Validation of virtual learning object to support the teaching of nursing care systematization

Salvador, Pétala Tuani Candido de Oliveira; Mariz, Camila Maria dos Santos; Vítor, Allyne Fortes; Ferreira Júnior, Marcos Antônio; Fernandes, Maria Isabel Domingues; Martins, José Carlos Amado; Santos, Viviane Euzébia Pereira

doi:10.1590/0034-7167-2016-0537

Pétala Tuani Candido de Oliveira Salvador CORRESPONDING AUTHOR: Pétala Tuani Candido de Oliveira Salvador. E-mail: petalatuani@hotmail.com

Universidade Federal do Rio Grande do Norte, Postgraduate Program in Nursing. Natal, Rio Grande do Norte, Brazil.

Camila Maria dos Santos Mariz

Universidade Federal do Rio Grande do Norte, Health Sciences Center, Department of Nursing. Natal, Rio Grande do Norte, Brazil.

Allyne Fortes Vítor

Universidade Federal do Rio Grande do Norte, Postgraduate Program in Nursing. Natal, Rio Grande do Norte, Brazil.

Marcos Antônio Ferreira Júnior

Universidade Federal do Rio Grande do Norte, Postgraduate Program in Nursing. Natal, Rio Grande do Norte, Brazil.

Maria Isabel Domingues Fernandes

Escola Superior de Enfermagem de Coimbra, Scientific-Pedagogical Unit of Medical-Surgical Nursing. Coimbra, Portugal.

José Carlos Amado Martins

Escola Superior de Enfermagem de Coimbra, Scientific-Pedagogical Unit of Medical-Surgical Nursing. Coimbra, Portugal.

Viviane Euzébia Pereira Santos

Universidade Federal do Rio Grande do Norte, Postgraduate Program in Nursing. Natal, Rio Grande do Norte, Brazil.

CORRESPONDING AUTHOR: Pétala Tuani Candido de Oliveira Salvador. E-mail: petalatuani@hotmail.com

Screen	Objective	Composing Items
Initial screen	Present the Virtual Object with navigation instructions	Initial text with welcome Navigation Instructions Conceptual map with schematization of the concepts and access buttons to content screens
Presentation screen	Provide information on the development and composition of the Virtual Object	Initial text with presentation of the thesis project of the Virtual Object development and validation Information about the target audience, objective and contents of the Virtual Object
Credits screen	Present institutions and team responsible for the development of the Virtual Object	Information from production and financing institutions and development team
Content screen 1 Nursing Care Systematization: concept and benefit	Learning objective: To understand the concept and importance of Nursing Care Systematization (SAE)	Title Learning ObjectiveInteractive text with hyperlinks Synthesis of concepts Reading tips Proposal of the activity
Content screen 2 Ethical-legal aspects of Nursing Care Systematization	Learning objective: To identify the historical and ethical-legal aspects that involve SAE	Title Learning Objective Interactive text with hyperlinks Synthesis of concepts Reading tips Proposal of the activity
Content screen 3 Operationalization of Nursing Care Systematization	Learning objective: To understand the difference between the concepts of SAE and the Nursing Process	TitleLearning Objective Interactive text with hyperlinks Synthesis of conceptsReading tips Proposal of the activity
Content screen 4 Nursing Process: stages and integration of nursing professional	Learning objective: To perceive the phases of the Nursing Process and the importance of nursing professional participation in SAE	Title Learning Objective Interactive text with hyperlinks Synthesis of concepts Reading tips Proposal of the activity

Fehring criteria (1994)	Points	Adapted criteria	Adapted points
Master's in nursing	4	Master's in Nursing(Criteria required)	0
Master's in nursing - Dissertation with relevant contents of the clinical area	1	Master's with dissertation on SAE	2
Research (with publication) in the diagnostics area	2	Research in the SAE area	3
Article published in the area of diagnostics in an influential journal	2	Article published in the SAE area in an influential journal	2
PhD in diagnosis	2	PhD with dissertation on SAE	4
Clinical practice of at least one year in the area of nursing in a clinic	1	Experience as teacher of Technical Nursing Course of at least six months	2
Certificate in clinical medical area with proven clinical practice	2	Certificate of specialization in the area of technical education	1
Maximum score	14	Maximum score	14

DELPHI 1 STAGE
Item	Adequate		Partially adequate		Inadequate		CVC
Item	n	%	n	%	n	%	CVC
Initial screen	3	37.5	5	62.5	-	-	0.79
Presentation screen	5	62.5	3	37.5	-	-	0.88
Credits screen	7	87.5	1	12.5	-	-	0.96
Content screen 1	5	62.5	3	37.5	-	-	0.88
Content screen 2	3	37.5	4	50.0	1	12.5	0.75
Content screen 3	3	37.5	4	50.0	1	12.5	0.75
Content screen 4	3	37.5	4	50.0	1	12.5	0.75
DELPHI 2 STAGE
Item	Adequate		Partially adequate		Inadequate		CVC
Item	n	%	n	%	n	%	CVC
Initial screen	6	85.7	1	14.3	-	-	0.95
Presentation screen	6	85.7	1	14.3	-	-	0.95
Credits screen	7	100.0	-	-	-	-	1.00
Content screen 1	7	100.0	-	-	-	-	1.00
Content screen 2	6	85.7	1	14.3	-	-	0.95
Content screen 3	6	85.7	1	14.3	-	-	0.95
Content screen 4	6	85.7	1	14.3	-	-	0.95

Item	Modified aspects	Non-modified aspects/Explanation
Initial screen	Modifications/corrections of the text: to be initiated with welcome; the navigation guidelines and presentation of the conceptual map were improved; grammatical corrections were performed Modifications/corrections in the image of the conceptual map: step 5 of the Nursing Process was included; the buttons that present the content pages were differentiated by colors to facilitate oriented navigation in the VLO; The UFRN logo was modified.	The letter size was not increased, but it is suggested that the user works with zoom, which allows this functionality.
Presentation screen	Presentation: the information that it is suggested to use the VLO in the blended learning teaching mode was included; Objective: it was modified for general purpose and the specific objectives for each page of content were transposed; Contents: the contents that compose the VLO were highlighted;Item "Reflect upon this to learn more": it was emphasized that the suggestions of activities are not summative evaluations, but rather stimuli to learning; Grammatical corrections were performed.	The letter size was not increased, but it is suggested that the user works with zoom, which allows this functionality.
Credits screen	The UFRN logo was modified; The authors' training background was added.	Nothing to declare
Content screen 1	The learning objective was added; Content: content optimization was conducted, with reduced presented information and increased text dynamicity; Item "Reflect upon this to learn more": tools for infographic construction were reduced and video tutorials added in Portuguese; Grammatical corrections were performed; An image (post-it) with a summary of what was presented on the page was added at the end of the content; Bibliographic references have been reallocated to the bottom of the page and links to online access have been added; Design: The background color matches the Home Page button, and a top navigation bar was added in the VLO.	Nothing to declare
Content screen 2	The learning objective was added; Content: content optimization was conducted, with the reduction of presented information and the increase in the dynamicity of the text, besides highlighting the contribution of ABEn in the process of struggle for SAE; Item "Reflect upon this to learn more": the tools of construction of HQ were replaced by one in Portuguese and the video tutorial was added in Portuguese; Grammatical corrections were performed; An image (post-it) with a summary of what was presented on the page was added at the end of the content; Bibliographic references have been reallocated to the bottom of the page and links to online access was added; Design: background color matches Home Page's conceptual map button and a top navigation bar was added in the VLO.	The historical course was maintained with reductions only in content and increased dynamism of the text, as it is aimed, in this page, that the student understands how the legislations referring to SAE have evolved in the course of history.
Content screen 3	The learning objective was added; Content: content optimization was conducted, with reduced presented information and increased text dynamicity;Item "Reflect upon this to learn more": reduced tools to construct word clouds and tutorial videos were added in Portuguese; Grammatical corrections were performed; An image (post-it) with a summary of what was presented on the page was added at the end of the content; Bibliographic references have been reallocated to the bottom of the page and links to online access was added; Design: background color matches Home Page's conceptual map button and a top navigation bar was added in the VLO.	The discussion about the differences between SAE and the Nursing Process was maintained, with due references to the literature that presents this distinction. The authors' understanding that the confusion the use of terms without distinction may be an element capable of constituting an obstacle to the consolidation of SAE, insofar as the professionals do not understand it in its essence.
Content screen 4	The learning objective was added; Content: content optimization was conducted, with reduced presented information and increased text dynamicity;Item "Reflect upon this to learn more": tools for infographic construction were reduced and video tutorials added in Portuguese; Grammatical corrections were performed; An image (post-it) with a summary of what was presented on the page was added at the end of the content; Bibliographic references have been reallocated to the bottom of the page and links to online access was added; Design: background color matches Home Page's conceptual map button and a top navigation bar was added in the VLO.	Nothing to declare

DELPHI 1 STAGE
Critério	Likert scale						CVC
	1 (Inadequate)		2 (Partially adequate)		3 (Adequate)
	n	%	n	%	n	%
Behavioral	-	-	4	50.0	4	50.0	0.83
Objectivity	-	-	4	50.0	4	50.0	0.83
Simplicity	1	12.5	3	37.5	4	50.0	0.79
Clarity	-	-	5	62.5	3	37.5	0.79
Relevance	-	-	1	12.5	7	87.5	0.96
Precision	1	12.5	3	37.5	4	50.0	0.79
Variety	-	-	4	50.0	4	50.0	0.83
Modality	-	-	4	50.0	4	50.0	0.83
Typicality	-	-	1	12.5	7	87.5	0.96
Credibility	-	-	2	25.0	6	75.0	0.92
Range	-	-	3	37.5	5	62.5	0.88
Balance	-	-	3	37.5	5	62.5	0.88
DELPHI 2 STAGE
Critério	Likert scale						CVC
	1 (Inadequate)		2 (Partially adequate)		3 (Adequate)
	n	%	n	%	n	%
Behavioral	-	-	1	14.3	6	85.7	0.95
Objectivity	-	-	1	14.3	6	85.7	0.95
Simplicity	-	-	2	25.6	5	71.4	0.90
Clarity	-	-	-	-	7	100.0	1.00
Relevance	-	-	-	-	7	100.0	1.00
Precision	-	-	3	42.9	4	57.1	0.86
Variety	-	-	-	-	7	100.0	1.00
Modality	-	-	1	14.3	6	85.7	0.95
Typicality	-	-	-	-	7	100.0	1.00
Credibility	-	-	-	-	7	100.0	1.00
Range	-	-	-	-	7	100.0	1.00
Balance	-	-	1	14.3	6	85.7	0.95

[1] CORRESPONDING AUTHOR: Pétala Tuani Candido de Oliveira Salvador. E-mail: petalatuani@hotmail.com

Brasil

Brasil

Validation of virtual learning object to support the teaching of nursing care systematization

Validación de objeto virtual de aprendizaje como apoyo a enseñanza de atención sistematizada de enfermería

ABSTRACT

Objective:

Method:

Results:

Conclusion: