Desarrollo de la comprensión emocional. ¿Qué tipo de tecnología para qué alumno con trastorno del espectro autista? Revisión sistemática / Development of emotional understanding. What type of technology for which student with autism spectrum disorder? Systematic review

La falta de información sobre el uso de la tecnología en niños con trastorno del espectro autista (TEA) de diferentes perfiles puede dificultar que docentes y alumnos se estén beneficiando del apoyo tecnológico más eficaz y ajustado a sus necesidades. El objetivo de esta revisión fue analizar y sintetizar la evidencia científica sobre la eficacia de los recursos tecnológicos en la mejora de la comprensión emocional de estudiantes con TEA con perfiles de alto y bajo funcionamiento. Para ello se realizó una revisión sistemática de las publicaciones científicas indexadas en algunas de las bases de datos de mayor relevancia siguiendo los criterios establecidos en la declaración PRISMA. En total se analizaron 38 artículos que cumplieron con los criterios de inclusión preestablecidos. Los resultados muestran la importancia de diseñar sistemas versátiles que puedan personalizarse y adaptarse en tiempo real y en contextos naturales con un enfoque claramente inclusivo. Pero también sugieren que la tecnología puede no ser una herramienta de intervención complementaria adecuada para todos los niños con TEA. Lo que subraya la necesidad de ensayos adicionales bien controlados sobre las características que permitan identificar qué estudiantes podrían o no beneficiarse de diferentes modalidades de tecnología. (AU)

The lack of information on the use of technology in children with autism spectrum disorder (ASD) of different profiles can make it difficult for teachers and students to benefit from the most effective technology support tailored to their needs. The aim of this review was to analyze and synthesize scientific evidence on the effectiveness of technological resources in improving the emotional understanding of students with high and low functioning ASD profiles. A systematic review of the scientific publications indexed in some of the most relevant databases was carried out following the criteria established in the PRISMA declaration. A total of 38 articles that met the pre-established inclusion criteria were analyzed. The results show the importance of designing versatile systems that can be customized and adapted in real time and in natural contexts with a clearly inclusive approach. But they also suggest that technology may not be an appropriate complementary intervention tool for all children with ASD. This underlines the need for additional well-controlled tests on the characteristics that would allow identifying which students might or might not benefit from different technology modalities. (AU)

Desarrollo de la comprensión emocional. ¿Qué tipo de tecnología para qué alumno con trastorno del espectro autista? Revisión sistemática / Development of emotional understanding. What type of technology for which student with autism spectrum disorder? Systematic review

La falta de información sobre el uso de la tecnología en niños con trastorno del espectro autista (TEA) de diferentes perfiles puede dificultar que docentes y alumnos se estén beneficiando del apoyo tecnológico más eficaz y ajustado a sus necesidades. El objetivo de esta revisión fue analizar y sintetizar la evidencia científica sobre la eficacia de los recursos tecnológicos en la mejora de la comprensión emocional de estudiantes con TEA con perfiles de alto y bajo funcionamiento. Para ello se realizó una revisión sistemática de las publicaciones científicas indexadas en algunas de las bases de datos de mayor relevancia siguiendo los criterios establecidos en la declaración PRISMA. En total se analizaron 38 artículos que cumplieron con los criterios de inclusión preestablecidos. Los resultados muestran la importancia de diseñar sistemas versátiles que puedan personalizarse y adaptarse en tiempo real y en contextos naturales con un enfoque claramente inclusivo. Pero también sugieren que la tecnología puede no ser una herramienta de intervención complementaria adecuada para todos los niños con TEA. Lo que subraya la necesidad de ensayos adicionales bien controlados sobre las características que permitan identificar qué estudiantes podrían o no beneficiarse de diferentes modalidades de tecnología. (AU)

The lack of information on the use of technology in children with autism spectrum disorder (ASD) of different profiles can make it difficult for teachers and students to benefit from the most effective technology support tailored to their needs. The aim of this review was to analyze and synthesize scientific evidence on the effectiveness of technological resources in improving the emotional understanding of students with high and low functioning ASD profiles. A systematic review of the scientific publications indexed in some of the most relevant databases was carried out following the criteria established in the PRISMA declaration. A total of 38 articles that met the pre-established inclusion criteria were analyzed. The results show the importance of designing versatile systems that can be customized and adapted in real time and in natural contexts with a clearly inclusive approach. But they also suggest that technology may not be an appropriate complementary intervention tool for all children with ASD. This underlines the need for additional well-controlled tests on the characteristics that would allow identifying which students might or might not benefit from different technology modalities. (AU)

Medical education and the epidemics: How educational technology responded.

The global disruption created by the Coronavirus Disease 2019 (COVID-19) pandemic in medical education and healthcare institutions is unparalleled. Consequently, it is essential to evaluate the usability of forms of educational technology and to identify their viability and suitability for medical education. The objective of the investigation was to present an assessment of the state of medical education during the COVID-19 epidemic and to identify the obstacles faced by educators while introducing online learning systems for medical students. Two cross-sectional surveys were conducted with 200 medical students and 75 staff members from Saudi Arabia's University of Health. A descriptive method was used to focus on the mechanisms of analysis, foresight, and comprehension of reality. The most significant findings were the obstacles posed by instructors' most urgent requirements for educational technology training and its applications in order to activate distance education in medical education. In addition to a detailed description of the academic and technological concerns and obstacles encountered by students and faculty of health colleges during the pandemic, this report includes a discussion of the pandemic itself. Several prospective recommendations for the use of online and blended learning in health colleges post-pandemic were also made. Additionally, the requirement to activate learning via virtual professional learning groups.

La perturbation mondiale créée par la pandémie de maladie à coronavirus 2019 (COVID-19) dans les établissements d'enseignement médical et de soins de santé est sans précédent. Par conséquent, il est essentiel d'évaluer l'utilisabilité des formes de technologie éducative et d'identifier leur viabilité et leur adéquation à l'enseignement médical. L'objectif de l'enquête était de présenter une évaluation de l'état de l'enseignement médical pendant l'épidémie de COVID-19 et d'identifier les obstacles rencontrés par les éducateurs lors de l'introduction de systèmes d'apprentissage en ligne pour les étudiants en médecine. Deux enquêtes transversales ont été menées auprès de 200 étudiants en médecine et de 75 membres du personnel de l'Université de la Santé d'Arabie Saoudite. Une méthode descriptive a été utilisée pour se concentrer sur les mécanismes d'analyse, de prospective et de compréhension de la réalité. Les résultats les plus significatifs ont été les obstacles posés par les besoins les plus urgents des instructeurs en matière de formation en technologie éducative et ses applications afin d'activer l'enseignement à distance en médecine. éducation. En plus d'une description détaillée des préoccupations et des obstacles académiques et technologiques rencontrés par les étudiants et les professeurs des collèges de santé pendant la pandémie, ce rapport comprend une discussion sur la pandémie elle-même. Plusieurs recommandations prospectives concernant l'utilisation de l'apprentissage en ligne et mixte dans les établissements de santé après la pandémie ont également été formulées. À cela s'ajoute l'obligation d'activer l'apprentissage via des groupes d'apprentissage professionnel virtuels.

Collective prenatal care facilitated by educational technology: perception of pregnant women. / Pré-natal coletivo mediado por tecnologia educativa: percepção de gestantes.

This article aims to explore the perception of pregnant women regarding collective prenatal care facilitated by educational technology, in the light of complexity thinking. Qualitative, exploratory and descriptive study conducted between August and November 2022. The participants were 19 pregnant women from a Family Health Strategy in the central region of the State of Rio Grande do Sul. Data were collected through individual interviews following prenatal meetings and analyzed using thematic analysis. The analysis of the data revealed three thematic axes: Prenatal care: the necessary reconnection of knowledge; Collective prenatal care: collaborative (re)construction of experiences and practices; and Educational technology: tool to foster self-reflection and self-knowledge. Collective prenatal care, facilitated by educational technology, can promote better practices in the pregnancy-postpartum journey by creating collaborative and shared environments for knowledge construction and enabling autonomous and informed decision-making.

O objetivo deste artigo é conhecer a percepção de gestantes sobre o pré-natal coletivo mediado por tecnologia educativa, à luz do pensamento da complexidade. Pesquisa qualitativa, exploratória e descritiva realizada entre os meses de agosto e novembro de 2022. Participaram da pesquisa 19 gestantes de uma Estratégia de Saúde da Família da região central do Rio Grande do Sul. Os dados foram coletados por meio de entrevista individual, após encontros de pré-natal e analisados pela técnica de análise temática. Dos dados analisados resultaram três eixos temáticos: Assistência pré-natal: a necessária religação de saberes; Pré-natal coletivo: (re)construção colaborativa de vivências e práticas; e Tecnologia educacional: ferramenta indutora de autorreflexão e autoconhecimento. O pré-natal coletivo, mediado por tecnologia educativa, é capaz de induzir melhores práticas no percurso gravídico-puerperal pelo fomento de espaços colaborativos e compartilhados de construção do conhecimento e pela tomada de decisões autônomas e responsáveis.

Educational technologies for teaching hand hygiene: Systematic review.

AIM: To gather available scientific evidence on technologies used to teach hand hygiene to professional populations and lays involved in health care in the hospital setting. This systematic review was designed as proposed by Preferred Reporting Items for Systematic Reviews and Meta-Analysis, included studies reporting primary, original, quantitative research findings with no date limit and written in English, Spanish or Portuguese. The search was performed in the following electronic databases: Cochrane Library, Cumulative Index to Nursing and Allied Health Literature, Excerpta Medica dataBASE, Literatura Latino-Americana e do Caribe em Ciências da Saúde, US National Library of Medicine, Scopus, Web of Science, Google Scholar and ProQuest. The eligibility criteria were applied independently by two reviewers to select the studies, first by reading the titles and abstracts on the Rayyan platform and then by full text reading of the eligible studies. After a descriptive analysis, the studies were subjected to critical evaluation of their methodological quality using JBI tools. RESULTS: Seven studies were included, addressing various methods for teaching hand hygiene using different technological resources, such as audiovisual electronic devices, videos, virtual reality, and gamification using tablets and smartphones, in different populations. CONCLUSION: Using technologies to teach hand hygiene considerably helps patients, visitors, and relatives in learning the procedures and efficiently improves hand hygiene compliance rates among healthcare professionals, creating evidence-based repetitive learning opportunities for patients and caregivers.

Durable Learning Strategies in Nursing Education: State-of-the-Evidence Review.

BACKGROUND: Health professions (HP) students must achieve durable learning (DL) to transfer and apply knowledge from the classroom to the clinical setting. This review examines the state of the science of classroom-based DL in HP. METHOD: The Joanna Briggs Systematic Review Methodology was used. MEDLINE, CINAHL, PsycINFO, and ERIC databases were searched for articles published from 2006 to 2022. A total of 2,000 titles were identified for review, with 51 studies being selected for inclusion. RESULTS: Multiple classroom-based learning strategies generally reported as being effective were identified, including flipped classroom, educational technology, spaced learning, team-based learning, concept mapping and schema, testing, and case study and problem-based learning. CONCLUSION: Although DL has been proven to be effective in the classroom setting for HP, no one type has been shown to be more effective than others. Additional research is needed within the context of transferring knowledge to clinical settings and in nursing education. [J Nurs Educ. 2024;63(1):24-31.].

Effect of educational intervention on computer-aided-design and computer-aided-manufacturing technology to preclinical dental students.

INTRODUCTION: This study evaluated the effectiveness of a video presentation instruction compared to the prevailing traditional lecture provided in the preclinical classroom when introducing computer-aided design/computer-aided manufacturing (CAD/CAM) technology. MATERIALS AND METHODS: This study was conducted as a controlled educational trial (single-blind) on 120 first-year dental students. Students were assigned to two learning groups: the control (n = 60, traditional lecture) and the intervention (n = 60, video presentation). Both groups completed a self-efficacy scale (SES) survey before instruction. Then, the intervention group actively participated in a one-session video presentation while the control group was given a traditional lecture. After the presentations, student knowledge was assessed with a hands-on simulated exercise that was scored out of 60 points. At last, students completed a post-instruction student perception and attitude (SPA) survey. Inferential hypothesis testing was conducted with two-sample t-tests, and significance was defined as p ≤ .05. RESULTS: There were no significant differences in the student pre-instruction SES scores between the control and intervention groups. After the video learning, CAD/CAM knowledge application during the hands-on simulated exercise showed significantly higher results in the intervention group as the assessment scores from the intervention group averaged 13.6 ± 2.0 points higher than the control group (p < .001). The results from the post-instruction SPA survey showed no statistically significant difference between groups. CONCLUSION: With the video presentation technique, our first-year dental students were able to greatly enhance their CAD/CAM application skills. The results from this study could be applied at other dental educational institutions with potential similar outcomes.

Guia cuidativo-educacional manejo do óbito neonatal: produção a partir do itinerário de pesquisa freiriano* / Care-educational guide to neonatal death management: production based on Freire's research itinerary / Guía educativa y de cuidados para el manejo de la muerte neonatal: producción a partir del Itinerario de investigación de Freire

Objetivo: produzir um guia cuidativo-educacional para e com os profissionais de saúde de uma Unidade de Terapia Intensiva, a partir da compreensão de suas práticas vivenciadas no manejo do óbito neonatal. Método: estudo metodológico, qualitativo, guiado pelo Itinerário de Pesquisa de Paulo Freire, constituído por três etapas: Investigação temática, Codificação e Descodificação e Desvelamento crítico. Realizado em uma maternidade pública em Manaus, Amazonas, Brasil, com a participação de 24 profissionais. Resultados: o guia foi organizado em três capítulos sobre os cuidados e preparo do bebê; orientações para a equipe de saúde do que fazer diante da perda neonatal; apoio a equipe e direitos maternos diante da perda. Conclusão: a tecnologia foi produzida com uma estratégia metodológica que contribuiu para a compreensão das práticas de cuidado no manejo do óbito neonatal, marcadas por sentimentos traumáticos, que de forma coletiva, os participantes se sentirem estimulados a buscar intervenções sistematizadas, acolhedoras e humanizadas.

Objective: to produce a care-educational guide for and with health professionals in an Intensive Care Unit, based on an understanding of their practices in neonatal death management. Method: a qualitative and methodological study guided by Paulo Freire's Research Itinerary, consisting of three stages: Thematic investigation; Coding and Decoding; and Critical Unveiling. It was carried out at a public maternity hospital in Manaus, Amazonas, Brazil, with the participation of 24 professionals. Results: the guide was organized into three chapters on care and preparation of the neonate; guidelines for the health team on what to do in the face of neonatal loss; support for the team; and maternal rights facing the loss. Conclusion: the technology was produced with a methodological strategy that contributed to understanding care practices in neonatal death management, marked by traumatic feelings, which collectively encouraged the participants to seek systematized, welcoming and humanized interventions.

Objetivo: crear una guía educativa y de cuidados para y con los profesionales de la salud de una Unidad de Cuidado Intensivo, a partir d comprender las prácticas que experimentan en el manejo de la muerte neonatal. Método: estudio metodológico y cualitativo, guiado por el Itinerario de Investigación de Paulo Freire, constituido por tres etapas: Investigación temática, Codificación y Descodificación, y Desvelamiento crítico. El estudio se realizó en una maternidad pública de Manaus, Amazonas, Brasil, con participación de 24 profesionales. Resultados: la guía se organizó en tres capítulos sobre los cuidados y la preparación del neonato; pautas para el equipo de salud sobre qué hacer frente a una muerte neonatal; apoyo para el equipo; y derechos maternos frente a la pérdida. Conclusión: la tecnología se produjo con una estrategia metodológica que ayudó a comprender las prácticas de cuidado en el manejo de la muerte neonatal, marcadas por sentimientos traumáticos y que, en forma colectiva, los participantes se sintieran estimulados a buscar intervenciones sistematizadas, acogedoras y humanizadas.

Validação do conteúdo de um recurso audiovisual para pessoas vivendo com HIV / Validación del contenido de un recurso audiovisual para personas que viven con el VIH / Content validation of an audiovisual resource for people living with HIV

Resumo Objetivo Validar o conteúdo do roteiro de um recurso audiovisual para pessoas vivendo com HIV. Métodos Estudo metodológico com abordagem quantitativa, norteado pelo referencial teórico metodológico da psicometria. A validação de conteúdo foi realizada por juízes especialistas na área temática usando a técnica Delphi. A amostra foi composta por 22 juízes na primeira análise de validação e sete juízes na segunda análise. Resultados Todos domínios analisados apresentaram coeficiente de validade de conteúdo (CVC) >0,80, com CVC total (CVCt) de 0,96, consistência interna quase perfeita, Alfa de Cronbach de 0,988, ICC de 0,982 [IC95% 0,969-0,991] e p<0,005 significativo na primeira rodada de avaliação dos especialistas. Na segunda análise, os critérios usados para validação de conteúdo apresentaram CVCt de 0,97, com os critérios de objetividade, simplicidade, clareza, relevância, precisão, variedade, credibilidade e equilíbrio, atingindo 100% de aprovação. Conclusão O roteiro foi validado quanto ao conteúdo, mostrando ser um instrumento representativo e pertinente para construção do recurso audiovisual. Ele contribui para o avanço do conhecimento científico pois apresenta resultados com rigor metodológico, com inovações no campo da educação em saúde para pessoas vivendo com HIV.

Resumen Objetivo Validar el contenido del guion de un recurso audiovisual para personas que viven con el VIH Métodos Estudio metodológico con enfoque cuantitativo, norteado por el marco referencial teórico metodológico de la psicometría. La validación de contenido fue realizada por jueces especialistas en el área temática mediante el uso del método Delphi. La muestra estuvo compuesta por 22 jueces en el primer análisis de validación y siete jueces en el segundo análisis. Resultados Todos los dominios analizados presentaron coeficiente de validez de contenido (CVC) >0,80, con un CVC total (CVCt) de 0,96, consistencia interna casi perfecta, Alfa de Cronbach de 0,988, ICC de 0,982 [IC95 % 0,969-0,991] y p<0,005 significativo en la primera ronda de evaluación de los especialistas. En el segundo análisis, los criterios usados para la validación de contenido presentaron un CVCt de 0,97, con los criterios de objetividad, simplicidad, claridad, relevancia, precisión, variedad, credibilidad y equilibrio, con un 100 % de aprobación. Conclusión Se validó el guion en cuanto al contenido, lo que demuestra que es un instrumento representativo y pertinente para la elaboración del recurso audiovisual. Contribuye al avance del conocimiento científico ya que presenta resultados con rigor metodológico, con innovaciones en el campo de la educación para la salud para personas que viven con el VIH.

Abstract Objective The study aimed to validate the script content of an audiovisual resource for people living with HIV. Methods This methodological study had a quantitative approach and was guided by the methodological theoretical framework of psychometrics. Content validation was performed by expert judges in the thematic area using the Delphi technique. The sample consisted of 22 judges in the first validation analysis and seven judges in the second analysis. Results All domains analyzed had a content validity coefficient (CVC) >0.80, with a total CVC (CVCt) of 0.96, almost perfect internal consistency, Cronbach's alpha of 0.988, ICC of 0.982 [95%CI 0.969-0.991], and p<0.005 which was significant in the first round of expert evaluation. In the second analysis, the criteria used for content validation showed a CVCt of 0.97, with the criteria of objectivity, simplicity, clarity, relevance, accuracy, variety, credibility, and balance achieving 100% approval. Conclusion The script was validated in terms of content, showing to be a representative and relevant instrument for building the audiovisual resource. It contributes to the advancement of scientific knowledge as it presents results with methodological accuracy and innovations in the field of health education for people living with HIV.

Uso da moulage na simulação clínica de curativos entre estudantes de enfermagem: relato de experiência / Use of moulage in the clinical simulation of dressings among nursing students: an experience report / Utilización del moulage en la simulación clínica de apósitos entre estudiantes de enfermería: informe de experiencia

Objetivo: relatar o uso de moulage na simulação clínica de curativos em lesões tegumentares entre estudantes de enfermagem. Método: relato de experiência sobre o uso de moulage para representar lesões tegumentares em simulação clínica de curativos para estudantes de enfermagem. Desenvolveu-se em cinco etapas: ponto de partida, perguntas iniciais, recuperação do processo vivido, reflexão de fundo e pontos de chegada. Resultados: realizaram-se três simulações clínicas, com 28 estudantes. Na produção da lesão tegumentar, utilizaram-se látex, massinha de maquiagem, amido de milho, tinta antialérgica, pincéis, esponja, sangue artificial e algodão, com um custo de R$107,35. No cenário simulado, havia um ator que representou o papel de paciente com lesão, após acidente automobilístico. As simulações ocorreram em três etapas: briefing, cena simulada e debriefing. Conclusão: a simulação clínica com moulage é uma estratégia para o ensino de curativos em lesões tegumentares e contribui para o processo de ensino-aprendizagem de estudantes de enfermagem.

Objective: to report on the use of moulage in the clinical simulation of dressings for skin injuries among nursing students. Methodology: experience report on the use of moulage to represent skin injuries in a clinical simulation of dressings for nursing students. It was developed in five stages: starting point, initial questions, recovery of the experienced process, background reflection and end points. Results: three clinical simulations were carried out with 28 students. In order to produce the skin injury, latex, makeup paste, cornstarch, anti-allergic paint, brushes, sponge, artificial blood and cotton were used, at a cost of R$107.35. In the simulated scenario, there was an actor who played the role of a patient with injuries after a car accident. The simulations took place in three stages: briefing, simulated scene and debriefing. Conclusion: clinical simulation with moulage is a strategy for teaching dressings for skin injuries and contributes to the teaching-learning process for nursing students.

Objetivo: informar sobre la utilización del moulage en la simulación clínica de apósitos para lesiones cutáneas entre estudiantes de enfermería. Metodología: informe de experiencia sobre la utilización del moulage para representar lesiones cutáneas en una simulación clínica de apósitos para estudiantes de enfermería. Se desarrolló en cinco etapas: punto de partida, preguntas iniciales, recuperación del proceso vivido, reflexión de fondo y puntos de llegada. Resultados: se realizaron tres simulaciones clínicas con 28 estudiantes. Para producir la lesión cutánea, se utilizó látex, pasta de maquillaje, almidón de maíz, pintura antialérgica, pinceles, esponja, sangre artificial y algodón, con un coste de R$107,35. En el escenario simulado, había un actor que representaba el papel de un paciente herido tras un accidente de coche. Las simulaciones se desarrollaron en tres etapas: briefing, escena simulada y debriefing. Conclusión: la simulación clínica con moulage es una estrategia para la enseñanza sobre apósitos de lesiones cutáneas y contribuye al proceso de enseñanza-aprendizaje de los estudiantes de enfermería.

Problematization methodology's impact on nursing and medical students' knowledge about hypodermoclysis: quasi-experimental study / Impacto de la metodología de problematización en el conocimiento de estudiantes de enfermería y medicina sobre hipodermoclisis: estudio cuasiexperimental / Impacto da metodologia de problematização no conhecimento de estudantes de enfermagem e medicina sobre hipodermóclise: estudo quase experimental

Objective: to analyze the problematization methodology impact on the knowledge of nursing and medical students about hypodermoclysis. Method: quasi-experimental study conducted with 22 undergraduate nursing and medical students from a public Brazilian higher education institution. The students participated in the educational intervention using the problematization methodology based on the Arch of Maguerez. A previously validated questionnaire was used to determin' the students' knowledge level about hypodermoclysis. This instrument was applied before and after the educational intervention. The results were compared by McNemar's test and Student's t test for paired samples. Results: when comparing the correct answers before and after the intervention, there was a significant increase in 75% of the questions (p<0.05), including theoretical and practical aspects of hypodermoclysis. The mean score on students' self-assessment of the ability to explain (0.9 versus 5.9 points) and perform hypodermoclysis (1.9 versus 5.0) was significantly higher after applying the problematization methodology (p<0.001). Conclusion: the problematization methodology had a positive impact on the students' knowledge about hypodermoclysis. The number of correct answers after the educational intervention was higher than the initial assessment. The problematization methodology can be incorporated into the teaching-learning process of nursing and medical students for teaching procedures such as hypodermoclysis.

Objetivo: analizar el impacto de la metodología de problematización en el conocimiento de estudiantes de enfermería y medicina sobre hipodermoclisis. Método: estudio cuasiexperimental realizado con 22 estudiantes de enfermería y medicina de una institución pública de educación superior brasileña. Los estudiantes participaron de la intervención educativa utilizando la metodología de problematización basada en el Arco de Maguerez. Se utilizó un cuestionario previamente validado para determinar el nivel de conocimiento de los estudiantes sobre la hipodermoclisis. Este instrumento se aplicó antes y después de la intervención educativa. Los resultados se compararon mediante la prueba de McNemar y la prueba t de Student para muestras pareadas. Resultados: al comparar las respuestas correctas antes y después de la intervención, se observó un aumento significativo en el 75% de las preguntas (p<0,05), que incluye aspectos teóricos y prácticos de la hipodermoclisis. El puntaje promedio en la autoevaluación de los estudiantes con respecto a su capacidad para explicar (0,9 versus 5,9 puntos) y realizar hipodermoclisis (1,9 versus 5,0) fue significativamente mayor después de aplicar la metodología de problematización (p<0,001). Conclusión: la metodología de problematización tuvo impacto positivo en el conocimiento de los estudiantes sobre la hipodermoclisis. El número de respuestas correctas luego de la intervención educativa fue mayor que en la evaluación inicial. La metodología de problematización puede incorporarse al proceso de enseñanza-aprendizaje de estudiantes de enfermería y medicina para enseñar procedimientos como la hipodermoclisis.

Objetivo: analisar o impacto da metodologia de problematização no conhecimento de estudantes de enfermagem e medicina sobre hipodermóclise. Método: estudo quase-experimental realizado com 22 estudantes de graduação em enfermagem e medicina de uma instituição pública de ensino superior brasileira. Os alunos participaram da intervenção educacional usando a metodologia de problematização baseada no Arco de Maguerez. Um questionário previamente validado foi usado para determinar o nível de conhecimento dos alunos sobre hipodermóclise. Esse instrumento foi aplicado antes e depois da intervenção educacional. Os resultados foram comparados pelo teste de McNemar e pelo teste t de Student para amostras pareadas. Resultados: ao comparar as respostas corretas antes e depois da intervenção, houve um aumento significativo em 75% das questões (p<0,05), incluindo aspectos teóricos e práticos da hipodermóclise. A pontuação média na autoavaliação dos alunos quanto à capacidade de explicar (0,9 versus 5,9 pontos) e realizar a hipodermóclise (1,9 versus 5,0) foi significativamente maior após a aplicação da metodologia de problematização (p<0,001). Conclusão: a metodologia de problematização teve um impacto positivo no conhecimento dos alunos sobre hipodermóclise. O número de respostas corretas após a intervenção educacional foi maior do que na avaliação inicial. A metodologia de problematização pode ser incorporada ao processo de ensino-aprendizagem de estudantes de enfermagem e medicina para o ensino de procedimentos como a hipodermóclise.

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.

Nurseped: educational technology for safety in the management of intravenous antibiotics in pediatrics. / Nurseped: tecnología educativa para la seguridad en el manejo de antibióticos intravenosos en pediatría.

OBJECTIVE: to develop and validate the content of a serious game on the safe management of intravenous medications in pediatrics. METHOD: methodological study for the development and content validation of an educational technology. The cases and challenges of the serious game were developed based on a literature review and validated by 11 nurses with training and experience in the area. Content validity and agreement indices were adopted to analyze agreement and internal consistency (minimum of 0.8). RESULTS: the content is based on the main antibiotics used in the clinical management of infections in hospitalized children and patient safety. Absolute agreement was obtained in 60 of the 61 items evaluated, and the minimum obtained was 0.82 in the content validation index and 0.80 in agreement. Adjustments were suggested by experts in the response statement for a specific case and implemented to improve the quality of the technology content. CONCLUSION: the content of the serious game Nurseped was validated by nurse experts in child health regarding clinical cases, question statements and multiple-choice answers, in addition to feedback that presents the user with an evidence-based answer after getting the challenge right or wrong.

Validation of telesimulation in the care of late preterm newborns with hypoglycemia for nursing students.

OBJECTIVE: To develop and validate a telesimulation scenario for nursing students in the care of late preterm infants with hypoglycemia. METHODS: A methodological study conducted between August 2021 and May 2022 in a virtual environment involved constructing and validating the scenario with 10 experts, and testing it with 10 students. The content validity index assessed validity, with a threshold of 80% or higher, and suggestions were analyzed using semantic approximation. RESULTS: Validation confirmed the appropriateness of all 14 scenario items, with an overall index of 97.8% and clarity and relevance indices of 98.5%. During testing, the overall index was 99.7%, with the "resources" item receiving the lowest score. Adjustments were made to objectives, technical terms, resources, and target audience based on feedback. CONCLUSION: Telesimulation is a widely accepted educational technology for training nursing students, with potential to enhance teaching quality and neonatal care.

Construction and validity of educational technology about the human papillomavirus vaccine for adolescents.

OBJECTIVES: to construct and validate an educational technology in comic book format about the human papillomavirus vaccine aimed at adolescents. METHODS: a methodological study, with a quantitative approach, through the agreement method. It was carried out in two phases: educational technology construction and content validity. Participants are expert judges in the health field. Data collection took place in a virtual environment, through a questionnaire. Data analysis was performed by calculating the Content Validity Index. A Content Validity Index of at least 80% was accepted. RESULTS: the comic book's overall Content Validity Index was 82%, reaching the minimum limit established to be validated. CONCLUSIONS: comics are fundamental in the teaching-learning process, aiming to catch adolescents' attention. Therefore, it is characterized as a valid tool to inform, in a playful manner, about the human papillomavirus vaccine.

Educational technologies for accident prevention due to falls in childhood: a scoping review.

OBJECTIVES: to map evidence on educational technology use for accident prevention due to falls in childhood. METHODS: a scoping review, carried out in October and November 2022, in the MEDLINE, Web of Science, BDENF and CINAHL databases and LILACS bibliographic index. There was no delimitation of language or time. Data were extracted and analyzed descriptively by two independent researchers. The research protocol was registered in the Open Science Framework. RESULTS: twenty-six studies were selected. Booklets, pamphlets and leaflets were the most used technologies, presenting health services as the most frequent environment to develop research on fall prevention. The technologies developed were important outcomes: increased knowledge of children, family members, caregivers, health and education professionals. CONCLUSIONS: educational technology use makes it possible to increase knowledge, adopt safe practices and reduce falls.

Exploring Technology- and Sensor-Driven Trends in Education: A Natural-Language-Processing-Enhanced Bibliometrics Study.

Over the last decade, there has been a large amount of research on technology-enhanced learning (TEL), including the exploration of sensor-based technologies. This research area has seen significant contributions from various conferences, including the European Conference on Technology-Enhanced Learning (EC-TEL). In this research, we present a comprehensive analysis that aims to identify and understand the evolving topics in the TEL area and their implications in defining the future of education. To achieve this, we use a novel methodology that combines a text-analytics-driven topic analysis and a social network analysis following an open science approach. We collected a comprehensive corpus of 477 papers from the last decade of the EC-TEL conference (including full and short papers), parsed them automatically, and used the extracted text to find the main topics and collaborative networks across papers. Our analysis focused on the following three main objectives: (1) Discovering the main topics of the conference based on paper keywords and topic modeling using the full text of the manuscripts. (2) Discovering the evolution of said topics over the last ten years of the conference. (3) Discovering how papers and authors from the conference have interacted over the years from a network perspective. Specifically, we used Python and PdfToText library to parse and extract the text and author keywords from the corpus. Moreover, we employed Gensim library Latent Dirichlet Allocation (LDA) topic modeling to discover the primary topics from the last decade. Finally, Gephi and Networkx libraries were used to create co-authorship and citation networks. Our findings provide valuable insights into the latest trends and developments in educational technology, underlining the critical role of sensor-driven technologies in leading innovation and shaping the future of this area.

Nurseped: tecnología educativa para la seguridad en el manejo de antibióticos intravenosos en pediatría / Nurseped: educational technology for safety in the management of intravenous antibiotics in pediatrics / Nurseped: tecnologia educacional para a segurança no manejo de antibióticos endovenosos em pediatria

Objetivo: desarrollar y validar el contenido de un serious game sobre el manejo seguro de medicamentos intravenosos en pediatría. Método: estudio metodológico para el desarrollo y validación de contenido de una tecnología educativa. Los casos y desafíos del serious game se basaron en una revisión de la literatura y fueron validados por 11 enfermeros con formación y experiencia en el área. Se adoptaron índices de validez de contenido y concordancia para el análisis de concordancia y consistencia interna (mínimo de 0,8). Resultados: el contenido se basa en los principales antibióticos utilizados en el manejo clínico de infecciones en niños hospitalizados y en la seguridad del paciente. Se obtuvo una concordancia absoluta en 60 de los 61 ítems evaluados, y el mínimo obtenido fue de 0,82 en el índice de validación de contenido y 0,80 en concordancia. Los expertos sugirieron ajustes en la formulación de respuestas de un caso específico y se implementaron para mejorar la calidad del contenido de la tecnología. Conclusión: el contenido del serious game Nurseped fue validado por enfermeros expertos en salud infantil en cuanto a casos clínicos, enunciados de preguntas y respuestas de opción múltiple, además del feedback que presenta al usuario una respuesta basada en evidencia tras acertar o fallar en el desafío.

Objective: to develop and validate the content of a serious game on the safe management of intravenous medications in pediatrics. Method: methodological study for the development and content validation of an educational technology. The cases and challenges of the serious game were developed based on a literature review and validated by 11 nurses with training and experience in the area. Content validity and agreement indices were adopted to analyze agreement and internal consistency (minimum of 0.8). Results: the content is based on the main antibiotics used in the clinical management of infections in hospitalized children and patient safety. Absolute agreement was obtained in 60 of the 61 items evaluated, and the minimum obtained was 0.82 in the content validation index and 0.80 in agreement. Adjustments were suggested by experts in the response statement for a specific case and implemented to improve the quality of the technology content. Conclusion: the content of the serious game Nurseped was validated by nurse experts in child health regarding clinical cases, question statements and multiple-choice answers, in addition to feedback that presents the user with an evidence-based answer after getting the challenge right or wrong.

Objetivo: desenvolver e validar o conteúdo de um serious game sobre o manejo seguro de medicamentos endovenosos em pediatria. Método: estudo metodológico para o desenvolvimento e validação de conteúdo de uma tecnologia educacional. Os casos e desafios do serious game foram desenvolvidos com base em revisão da literatura e validados por 11 enfermeiros com formação e atuação na área. Adotou-se os índices de validade de conteúdo e concordância, para análise de concordância e consistência interna (mínimo de 0,8). Resultados: o conteúdo é baseado nos principais antibióticos utilizados no manejo clínico de infecções em crianças hospitalizadas e na segurança do paciente. Obteve-se concordância absoluta em 60 dos 61 itens avaliados, o mínimo obtido foi 0,82 no índice de validação de conteúdo e 0,80 na concordância. Ajustes foram sugeridos pelos experts no enunciado de respostas de um caso específico e implementados para o aprimoramento da qualidade do conteúdo da tecnologia. Conclusão: o conteúdo do serious game Nurseped foi validado por enfermeiros experts em saúde da criança quanto aos casos clínicos, aos enunciados das perguntas e às respostas de múltipla escolha, além do feedback que apresenta ao usuário uma resposta baseada em evidências após o acerto ou erro do desafio.

Metodologías utilizadas por los profesionales de enfermería en la producción de videos educativos: revisión integradora / Methodologies used by Nursing professionals in the production of educational videos: An integrative review / Metodologias utilizadas pelos profissionais de enfermagem na produção de vídeos educativos: revisão integrativa

Objetivo: evaluar la evidencia científica sobre las metodologías que utilizan los profesionales de enfermería para producir videos educativos. Método: revisión integradora. La búsqueda de estudios primarios se realizó en las bases de datos CINAHL, LILACS y MEDLINE/PubMed. La muestra estuvo compuesta por 19 investigaciones. La calidad metodológica de los estudios incluidos se evaluó usando una herramienta propuesta por la Johns Hopkins Nursing Evidence-Based Practice y los resultados se analizaron de forma descriptiva. Resultados: las etapas metodológicas utilizadas para el proceso de elaboración y realización de los videos incluyen preproducción, producción y postproducción. Los estudios revelan que, en general, los autores aplicaron y/o describieron correctamente las etapas, además contemplaban el método adoptado. Sin embargo, en 14 estudios no se utilizó un marco metodológico para garantizar el rigor en su realización y en 11 presentaron validación por parte del público objetivo. Conclusión: la síntesis de conocimientos mostró que aún hay necesidad de atención en la construcción de videos educativos en cuanto al marco metodológico y la validación por la población objetivo. La ejecución rigurosa de los procedimientos metodológicos necesarios para el desarrollo de videos educativos, para fomentar la adquisición de habilidades esenciales para la creación de material didáctico de alta calidad.

Objective: to evaluate the diverse scientific evidence on the methodologies used by Nursing professionals in the production of educational videos. Method: an integrative review. The search for primary studies was carried out in the CINAHL, LILACS and MEDLINE/PubMed databases. The sample consisted of 19 research studies. The methodological quality of the studies included was assessed using a tool proposed by the Johns Hopkins Nursing Evidence-Based Practice and the results were analyzed in a descriptive form. Results: the methodological stages used for the process to elaborate and make the videos include pre-production, production and post-production. The studies reveal that, for the most part, the stages were properly applied and/or described by the authors, in addition to contemplating the method adopted. However, in 14 studies there was no use of a methodological framework to ensure rigor in their conduction and in 11 presented validation by the target audience. Conclusion: the synthesis of knowledge showed that there is still a need for attention for the construction of educational videos regarding the methodological framework and validation by the target population. The rigorous execution of the methodological procedures necessary for the development of educational videos, aiming to encourage the acquisition of essential skills for the creation of high-quality teaching materials.

Objetivo: avaliar as evidências científicas sobre as metodologias utilizadas pelos profissionais de enfermagem na produção de vídeos educativos. Método: revisão integrativa. A busca dos estudos primários foi realizada nas bases de dados CINAHL, LILACS e MEDLINE/PubMed. A amostra foi composta por 19 pesquisas. A qualidade metodológica dos estudos incluídos foi avaliada por meio ferramenta proposta por Johns Hopkins Nursing Evidence-Based Practice e os resultados foram analisados de forma descritiva. Resultados: as etapas metodológicas utilizadas para o processo de elaboração e construção dos vídeos compreendem a pré-produção, produção e pós-produção. Os estudos revelaram que, majoritariamente, as etapas foram aplicadas e/ou descritas corretamente pelos autores, além de contemplar o método adotado. No entanto, em 14 estudos não houve a utilização de referencial metodológico para assegurar o rigor em sua condução e em 11 apresentaram a validação pelo público-alvo. Conclusão: a síntese de conhecimento mostrou que ainda há necessidade de atenção para a construção de vídeos educativos quanto ao referencial metodológico e validação pela população-alvo. A execução rigorosa dos procedimentos metodológicos para o desenvolvimento de vídeos educacionais, permitem fomentar a aquisição de habilidades essenciais para a criação de materiais didáticos de elevada qualidade.