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)

Effectiveness of the flipped classroom method using clinical scenarios and Educational Technology versus Subject-Based Lectures in a gastrointestinal physiology course for medical students.

BACKGROUND: Medical education is evolving towards more practical, active, effective, and student-centered approaches that address the limitations of traditional lecture methods. Recently, the flipped classroom method has been considered to support these reforms. However, research on the use of flipped classroom methods in medical education, particularly related to clinical scenarios and educational technology, is still in its early stages. This study aims to evaluate the effectiveness of the flipped classroom method using clinical scenarios and educational technology versus subject-based lectures in the course of gastrointestinal physiology for medical students. METHODS: A total of 60 medical students participated in this study. The control group (n = 30) received traditional subject-based lectures and participated in question-and-answer sessions. The intervention group (n = 30) received non-attendance educational content and participated in small group discussions based on clinical scenarios. Course satisfaction was measured using an 18-item questionnaire, and learning outcomes were assessed with a 20-question multiple-choice test, corresponding to levels 1 and 2 of Kirkpatrick's model. Data were analyzed using descriptive and analytical statistical tests with SPSS software version 24. RESULTS: The findings indicated that the post-test scores in the intervention group were significantly higher compared to the control group. However, according to the student satisfaction questionnaire, satisfaction was significantly lower in the intervention group compared to the control group. CONCLUSION: This study demonstrated that the flipped classroom method, compared to traditional lectures, improved the learning and performance of medical students at Hamadan University of Medical Sciences in the course of gastrointestinal physiology.

Educational technology for multidisciplinary training for managing waiting lists for elective patients.

OBJECTIVES: to construct and assess an educational technology for managing patient waiting lists for multidisciplinary training. METHODS: study supported by Instructional Design - ADDIE model, whose stages of construction of educational technology were developed in the form of a multi-professional training course. Its respective content assessment was carried out by a committee of experts from 2021 to 2022. The analysis occurred based on the proportion of content adequacy with 95% Confidence Interval. RESULTS: seventeen products were created as educational technology learning objects: five storyboards; four videos; three comic books; two pedagogical action plans; a mind map; and a YouTube® playlist. Nine experts assessed content adequacy, which reached 0.89. CONCLUSIONS: this educational technology contributes to the performance of professionals who manage waiting lists by reducing inequalities, alleviating differences, in addition to promoting equity in care and good health for patients in the Brazilian Health System.

Research on the influencing factors of promoting flipped classroom teaching based on the integrated UTAUT model and learning engagement theory.

With the rapid advancement of educational technology, the flipped classroom approach has garnered considerable attention owing to its potential for enhancing students' learning capabilities. This research delves into the flipped classroom teaching methodology, employing the Unified Theory of Acceptance and Use of Technology (UTAUT), learning engagement theory, and the 4C skills (comprising communication, collaboration, creativity, and critical thinking) to investigate its effects on learning capabilities. The research surveyed 413 students from three universities in Jiangxi Province, employing stratified random sampling. SPSS 24.0 and Amos were used for structural equation modeling and hypothesis testing analysis. The findings indicate that: (1) Performance expectancy, effort expectancy, and peer influence significantly enhance students' learning engagement in the flipped classroom. (2) Students' learning engagement in the flipped classroom notably promotes their learning capabilities. (3) Performance expectancy, effort expectancy, and peer influence can significantly boost learning capabilities by increasing learning engagement. (4) Personality traits significantly moderate the effect of peer influence on learning engagement, highlighting the crucial role of individual differences in learning. (5) The level of students' learning engagement is differentially influenced by performance expectancy and peer influence across various academic disciplines. Ultimately, this research provides valuable insights for educational policymakers and guides improvements in teaching practices, collectively advancing educational quality and equity.

Educational technology to promote self-efficacy in newborn care: a validation study.

Objective: To build and validate an educational technology consisting of a flipchart to promote self-efficacy in newborn care. Methods: A methodological study was carried out in two stages: (i) creation of the flipchart and (ii) validation by 25 experts and 50 people who could be the target audience (pregnant women, mothers or family members of newborns). Clarity, language, practical relevance and theoretical relevance were reviewed using the Suitability Assessment of Materials (SAM) instrument. The Content Validity Index and the Flesch Readability Index were calculated. Results: The serial album "Can you take care of your baby" consists of 30 pages. The overall Content Validity Index was 0.93 among experts and 1.0 among the target audience. The flipchart was considered superior quality material, reaching an agreement percentage of 94.9, indicating that it is suitable as an educational technology. Participants suggested adjustments, incorporated into the material for printed production. Conclusion: The flipchart developed and with content validated by experts is suitable for use in health education activities that aim to promote self-efficacy in caring for newborns.

Validação de vídeos educativos sobre manejo da dor e prevenção da adição por opioides / Validation of educational video on pain management and prevention of oopioid addiction / Validación de vídeo educativo sobre manejo del dolor y prevención de la adicción a opioides

Objetivo:validar vídeos educativospara os profissionais de Enfermagem sobre avaliação e manejo da dor em adultos, assim como risco de adição por opioides. Método:estudo metodológico, realizado nos anos de 2020 e 2021, agregando as técnicas de designinstrucional e validação de conteúdo por especialistas e usuários, com avaliação por meio do Índice de Validade de Conteúdo Total, considerando válido valor igual ou superior a 0,78. Resultados:o vídeo 1 foi 'Avaliação da dor' e o vídeo 2 'Tratamento da dor e prevenção da adição a opioides', com índices dos especialistas de 0,89 e 0,97, e dos usuários de 0,95 e 0,98, respectivamente. Conclusão:os vídeos educativos produzidos e validados neste estudo são uma estratégia para a qualificação dos profissionais da enfermagem, propiciando conhecimento e aprimorando as habilidades técnicas, buscando melhoria na qualidade assistencial

Objective:to validate educational videos for Nursing professionals on the assessment and management of pain in adults, as well as the risk of opioid addiction. Method:methodological study, carried out in 2020 and 2021, combining instructional design and content validation techniques by experts and users, with evaluation using the Total Content Validity Index, considering a valid value equal to or greater than 0.78. Results:video 1 was 'Pain assessment' and video 2 'Pain treatment and prevention of opioid addiction', with experts' index of 0.89 and 0.97, and users' index of 0.95 and 0.98, respectively. Conclusion:the educational videos produced and validated in this study are a strategy for qualifying nursing professionals, providing knowledge and improving technical skills, seeking to improve the quality of care.

Objetivo:validar videos educativos para profesionales de Enfermería sobre la evaluación y manejo del dolor en adultos, así como el riesgo de adicción a opioides.Método: estudio metodológico, realizado en 2020 y 2021, combinando técnicas de diseño instruccional y validación de contenidos por expertos y usuarios, con evaluación mediante el Índice de Validez Total de Contenido, considerando un valor válido igual o mayor a 0,78.Resultados: el video 1 fue 'Evaluación del dolor' y el video 2 'Tratamiento del dolor y prevención de la adicción a opioides', con índices de expertos de 0,89 y 0,97, y de usuarios de 0,95 y 0,98, respectivamente.Conclusión: los videos educativos producidos y validados en este estudio son una estrategia para capacitar a los profesionales de enfermería, brindando conocimientos y mejorando habilidades técnicas, buscando mejorar la calidad de la atención

Analysis of college students' attitudes toward the use of ChatGPT in their academic activities: effect of intent to use, verification of information and responsible use.

BACKGROUND: In recent years, the use of artificial intelligence (AI) in education has increased worldwide. The launch of the ChatGPT-3 posed great challenges for higher education, given its popularity among university students. The present study aimed to analyze the attitudes of university students toward the use of ChatGPTs in their academic activities. METHOD: This study was oriented toward a quantitative approach and had a nonexperimental design. An online survey was administered to the 499 participants. RESULTS: The findings of this study revealed a significant association between various factors and attitudes toward the use of the ChatGPT. The higher beta coefficients for responsible use (ß=0.806***), the intention to use frequently (ß=0.509***), and acceptance (ß=0.441***) suggested that these are the strongest predictors of a positive attitude toward ChatGPT. The presence of positive emotions (ß=0.418***) also plays a significant role. Conversely, risk (ß=-0.104**) and boredom (ß=-0.145**) demonstrate a negative yet less decisive influence. These results provide an enhanced understanding of how students perceive and utilize ChatGPTs, supporting a unified theory of user behavior in educational technology contexts. CONCLUSION: Ease of use, intention to use frequently, acceptance, and intention to verify information influenced the behavioral intention to use ChatGPT responsibly. On the one hand, this study provides suggestions for HEIs to improve their educational curricula to take advantage of the potential benefits of AI and contribute to AI literacy.

Assessment of educational technology in lactation physiology by health students.

OBJECTIVES: to assess the suitability, facilitators, and barriers of using a video clip for teaching lactation physiology to health students. METHODS: a cross-sectional study was conducted with online data collection at a higher education institution, using the Assistive Technology Assessment Instrument and open-ended questions. The sample consisted of 88 students. RESULTS: the video clip was deemed suitable in all attributes. Facilitators identified included attractiveness, musicality, and ease of access. Barriers noted were the music's speed and the necessity for prior knowledge. The video clip achieved adequate scores for interactivity (1.71), purpose (1.77), relevance (1.64), and clarity (1.77). The overall average of the attributes was 1.72. CONCLUSIONS: the video clip can serve as an effective learning strategy to enhance hybrid education, potentially contributing to the promotion and support of breastfeeding. However, some barriers underscore the importance of prior knowledge for a complete understanding of the content.

Technology-supported cooperative learning as a universal mental health intervention in middle and high school.

BACKGROUND: Adolescent mental health issues are a major public health concern, highlighted by the US Surgeon General as a crisis. Traditional school-based interventions show inconsistent success, creating a demand for effective solutions. AIMS: This study evaluates the impact of technology-supported cooperative learning (CL) on adolescent mental health, focusing on positive peer relations and peer victimization. MATERIALS AND METHODS: Participants included 813 adolescents (50.2% female; 70.7% White) from 12 middle and high schools in the Pacific Northwest. The study used hierarchical linear modelling (HLM) to assess the effectiveness of CL facilitated via PeerLearning.net. RESULTS: Implementing CL led to significant improvements in peer relations and reductions in victimization and mental health problems, with moderate-to-large effect sizes observed across different demographics. Positive peer relations significantly predicted lower victimization and improved mental health. DISCUSSION: The findings highlight the potential of technology-supported CL in addressing adolescent mental health by enhancing protective factors and reducing risks. Such interventions offer a scalable and sustainable approach for schools to address mental health challenges. CONCLUSION: Technology-supported cooperative learning offers a promising strategy for improving adolescent mental health, demonstrating significant benefits in peer relations and reducing victimization. This approach provides schools with an accessible and effective tool to tackle the mental health crisis among students.

Tecnologia educacional em vídeo para o ensino dos cuidados pós-reanimação neonatal / Video educational technology for teaching neonatal post-resuscitation care

Resumo: Esta pesquisa de desenvolvimento tecnológico apresenta a produção de uma série vídeos que abordam os Cuidados Pós-Reanimação Neonatal em Unidades de Terapia Intensiva, registrado como obra audiovisual brasileira na Agência Nacional do Cinema, com número de Certificado de Produto Brasileiro Nº B24-001351-00000. Teve como objetivo produzir e validar uma tecnologia educacional, no formato de vídeo, para a capacitação dos profissionais de enfermagem em Cuidados Pós-Reanimação Neonatal. Trata-se de uma pesquisa metodológica dividida em três fases: fase I - pré-produção, fase II - produção e fase III - pós-produção, realizada no período de maio de 2023 a janeiro de 2024. O estudo foi desenvolvido no Hospital de Base Dr. Ary Pinheiro, integrante da Rede de Atenção à Saúde do Estado de Rondônia ­ Brasil e no Programa de Pós-Graduação Prática do Cuidado em Saúde da Universidade Federal do Paraná. A validação do conteúdo do roteiro se deu à partir da avaliação de sete enfermeiros e quatro médicos especialistas com experiência na temática, obtendo-se Índice de Validade de Conteúdo- Geral de 89,8% e coeficiente alfa de Cronbach igual a 0,87, representando uma consistência quase perfeita. A validação da aparência dos vídeos contou com a participação dos mesmos especialistas que validaram o conteúdo, além do público-alvo, sendo estes últimos, seis enfermeiros e quatro técnicos em enfermagem. Na validação dos especialistas obteve-se Índice de Validade de Aparência-Individual de 100% e consequentemente Índice de Validade de Aparência-Geral de 100%. O coeficiente alfa de Cronbach foi igual a 0,95, representando uma consistência quase perfeita. Na validação realizada pelo público-alvo, dos 12 itens avaliados, cinco apresentaram Índice de Validade de Aparência-Individual de 90%, os demais obtiveram 100%. O Índice de Validade de Aparência-Geral foi de 96%, e o coeficiente alfa de Cronbach foi igual a 0,96, representando uma consistência quase perfeita. Como resultados foram produzidos quatro vídeos, fundamentados no Manual de Cuidados Pós-Reanimação Neonatal da Sociedade Brasileira de Pediatria e com contribuições dos especialistas e públicoalvo. Os vídeos foram produzidos em formato audiovisual 2D, com tempo individual inferior a 5 minutos e total de 17 minutos e 47 segundos, sendo disponibilizados gratuitamente em plataformas digitais como: CofenPlay®, Youtube® e Instagram®. Devido ao rigor metodológico utilizado neste estudo, é possível a replicação da produção dos vídeos com diversas temáticas e objetivos educacionais. Mediante o objetivo proposto, conclui-se que os vídeos produzidos são válidos para serem utilizados como um recurso tecnológico educacional facilitador do processo ensino-aprendizagem para a capacitação de profissionais de enfermagem em Cuidados Pós-Reanimação Neonatal.

Abstract: This technology development study presents the production of a series of videos addressing Neonatal Post-Resuscitation Care in Intensive Care Units. It was registered as a Brazilian audiovisual work at the National Cinema Agency under Brazilian Product Certificate number B24-001351-00000. The objective was to produce and validate an educational technology in video format to train nursing professionals in Neonatal Post-Resuscitation Care. This methodological study was divided into three phases: phase I - pre-production, phase II - production and phase III - post-production. It was developed between May 2023 and January 2024 at the Hospital de Base Dr. Ary Pinheiro, member of the Health Care Network of the state of Rondônia, Brazil, and in the Practical Postgraduate Program in Health Care at the Universidade Federal do Paraná. The content validation of the script was based on the evaluation performed by seven nurses and four specialist physicians with experience in the theme. The Overall Content Validity Index was 89.8% and the Cronbach's alpha coefficient was 0.87, representing an almost perfect consistency. The same experts who validated the content participated in the face validation of the videos, in addition to the target audience composed of six nurses and four nursing technicians. In the experts' validation, an Individual Face Validity Index of 100% was obtained and consequently, an Overall Face Validity Index of 100%. The Cronbach's alpha coefficient was 0.95, representing almost perfect consistency. In the validation by the target audience, five out of the 12 items evaluated presented an Individual Face Validity Index of 90%, while the others obtained 100%. The Overall Face Validity Index was 96%, and the Cronbach's alpha coefficient was 0.96, representing almost perfect consistency. As a result, four videos based on the Neonatal Post-Resuscitation Care Manual of the Brazilian Society of Pediatrics were produced, with contributions from specialists and the target audience. The videos were produced in 2D audiovisual format, with a duration of less than 5 minutes each and a total of 17 minutes and 47 seconds. They were made available free of charge on digital platforms such as: CofenPlay®, Youtube® and Instagram®. The methodological rigor used in this study allows the replication of the production of videos with different themes and educational objectives. Based on the proposed objective, the conclusion is that the videos produced are valid to be used as an educational technological resource to facilitate the teaching-learning process for the training of nursing professionals in Neonatal Post-Resuscitation Care.

Tecnologia educativa para disseminação do programa Fall TIPS Brasil / Educational technology for disseminating the Fall TIPS Brasil program

Resumo: Esta tese integra o projeto de pesquisa e desenvolvimento tecnológico "Difusão e adoção do programa Fall Tailoring Interventions for Patient Safety (Fall TIPS): engajamento de pacientes, profissionais e liderança clínica para a prevenção de quedas em ambiente hospitalar". Está conectada à linha de Pesquisa de Gerenciamento de Serviços de Saúde e Enfermagem do Programa de Pós-Graduação em Enfermagem da Universidade Federal do Paraná e objetivou construir, de maneira colaborativa, uma tecnologia educativa em formato de Curso Massivo, Aberto e Online (MOOC) sobre o programa Fall TIPS Brasil para a prevenção de quedas hospitalares, valendo-se de recursos variados, como infográficos, vídeos, podcasts e jogos interativos, destinada à disseminação da proposta entre profissionais e estudantes da área da saúde; e verificar o aprendizado estatisticamente significativo em relação ao conhecimento dos cursistas antes e após o seu acesso. Primeiramente ocorreu o processo de construção do MOOC com colaboração multidisciplinar, envolvendo docentes, estudantes de graduação e pós-graduação, profissionais de saúde e do setor de ensino a distância da universidade participante, fase de desenvolvimento tecnológico. Após, a abordagem quase experimental não randomizada e não concorrente foi realizada com 21 estudantes do último período do curso de graduação em enfermagem de uma universidade pública, tendo sido submetidos a um questionário contendo 10 questões objetivas antes e após o acesso ao MOOC. Os dados foram analisados mediante estatística descritiva e analítica. A construção do MOOC foi iniciada em 2020, com a primeira edição lançada em outubro de 2023. As etapas observadas na sua elaboração incluíram a escolha do tema, a produção do curso, a avaliação preliminar e a divulgação. O conhecimento dos cursistas após o acesso foi significativamente (p <0,001) maior, quando comparado com os resultados antes do acesso. A média das notas antes do acesso ao curso foi 7,1 e, após, foi 8,9. As evidências encontradas demonstram o sucesso da intervenção. O desenvolvimento do MOOC de maneira colaborativa, o direcionamento dos materiais para o público-alvo respeitando suas dificuldades e potencialidades permitem aderência a proposta, contribuindo para que a intervenção possibilite a ampliação do conhecimento sobre o programa Fall TIPS Brasil. Assim, destaca-se a importância de os profissionais de saúde possuírem conhecimento para poderem promover o engajamento dos pacientes e acompanhantes em prol da prevenção de quedas, sendo o MOOC um recurso promissor para essa finalidade.

Abstract: This thesis integrates the research and technological development project "Diffusion and adoption of the Fall Tailoring Interventions for Patient Safety (Fall TIPS) program: engagement of patients, professionals, and clinical leadership for the prevention of falls in the hospital environment." It is connected to the Research Line in Health Services Management and Nursing of the Graduate Program in Nursing at the Federal University of Paraná and aimed to collaboratively construct an educational technology in the form of a Massive Open Online Course (MOOC) on the Fall TIPS Brazil program for the prevention of hospital falls, utilizing various resources such as infographics, videos, podcasts, and interactive games, intended for disseminating the proposal among healthcare professionals and students; and to verify statistically significant learning regarding the knowledge of the participants before and after accessing the course. First, the process of building the MOOC occurred through multidisciplinary collaboration, involving faculty, undergraduate and graduate students, healthcare professionals, and the university's distance education sector, in the phase of technological development. Subsequently, a quasi-experimental non-randomized and non-concurrent approach was conducted with 21 final-year nursing students from a public university, who were subjected to a questionnaire containing 10 objective questions before and after accessing the MOOC. Data were analyzed using descriptive and analytical statistics. The construction of the MOOC began in 2020, with the first edition launched in October 2023. The stages observed in its development included choosing the theme, producing the course, preliminary evaluation, and dissemination. Participants' knowledge after accessing the course was significantly higher (p <0,001) compared to the results before access. The average score before accessing the course was 7,1 and after was 8,9. The evidence found demonstrates the success of the intervention. Collaborative development of the MOOC, directing materials to the target audience while respecting their difficulties and potentialities, allows adherence to the proposal, contributing to expanding knowledge about the Fall TIPS Brazil program. Thus, the importance of healthcare professionals having knowledge to promote the engagement of patients and caregivers in fall prevention is highlighted, with the MOOC being a promising resource for this purpose.

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.

Tecnologia para educação no serviço e na formação de profissionais de saúde: e-book interativo sobre perioperatório / Technology for in-service education and training of health professionals: interactive e-book on perioperative

Resumo: O presente trabalho de desenvolvimento tecnológico aborda a criação de um e-book que reuniu evidências, informações e orientações para subsidiar o cuidado de Enfermagem ao paciente em período perioperatório. Trata-se de uma pesquisa metodológica desenvolvida em duas fases: (I) exploratória, que constituiu duas etapas: revisão de literatura e busca em manuais e diretrizes; (II) elaboração da tecnologia, com seis etapas: definição do conteúdo, avaliação do e-book, definição do editor de texto, editoração do e-book e seleção de imagens, produção de vídeos e edição final do e-book. Como resultado, obteve-se um e-book intitulado MELHORES PRÁTICAS DE ENFERMAGEM NO ATENDIMENTO A PACIENTES EM PERÍODO PERIOPERATÓRIO, que versa sobre a historicidade e evolução do ato anestésicocirúrgico, o processo de trabalho da Enfermagem e as práticas assistenciais disponibilizadas ao paciente em período perioperatório. Concebido para ser uma ferramenta de educação permanente, tem como característica a alta complexidade, uma vez que é fruto da associação de diferentes atores e interação de múltiplos conhecimentos como os de design, produção de vídeo e editoração de texto. A característica inovatória pauta-se no conteúdo, por ser um compilado de evidências científicas atuais sobre a temática, com a inclusão de vídeos educativos, instrumentos e escalas utilizados no período perioperatório, além de atividades para revisão, fixação e autoavaliação. De abrangência nacional, tem impacto científico, social e na educação por propiciar unidade nas informações para o atendimento ao paciente e excelência nas práticas, com contribuição de novos conhecimentos para a área de Enfermagem.

Abstract: This technological development work addresses the creation of an e-book that brought together evidence, information and guidance to support nursing care for patients in the perioperative period. This is a methodological research developed in two phases (I) exploratory that constituted two stages: literature review; search in manuals and guidelines; (II): elaboration of the technology, with six stages: definition of the content; e-book evaluation; definition of the text editor; e-book publishing and image selection; video production; and final e-book edition. As a result, an e-book entitled MELHORES PRÁTICAS DE ENFERMAGEM NO ATENDIMENTO A PACIENTES EM PERÍODO PERIOPERATÓRIO, was obtained, which deals with the historicity and evolution of the anesthetic-surgical act, the nursing work process and the care practices available to patients during the period. perioperative. Designed to be a permanent education tool, it is characterized by high complexity, as it is the result of the association of different actors and the interaction of multiple knowledge such as design, video production and text editing. The innovative characteristic is based on the content being a compilation of current scientific evidence on the topic, with the inclusion of educational videos, instruments and scales used in the perioperative period, in addition to activities for review, fixation and self-assessment. Of national scope, it has a scientific, social and educational impact, by providing unity in patient care and excellence in practices, with the contribution of new knowledge to the nursing area.

Produto tecnológico cuidativo-educacional para promoção do aleitamento materno / Care-educational technological product to promote breastfeeding

Resumo: Este trabalho de desenvolvimento tecnológico apresenta a produção do primeiro material registrado em nível nacional com a proposta didática intitulada "Meu plano de aleitamento materno", para educação, apoio e promoção, destinada a gestantes e lactantes. Teve como objetivo desenvolver tecnologia educacional pelo(a) enfermeiro(a) para subsidiar o público específico e levar a sociedade a compreender que o leite materno é capaz de melhorar substancialmente os desfechos de saúde. Trata-se de pesquisa metodológica, de produção tecnológica, desenvolvida em três fases: na primeira foi realizado o diagnóstico situacional; a segunda fase é denominada exploratória, por meio de revisão de literatura e contextualização da problemática na prática profissional; e a terceira fase caracterizou-se pela construção da tecnologia cuidativo-educacional. O período de estudo foi de março de 2022 a dezembro de 2023. Utilizou-se o software Canva para a construção do produto. Como resultado, produziu-se material didático composto de textos, imagens, disponibilidade de QR code e links para acessar vídeos, fundamentados em leis, políticas públicas nacionais, diretrizes e protocolos relacionados ao aleitamento materno. Concluiu-se que a tecnologia desenvolvida atende à necessidade dos profissionais para subsidiar a prática profissional como possibilidade de método para educação em saúde, sendo possível replicar para outros temas. A tecnologia desenvolvida é capaz de cumprir o propósito de auxiliar enfermeiros na aproximação de pacientes e respectivos familiares a fim de promover o preparo e a manutenção do aleitamento materno articulado entre a Atenção Primária à Saúde e o ambiente hospitalar, além de contemplar esclarecimentos importantes proporcionando benefícios a curto e longo prazo para a díade, sociedade e ambiente.

Abstract: This technological development work presents the production of the first material registered at national level with the didactic proposal entitled "My breastfeeding plan", for education, support and promotion, aimed at pregnant and breastfeeding women. The objective was to develop educational technology for nurses to support the specific public and lead society to understand that breast milk is capable of substantially improving health outcomes. This is methodological research, technological production, developed in three phases: in the first, the situational diagnosis was carried out; the second phase is called exploratory, through literature review and contextualization of the problem in professional practice; and the third phase was characterized by the construction of care-educational technology. The study period was from March 2022 to December 2023. Canva software was used to build the product. As a result, teaching material was produced consisting of texts, images, availability of QR code and links to access videos, based on laws, national public policies, guidelines and protocols related to breastfeeding. It was concluded that the technology developed meets the need of professionals to support professional practice as a possible method for health education, and can be replicated for other topics. The technology developed is capable of fulfilling the purpose of assisting nurses in approaching patients and their families in order to promote the preparation and maintenance of breastfeeding articulated between Primary Health Care and the hospital environment, in addition to providing important clarifications providing benefits short and long term for the dyad, society and environment.

A systematic review on the use of technology to enhance the academic achievements of children with attention deficit hyperactivity disorder in language learning.

This review investigates the use of technology for children and adolescents with Attention Deficit Hyperactivity Disorder and their academic achievements in language learning, as well as their attitudes towards technology use. The goal is to integrate this information in order to learn how technology is provided to this population regarding first and second language learning, and also how effective and appropriate its use is and how it is perceived by stakeholders in the learning process. A systematic review was conducted, and after the final screening process, 15 studies were analysed, the majority of which were about first language learning (n = 11). Most studies found that technology use has a positive impact on students' language skills and that students tend to find it more motivating and engaging. While these technologies seem to be promising tools for improving skills, further studies must be conducted, especially in the field of second language learning.

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.

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.].

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.