O uso do blog como estratégia de educação continuada em enfermagem: uma revisão integrativa da literatura

Almeida, Bernadete Lourdes Oliveira da Silva; Christóvam, Bárbara Pompeu; Correia, Dayse Mary da Silva

doi:10.6018/eglobal.17.1.277841

Cited by 3 publications

(6 citation statements)

References 13 publications

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“…Evidence on the use of blogs in teaching subjects in these areas reveals the wide variety of possibilities, including their use as tools for a better understanding of food systems, work on cultural aspects, narratives of students' own experiences in implementing sustainable practices, and regular training in nutritional assessment instruments (Leveritt, Ball, & Desbrow, 2013;Maher & Burkhart, 2017;Paulus & Spence, 2010;Romero, Espinoza, & Hernández, 2019). Other articles have analysed the use of blogs in the teaching of nutrition in the field of Nursing, where a good number of previous approaches focussed on factors such as the good reception by students (Lin & Shen, 2013;Reed & Edmunds, 2015) provided the factors influencing low participation are addressed (Moule, Ward, & Lockyer, 2010), the possibilities they offer to improve the standard of training (Garrity et al, 2014;Maag, 2005), and the advantages of being able to reach a greater number of people interested in health care and food given the potential of blogs to share knowledge and inform (Almeida, Christovam, & Correia, 2018).…”

Section: Introductionmentioning

confidence: 99%

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Caballero

Castillo

Ballesteros-Yáñez

et al. 2019

Int J Educ Technol High Educ

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Tools for online collaboration are becoming increasingly prevalent in recent years. Certain characteristics of these tools encourage this proliferation: they are easy to use, always available, allow knowledge to be built collaboratively and disseminated quickly through social networks, and are usually free of charge. In this context, blogs are becoming increasingly important in the field of health as digital newspapers and magazines that support a large number of multimedia formats. The possibility to subscribe to blogs and their availability in formats adaptable to mobile devices mean their content can be taken anywhere. Although the use of blogs is well-established among Health Science professionals, their use among university professors as a component of the teaching strategies in these disciplines is much less common, and thus the benefits, risks and limitations of using blogging as a pedagogical tool are poorly understood. In this preliminary evaluation of a pedagogy, a public WordPress-based blog was developed for the Nutrition and Dietetics module of the undergraduate course in Nursing at the University of Castilla-La Mancha (Spain). This was primarily intended as way to use ICT to increase the level of student engagement and interest in learning the subject, but also as a way to introduce future health professionals to the world of blogging. This paper describes our experiences with this pedagogical project and discusses the advantages and disadvantages of the use of blogs in university Health Sciences teaching. Incorporating this tool into teaching methodologies takes advantages of the theoretical possibilities it offers, which include crucial aspects such as developing critical thinking, acquiring knowledge, answering questions from students, and enabling new mechanisms to develop the skills that must be acquired. However, the challenges and inconveniences are also highlighted; these are principally the lack of motivation and the low participation of the students. By analysing the outcomes of this preliminary evaluation of a pedagogy, it is concluded that blogs are a very useful tool, although it is suggested that the literature shows a certain bias toward the publication of successful trials.

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Section: Introductionmentioning

confidence: 99%

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Caballero

Castillo

Ballesteros-Yáñez

et al. 2019

Int J Educ Technol High Educ

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“…Las ideas de esta investigación van por la misma línea que la de Almeida et al (2018), Hermann-Acosta et al, (2019), y Pinya et al (2016, en las posibilidades que el blog puede aportar al mejoramiento de la actitud en las actividades académicas. Sin embargo, enfatizan, en diversas formas, que no son exclusivas ni suficientes para desarrollarla, por lo que se puede afirmar que el blog no garantiza que exista consistencia temporal de los componentes de la actitud.…”

Section: Discussionunclassified

“…Sin embargo, enfatizan, en diversas formas, que no son exclusivas ni suficientes para desarrollarla, por lo que se puede afirmar que el blog no garantiza que exista consistencia temporal de los componentes de la actitud. De acuerdo con la propuesta de Almeida et al (2018), quienes realizaron un estudio sobre el blog en el área de enfermería, este EVA tiene un potencial para crear no solo un circuito colaborativo de información vinculado a intereses académicos, sino además de reflexión sobre buenas prácticas profesionales. En tal sentido, el blog se convierte en un aparato digital de complemento formativo de los futuros enfermeros y enfermeras.…”

Section: Discussionunclassified

Uso pedagógico del blog en el componente actitudinal de la competencia comunicativa escrita

Cornelio-Ramos

2022

Rev. Electr. Educare

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Objetivo. Con este estudio, basado en los entornos virtuales de aprendizaje (EVA) y en la teoría tridimensional de la actitud, se pretende determinar el impacto del uso pedagógico del blog en WIX –plataforma de desarrollo web– en el componente actitudinal de la competencia comunicativa escrita en el estudiantado del curso Nivelación de Redacción de la Universidad Tecnológica del Perú (UTP). Metodología. Se utilizó el diseño cuasiexperimental y el enfoque cuantitativo. La muestra la conformaron 50 estudiantes: 26 para el control y 24 para el experimento, en el que se aplicó una encuesta tipo escala Likert de tres dimensiones, en un pretest y postest. Resultados. Los resultados evidenciaron que el grupo experimental alcanzó el nivel logrado y el control en proceso. En la primera y segunda dimensión, el experimento llegó al nivel logrado (m=29.08) y (m=29.08), respectivamente. En cambio, el grupo de control alcanzó el nivel en proceso (m=23.73) y (m=26.77), respectivamente. En la tercera dimensión, ambos grupos alcanzaron el nivel en proceso: m=28.08 y m=26.35, respectivamente. Conclusiones. El estudiantado que utilizó el blog desarrolló significativamente el gusto por la escritura académica y mejoró sobremanera la percepción sobre esta, pero no pudo modificar totalmente la predisposición conductual, lo que demostró que trabajar la escritura con plataformas digitales no institucionales no garantiza que haya consistencia temporal entre los componentes de la actitud, por lo que la percepción de las personas escritoras novatas no necesariamente se modifica, a la par, que el gusto por escribir y la forma de actuar como personas escritoras. Los componentes pueden desarrollarse independientemente.

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“…Nearly all of the identified papers and studies (n = 10) were situated from the general nursing context; only two papers were within the emergency nursing context (Bakhsh & Perona, 2019;Hernandez et al, 2019). The majority of papers (n = 8) were published in or after 2016 (Almeida et al, 2018;Bakhsh & Perona, 2019;De Sousa et al, 2018;Hernandez et al, 2019;Jackson, 2017;Pilcher & Harper, 2016;Pizzuti et al, 2020;Reinbeck & Antonacci, 2019). The majority of papers (n = 7) were largely conceptual in nature and talked about how social media or a specific social media platform could be used for education (Almeida et al, 2018;Billings, 2009;Bristol, 2010;Moorley & Chinn, 2015;Pilcher & Harper, 2016;Reinbeck & Antonacci, 2019;Wilson et al, 2014).…”

Section: Study Informationmentioning

confidence: 99%

“…The majority of papers (n = 8) were published in or after 2016 (Almeida et al, 2018;Bakhsh & Perona, 2019;De Sousa et al, 2018;Hernandez et al, 2019;Jackson, 2017;Pilcher & Harper, 2016;Pizzuti et al, 2020;Reinbeck & Antonacci, 2019). The majority of papers (n = 7) were largely conceptual in nature and talked about how social media or a specific social media platform could be used for education (Almeida et al, 2018;Billings, 2009;Bristol, 2010;Moorley & Chinn, 2015;Pilcher & Harper, 2016;Reinbeck & Antonacci, 2019;Wilson et al, 2014). The remaining papers discussed either an intervention or survey with respect to social media (Bakhsh & Perona, 2019;De Sousa et al, 2018;Hernandez et al, 2019;Jackson, 2017;Pizzuti et al, 2020).…”

Section: Study Informationmentioning

confidence: 99%

Use of Social Media and Free Open Access Medicine (FOAM) for Continuing Education in Emergency Nursing: A Scoping Review

Tenorio,

Siegmund,

Oxland

et al. 2024

CJEN

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Objective: Emergency nurses are responsible for ensuring that they have up-to-date knowledge and skills to deal with any situation that may present in clinical practice. As an emerging trend for learners to obtain and discuss evidence-based medical education, social media, Free Open Access Medical education (FOAM) and Free Open Access Nursing education (FOAN) could be used for continuing education in emergency nursing. This scoping review aims to discover what is known about social media and FOAM in continuous emergency nursing education. Methods: This scoping review was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses – Extension for Scoping Reviews (PRISMA-ScR). The review searched three databases (Medline, CINAHL, and Web of Science) for any paper that discussed social media or FOAM in the context of continuing education in either general or emergency nursing published in any year. Of the 346 records screened, 12 studies were reviewed for their description of social media for continuing education use and any reported challenges or outcomes. Results: The current state of literature is limited in describing the use of social media with continuing education specifically in emergency nursing. Rather than as a primary educational intervention, social media has been used to enhance other educational strategies or as in-the-moment forms of learning. Studies that utilized social media showed favorability to its use, but there were often challenges to the methodology of these studies. Despite papers describing the elements of FOAM, papers within the nursing literature did not use this term. Conclusion: Although the literature on social media in emergency and general nursing literature is growing, it is superficial and broad. More studies are needed to see the overall effects of social media in continuing education in emergency nursing. Keywords: continuing education, emergency nursing, nursing education, social media.

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O uso do blog como estratégia de educação continuada em enfermagem: uma revisão integrativa da literatura

Cited by 3 publications

References 13 publications

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Uso pedagógico del blog en el componente actitudinal de la competencia comunicativa escrita

Use of Social Media and Free Open Access Medicine (FOAM) for Continuing Education in Emergency Nursing: A Scoping Review

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