Instructional design in the development of an online course on Basic Life Support

Abstract

Objective:To develop and evaluate an online course on Basic Life Support. Method: Technological production research of online course guided by the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design model based on Andragogy and the Meaningful Learning Theory. The online course was constructed in the platform Moodle, previously assessed by a group of experts, and then presented to the students of the Nursing School of the University of São Paulo, who assessed it at the end of the course. Results: The course was evaluated by the experts and obtained a mean score of 0.92 (SD 0.15), considered as good quality (between 0.90-0.94), and by the students, with a mean score of 0.95 (SD 0.03), considered as high quality (0.95-1.00). Conclusion:The instructional design used was found to be appropriate to the development of the online course. As an active educational strategy, it contributed to the learning on Basic Life Support during cardiac arrest-related procedures in adults. In view of the need for technological innovations in education and systematization of care in cardiopulmonary resuscitation, the online course allows the establishment of continuous improvement processes in the quality of resuscitation in the care provided by students and professionals.

Instructor-led distance learning for training students in cardiopulmonary resuscitation: A randomized controlled study

“…Therefore, CPR training for laypersons is an important step in improving OHCA outcomes. The time and space constraints of face-to-face CL training have increased interest in online DL training, which has been complemented by recent technological innovations [ 10 , 15 ]. This study evaluated instructor-led online DL training in taking advantage of the benefits of instructor feedback and reduce the limitations of CL training.…”

Readiness towards online learning among physiotherapy undergraduates

“…Understanding or analysing the learners’ needs is the first recommended step in developing an online course in instructional designs such as ASSURE [ 31 ] and ADDIE [ 32 – 34 ]. Kemp design models have also been used to determine learner characteristics as a component of instructional design process [ 35 , 36 ].…”

Estratégias de ensino da simulação do Suporte Básico de Vida em Enfermagem: Uma revisão integrativa

“…Sobre o delineamento de pesquisa dos artigos selecionados encontrou-se um estudo de coorte (6,25%) (Roel & Bjork, 2020), sete (43,75%) quase experimental (Kose , Mendi & Goktas;Barbosa et al, 2019;Kim, 2018;Johnson et al, 2016;Partiprajak & Thongpo, 2016), dois (12,5%) (Alves et al, 2019;Tobase et al, 2018) de produção tecnológica, um experimental (6,25%) Smereka et al, 2019), um metodológico (6,25%) (Costa, Tibúrcio, Dantas, Galvão &Torres, 2018) e quatro (25%) randomizados e aleatorizados (Carbogim et al, 2018;Lapucci et al, 2018;Coppens, Verhaege, Van Hecke & Beeckman, 2017;Tastan et al, 2017 Examinar a retenção do conhecimento BLS, auto eficácia e desempenho em compressão torácica de estudantes de graduação em enfermagem tailandeses ao realizar um curso de BLS em três fases, pré-teste, imediatamente pós-teste e pré-teste em 3 meses após o treino Aplicação de palestra de 1 hora de teoria sobre BLS melhora a compressão torácica dos estudantes no pósteste. Após 3 meses, não houve mudança significativa no pré-teste.…”

“…Estudos comprovam que o emprego das tecnologias no ensino ao SBV sustenta o conhecimento para aplicação em simulação real, através de jogo objeto virtual de aprendizagem (OVA) e curso online (Lapucci et al, 2018;Tastan et al, 2017;Tobase et al, 2018). A educação à distância se destaca na atualidade como modalidade alternativa e diferenciada.…”