Development and assessment of learning objects about intramuscular medication administration

Abstract

OBJECTIVES: to develop and assess a learning object about intramuscular medication administration for nursing undergraduates and nurses. METHOD: a random, intentional and non-probabilistic sample was selected of nurses from a Brazilian social network of nursing and students from the Undergraduate Program at the University of São Paulo School of Nursing to serve as research subjects and assess the object. RESULTS: the participants, 8 nurses and 8 students, studied the object and answered an assessment instrument that included the following criteria: educational aspects (relevance of the theme, objectives and texts/hypertexts), interface of the environment (navigation, accessibility and screen design) and didactic resources (interactivity and presentation of resources). In total, 128 significant answers were obtained, 124 (97%) of which were positive, assessed as excellent and satisfactory, considered as a flexible, dynamic, objective resources that is appropriate to the nursing learning process. CONCLUSION: the educational technology shows a clear and easily understandable language and the teaching method could be applied in other themes, contributing to the education and training of nursing professionals, positively affecting nursing teaching, stimulating the knowledge, autonomous and independent learning, aligned with the new professional education requirements.

Satisfaction and usability of an information and communications technology in nursing education: a pilot study

“…This free-access, anonymous, and free-of-charge platform was the object of a preliminary study and is currently being implemented in a nursing school (Ângelo, 2017). Several studies have revealed benefits for the teaching-learning process, mainly the use of ICT, including virtual learning objects (Aredes, Góes, Silva, Gonçalves, & Fonseca, 2015;Kim et al, 2017;Tamashiro & Peres, 2014), that adapt to and respect the pace of every student (Rawson & Quinlan, 2002;Roney et al, 2017). Aredes et al (2015) add that resources allow respected the learning rhytm of each student and contribute to imprve his or her autonomy enhancement.…”

Online course on advanced life support in cardiorespiratory arrest: innovation for continuing education

“…Technological resources, such as games, videos, exercises and links, allow the participant to learn independently, privileging interactive teaching strategies and freedom to learn, according to their own rhythm and style of learning (5) . The creation of storyboards favored the communication between the production teams and the researcher, and allowed the organization of the contents, optimizing time and development costs.…”

“…The creation of storyboards favored the communication between the production teams and the researcher, and allowed the organization of the contents, optimizing time and development costs. As digital technological resources, learning objects have some characteristics that favor the use, mainly in the educational area, such as flexibility, reusability, updating, interoperability and portability (5) , and can be made available through hyperlinks in virtual learning environment.…”

“…Understandable as educational resources, learning objects are able to convey information in various formats and languages, such as illustrations, still images, videos, audios, texts, hypertexts, web pages, games, interactive exercises and simulations, to aid teaching and learning as well as stimulating the development of personal capacities, such as reasoning, creativity and decision-making (5) . These aspects are important in the construction of nurses' competencies, including in emergency situations, such as in cardiorespiratory arrest care.…”

Aproximación al origen de la noción de objeto de aprendizaje: revisión histórico - bibliográfica

“…Entre los múltiples desarrollos, propuestas y proyectos reportados a través de artículos se encuentran diversas experiencias en el campo de la educación, en diferentes áreas que han intentado aproximarse al uso de los OA en las aulas en los diferentes niveles educativos, tal como para la enseñanza de la bibliotecología [66], el aprendizaje de la farmacología [67], la ingeniería de software [41], entre muchos otros proyectos en el ámbito de la experiencia educativa [68][69][70][71][72]; algunas iniciativas han estado dirigidas a crear referencias para el diseño, desarrollo, catalogación, adaptación y concreción exitosa de los OA [73], la metodología de los OA [74][75][76][77][78], otros se relacionan con la evaluación de los OA en su principal característica, la reusabilidad [79].…”