stages: síncrese, analysis and synthesis, in which the pedagogical task of the teacher is mediating the steps of mobilization, construction and synthesis of knowledge through the doubt and criticism. It was concluded that assessment of learning valued interpersonal relations and participation of the subjects involved, through the host and establishment of links in the process, encouraging the development of knowledge from the practice of creating problem situations constructive and meaningful, developing multiple competences.

[The teaching of oncology in nurse's education]. / O ensino de oncologia na formação do enfermeiro.

The aim of the present study was to think the Oncology Course in the baccalaureate nursing curriculum pointing relevant issues about its introduction, considering professional training and qualification, labor market demand and a critical reflection about nurse's professional competences. Score is also the role of technology in helping training and education of new health professionals.

[Methodology for the use of chat in nursing]. / Metodologia de utilização do chat na enfermagem.

The purpose of this study was to describe the methodology of the use of chat for real-time communication in a group of nursing research. The role of coordinator understands the dimensions of planning, mediation and technology. Each dimension can determine the success or failure of communication. They should be seen in an integrated and modified some of them interfere with the quality of the final outcome of the activity. The software of communication was adopted by Skype allow free communication among many users in real time. To implement the chat were down five steps: opening, host / heating, the staff development, synthesis and closure. The methodology allowed optimization and flexibility of time, organization of activities and range of goals.

Design thinking: inovação na formação docente em enfermagem / Design thinking: innovación en formación de profesores de enfermeira / Design thinking: innovation in nursing teacher training

Objetivos: descrever uma oficina pedagógica fundamentada no Design Thinking no contexto da formação docente em enfermagem. Método: relato de experiência sobre uma oficina pedagógica que utilizou o Design Thinking como metodologia ativa. Participaram 15 pós-graduandos, mestrandos e doutorandos, de uma instituição pública de ensino superior brasileira. As fases do Design Thinking descoberta, interpretação, ideação e prototipação, foram organizadas em três etapas e sete atividades. Resultados: para a aplicação do Design Thinking foi proposto um desafio estratégico o que possibilitou aos participantes desenvolver a interação, colaboração e a empatia. A solução ao desafio resultou em três protótipos. A oficina foi avaliada de forma positiva, e os docentes em formação identificaram o Design Thinking como uma metodologia ativa passível de ser aplicada no contexto da graduação em enfermagem. Conclusão: Ideias criativas e disruptivas foram criadas por docentes de enfermagem em formação a partir do uso do Design Thinking como metodologia ativa.

Objectives: to describe a pedagogical workshop based on Design Thinking in the context of teacher education in nursing. Method: experience report on a pedagogical workshop that used Design Thinking as an active methodology. Fifteen graduate, master and doctoral students from a public Brazilian higher education institution participated. The stages of Design Thinking discovery, interpretation, ideation and prototyping were organized into three stages and seven activities. Results: for the application of Design Thinking, a strategic challenge was proposed, which allowed participants to develop interaction, collaboration and empathy. The solution to the challenge resulted in three prototypes. The workshop was positively evaluated and the teachers in training identified Design Thinking as an active methodology that can be applied in the context of undergraduate nursing. Conclusion: creative and disruptive ideas were created by nursing professors in training using Design Thinking as an active methodology.

Objetivos: describir un taller pedagógico basado en Design Thinking en el contexto de la formación de profesores de enfermería. Método: Informe de experiencia de un taller pedagógico que utilizó Design Thinking como metodología activa. Participaron quince estudiantes de posgrado, maestría y doctorado de una institución pública de educación superior brasileña. Las etapas de descubrimiento, interpretación, ideación y prototipado del Design Thinking se organizaron en tres etapas y siete actividades. Resultados: para la aplicación del Design Thinking se planteó un desafío estratégico, que permitió a los participantes desarrollar interacción, colaboración y empatía. La solución al desafío resultó en tres prototipos. El taller fue evaluado positivamente, y los docentes en formación identificaron el Design Thinking como una metodología activa que puede ser aplicada en el contexto de la graduación en enfermería. Conclusión: las ideas creativas y disruptivas fueron creadas por profesores de enfermería en formación utilizando Design Thinking como metodología activa.

[Problematization of teamwork in nursing: experience report]. / Problematização do trabalho em equipe em enfermagem: relato de experiência.

This is a report of experience in relation to teamwork, from the observation of the reality of clinical clerkship in nursing. It was held group dynamics with the nursing staff of the surgical clinic of a public hospital in Sao Paulo, with participation by eight nursing assistants and was used as a theoretical basis, the methodology of Curriculum, aimed at understanding reality it to intervene and transform it. Deficiency was observed in these participants self-criticism, as pointed out the problem in terms of teamwork always due to lack of cooperation of other colleagues, rather than the attitudes. This strategy has contributed significantly to the reflection of behaviors, attitudes, values and beliefs essential to nursing education.

[Virtual learning environment in nursing education: an experience report]. / Ambiente virtual de aprendizagem no ensino de Enfermagem: relato de experiência.

New Technologies of Information / Communication offer the option of using a virtual learning environment (VLE), which allows for greater interactivity in daily nursing education urging educators to rethink their teaching practices. The aim of this study was to report the experience of the use of virtual environment in nursing education from the perspective of students. The discipline "Nursing Education: Trends and Challenges" was given to 78 students from the 4th semester of undergraduate nursing, from which 48 answered a questionnaire with closed and, among these, 33 answered an open question about the use of AVA. Students considered the AVA a facilitating tool of learning, the process of knowledge construction and interaction between students, teachers and tutors enriching thus the sharing of ideas and allowing a meaningful and collaborative learning. The study revealed the need for enhancement of use of VLE in teaching undergraduate nursing.

Estresse ocupacional: causas e consequências / Occupational stress: causes and consequences

Contexto: O estresse é uma doença crônica recorrente que, em longo prazo, pode ocasionar incapacidade para o trabalho, gerando custos, perda de renda vitalícia e aposentadoria antecipada, além do risco de suicídio. Objetivos: Apresentar os fatores relacionados ao estresse ocupacional, ressaltando os mecanismos desencadeadores da doença, os principais sintomas e as medidas adotadas para melhorar a produtividade e a qualidade de vida do trabalhador. Métodos: Realizou­se um estudo descritivo com consulta às bases de dados nacionais LILACS e SciELO, e internacionais MEDLINE e PubMed, considerando­se o período de 1996 a 2015 e os critérios de inclusão e exclusão dos artigos. Resultados: O estresse ocupacional é um estado em que ocorre desgaste do organismo humano e/ou diminuição da capacidade de trabalho. Por si só, não é capaz de desencadear uma enfermidade orgânica ou provocar uma disfunção significativa na vida do indivíduo. Para que isso ocorra, é necessário que outras condições estejam presentes, como a vulnerabilidade orgânica ou a forma inadequada de avaliar e enfrentar a situação estressante. A preocupação científica com a questão do estresse ocupacional reside na sua provável relação com o adoecimento ou sofrimento que acarreta. Conclusão: Os principais agentes estressores podem ser os fatores ambientais e organizacionais, no entanto o diagnóstico é essencialmente clínico baseado nos sintomas da doença, que podem ser físicos, psicológicos e comportamentais. Para se intervir na saúde do trabalhador, torna­se imperiosa a combinação de abordagens e enfoques, transformações organizacionais do trabalho, mudanças urbanas e fatores de riscos industriais e ambientais.

Background: Stress is a chronic recurrent disease that may lead to work inability in a long term, which generates costs, loss of lifetime income, early retirement, and increases the risk of suicide. Objectives: To reveal the factors associated with occupational stress, and emphasize disease triggers, main symptoms, and the actions implemented to improve productivity and worker's quality of life. Methods: A descriptive study was carried out based on a search in the national databases LILACS and SciELO, and in the internacional databases MEDLINE and PubMed, considering the period of 1996­2015 and the criteria for inclusion and exclusion of articles. Results: Occupational stress is a condition that causes mental and physical stress and reduces working ability. It alone does not cause an organic disease or a significant functional impairment. This consequences may occurs if other conditions are present, such as organic vulnerability or inability to assess and cope with the stressful situation. The concern of the scientific community with occupational stress is related to its possible association with illness or suffering. Conclusion: Stressors may be environmental and organizational factors; however, diagnosis is essentially clinical and based on disease symptoms that may be physical, psychological, and behavioral. A mix of approaches, organizational changes related to the work, urban changes, and industrial and environmental risk factors management are essential for intervention actions toward workers' health.

[Theory of significant learning: development and evaluation of virtual classroom in Moodle platform]. / Teoria da Aprendizagem Significativa: elaboração e avaliação de aula virtual na plataforma Moodle.

This study aimed to develop and evaluate the virtual classroom on the Theory of Meaningful learning for undergraduates in nursing. It is applied research, production technology, developed in five phases: design and planning, content development and instructional designer, creation of educational materials, learning portal deployment in Moodle (Modular Object-Oriented Dynamic Learning Environment) and evaluation by judges. The class was developed and was approved, after evaluation by the judges, and adjustments, and will integrate the discipline Methodology of Nursing Teaching I, Degree Course Nursing School of USP. We believe that the purpose of this study favors the formation of the licensing and therefore the future of teaching nursing in a critical and reflective, with the components of a profile of the prospect of seeking and using new knowledge for the development of their professional practice.

[Transdisciplinarity in distance education: a new paradigm in Nursing education]. / Transdisciplinaridade na educação à distância: um novo paradigma no ensino de Enfermagem.

This article aimed to reflect on the need of applying transdisciplinarity in distance education, since it presumes a new model, transition, change, and transformation. The goal of distance education is the supportive use in virtual and interactive learning environments, allowing the integration of multiple media tools, in an organized manner, to the production, interaction and knowledge socialization elaboration. In Brazil, nursing education has several experiences in using distance education with promising results, demonstrating good acceptance on the part of students and improvements on teaching-learning process.