Computer and laboratory simulation in the teaching of neonatal nursing: innovation and impact on learning

Abstract

Objectives: to evaluate the cognitive learning of nursing students in neonatal clinical evaluation from a blended course with the use of computer and laboratory simulation; to compare the cognitive learning of students in a control and experimental group testing the laboratory simulation; and to assess the extracurricular blended course offered on the clinical assessment of preterm infants, according to the students. Method: a quasi-experimental study with 14 Portuguese students, containing pretest, midterm test and post-test. The technologies offered in the course were serious game e-Baby, instructional software of semiology and semiotechnique, and laboratory simulation. Data collection tools developed for this study were used for the course evaluation and characterization of the students. Nonparametric statistics were used: Mann-Whitney and Wilcoxon. Results: the use of validated digital technologies and laboratory simulation demonstrated a statistically significant difference (p = 0.001) in the learning of the participants. The course was evaluated as very satisfactory for them. The laboratory simulation alone did not represent a significant difference in the learning. Conclusions: the cognitive learning of participants increased significantly. The use of technology can be partly responsible for the course success, showing it to be an important teaching tool for innovation and motivation of learning in healthcare.

Serious games, a game changer in teaching neonatal resuscitation? A review

“…To manage oxygenation problems in preterm babies, the computer game ‘ e-Baby’ (University of São Paulo, São Paulo, Brazil) was developed to train nursing students (figure 4B). 39 40 The learner is given a medical history of a preterm baby with respiratory problems, and afterwards chooses the correct clinical assessment tools and questions and answers related to the case. Fourteen nursing students played the game for a duration of 15 days and reported it was (1) ‘easier to learn information’, (2) ‘easy to use’ and (3) didactic 39 40.…”

“…39 40 The learner is given a medical history of a preterm baby with respiratory problems, and afterwards chooses the correct clinical assessment tools and questions and answers related to the case. Fourteen nursing students played the game for a duration of 15 days and reported it was (1) ‘easier to learn information’, (2) ‘easy to use’ and (3) didactic 39 40. Moreover, 93% of participants enjoyed the autonomy or accountability of the game 39 40.…”

“…Fourteen nursing students played the game for a duration of 15 days and reported it was (1) ‘easier to learn information’, (2) ‘easy to use’ and (3) didactic 39 40. Moreover, 93% of participants enjoyed the autonomy or accountability of the game 39 40. A limitation of the study was the lack of any quantitative assessment of potential improvements in educational or clinical outcomes.…”

Simulação de realidade virtual imersiva no procedimento de punção venosa periférica para coleta de sangue a vácuo

“…O desenvolvimento tecnológico vem proporcionando diversas mudanças no processo de ensino aprendizagem, entre elas a utilização de ambientes virtuais de aprendizagem através do uso de diversos dispositivos como o computador, smartphones e tabletes (VALENTINI;SOARES, 2010). Com isso vem possibilitando que a simulação possa ser realizada nesses ambientes virtuais de aprendizagem (digitais) por meio de softwares em diversos dispositivos eletrônicos, oferecendo ambientes que estimulem os indivíduos a interagirem em conflitos artificiais proporcionando condições de aprendizagem (FONSECA;AREDES;SCOCHI, 2014). O termo software (programa computacional) designa um conjunto de instruções ordenadas e lógicas para a execução de determinadas tarefas ao hardware (parte física do computador) (SADIKU; ALEXANDER; MUSA, 2014).…”

“…Em experiência brasileira de simulação virtual com uso de um serious game, um software educacional sobre semiotécnica e semiologia do recém-nascido mostrou que o jogo foi adequado para o ensino do conteúdo aos estudantes de enfermagem (FONSECA et al, 2016). Outra experiência brasileira de serious game para capacitação de profissionais na atenção a violência de gênero, mostrou que o jogo é uma estratégia eficaz de ensino e treinamento (ALMEIDA; SILVA; MACHADO, 2013).…”