Evolução do ensino de enfermagem no uso da tecnologia educacional: uma <i>scoping review</i>

Barbosa, Mayara Lima; Atanasio, Lhana Lorena de Melo; Medeiros, Suzane Gomes de; Saraiva, Cecília Olívia Paraguai de Oliveira; Santos, Viviane Euzébia Pereira

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Brasil

Revista Brasileira de Enfermagem

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Brasil

Español English

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Sumário

REVISÃO • Rev. Bras. Enferm. 74 (suppl 5) • 2021 • https://doi.org/10.1590/0034-7167-2020-0422 copiar

Evolução do ensino de enfermagem no uso da tecnologia educacional: uma scoping review

Autoria SCIMAGO INSTITUTIONS RANKINGS

RESUMO

Objetivo:

Identificar e mapear as ferramentas tecnológicas da informação e comunicação para apoio ao processo de ensino-aprendizagem em cursos de graduação em Enfermagem.

Métodos:

Trata-se de uma scoping review, cuja busca foi realizada em sete bases de dados e na literatura cinzenta. Após a análise da seleção inicial, 88 textos foram lidos na íntegra e 29 compuseram a amostra final.

Resultados:

O ambiente e objeto virtual de aprendizagem, simulação, hipermídia e software ou aplicativos para celular foram as ferramentas utilizadas pelos docentes de Enfermagem. Os estudos destacam que a aplicação da tecnologia foi importante no processo de ensino-aprendizagem, pois estimulou o ensino baseado no cuidado seguro, motivou e desenvolveu habilidades/competências, apoiando-se na aprendizagem significativa, efetiva, flexível e autônoma.

Conclusão:

Destaca-se a contribuição da tecnologia para a formação de enfermagem, mas é salutar ressaltar que seu emprego seja crítico, reflexivo, embasado em teorias pedagógicas e desenvolvido por docentes capacitados.

Descritores:
Tecnologia Educacional; Tecnologia da Informação; Educação em Enfermagem; Ensino; Enfermagem

ID	Título	Ano/ País	Delineamento/ número de pacientes	Desenho metodológico
T1	An educational proposal to teach a pressure ulcer management course online to students and nursing professionals ⁽ ¹²12 Costa JB, Peres HHC, Rogenski NMB, Baptista CMC. An educational proposal to teach a pressure ulcer management course online to students and nursing professionals. Acta Paul Enferm. 2009;22(5):607-11. https://doi.org/10.1590/S0103-21002009000500002 Portuguese. https://doi.org/10.1590/S0103-2100200900... ⁾	2009 Brasil	Pesquisa aplicada/ Não se aplica	Não se aplica
T2	Web-based simulation: a tool for teaching critical care nursing. Rev. latinoam. enferm ⁽ ¹³13 Barbosa SFF, Marin HF. Web-based simulation: a tool for teaching critical care nursing. Rev Latino-Am Enferm. 2009;17(1):7-13. https://doi.org/10.1590/S0104-11692009000100002 Portuguese. https://doi.org/10.1590/S0104-1169200900... ⁾	2009 Brasil	Pesquisa aplicada/ Não se aplica	Não se aplica
T3	Evaluation of a Complementary Cyber Education Program for a Pathophysiology Class ⁽ ¹⁴14 Yoo JS, Ryue SH, Lee JE, Ahn JA. Evaluation of a Complementary Cyber Education Program for a Pathophysiology Class. Korean J Med Educ. 2009;21(4). https://doi.org/10.3946/kjme.2009.21.4.365 https://doi.org/10.3946/kjme.2009.21.4.3... ⁾	2009 Coreia do Sul	Estudo de intervenção n = 121	Uso da tecnologia no ensino versus ensino tradicional
T4	Virtual objects to support the teaching-learning process of physical examination in nursing⁽¹⁵15 Corradi MI, Silva SH, Scalabrin EE. Virtual objects to support the teaching-learning process of physical examination in nursing. Acta Paul Enferm. 2011;24(3):348-53. http://dx.doi.org/10.1590/S0103-21002011000300007 Portuguese. http://dx.doi.org/10.1590/S0103-21002011... ⁾	2011 Brasil	Estudo metodológico / Não se aplica	Não se aplica
T5	Learning Outcomes in Two Different Teaching Approach in Nursing Education in Iran: E-Learning versus Lecture⁽¹⁶16 Mehrdad N, Zolfaghari M, Bahrani N, Eybpoosh S. Learning outcomes in two different teaching approach in nursing education in Iran: e-learning versus lecture. Acta Med Iran [Internet]. 2011 [cited 2020 Apr 10];49(5):296-301. Available from: https://pubmed.ncbi.nlm.nih.gov/21713747/. https://pubmed.ncbi.nlm.nih.gov/21713747... ⁾	2011 Irã	Estudo de intervenção cross-over n = 32	Uso de e-learning versus ensino tradicional
T6	Virtual education effect on cognitive learning and attitude of nursing students towards it⁽¹⁷17 Borhani F, Vatanparast M, Zadeh AA, Ranjbar H, Pour RS. Virtual education effect on cognitive learning and attitude of nursing students towards it. Iran J Nurs Midwifery Res [Internet]. 2011 [cited 2020 Apr 8];16(4):321-4. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3583104/ https://www.ncbi.nlm.nih.gov/pmc/article... ⁾	2011 Irã	Quase experimental pré-teste e pós-teste n = 33	Educação virtual versus convencional
T7	Teaching the nursing process to undergraduates with the support of computer technology⁽¹⁸18 Goyatá SLT, Chaves ECL, Andrade MBT, Pereira RJS, Brito TRP. Teaching the nursing process to undergraduates with the support of computer technology. Acta Paul Enferm. 2012;25(2):243-8. https://doi.org/10.1590/S0103-21002012000200014 Portuguese. https://doi.org/10.1590/S0103-2100201200... ⁾	2012 Brasil	Estudo transversal / Não se aplica	Não se aplica
T8	Construction and validation of an educational hypermedia about peripheral catheterization⁽¹⁹19 Frota NM. Construction and validation of an educational hypermedia about peripheral catheterization [Dissertação] [Internet]. [Fortaleza]: Universidade Federal do Ceará, Fortaleza; 2012[cited 2020 Apr 8]. 130p. Available from: http://www.repositorio.ufc.br/handle/riufc/6992 http://www.repositorio.ufc.br/handle/riu... ⁾	2012 Brasil	Pesquisa Metodológica e de avaliação pré-teste e pós-teste n = 21	Uso da tecnologia
T9	Mental Health care: a system for teaching in Nursing⁽²⁰20 Rocha ATS, Diniz POD, Belian RB, Frazão IS, Cavalcanti AMTS. Mental Health care: a system for teaching in Nursing. J Health Inform [Internet]. 2012 [cited 2020 Apr 8];4:103-7. Available from: http://www.jhi-sbis.saude.ws/ojs-jhi/index.php/jhi-sbis/article/view/238/132 Portuguese. http://www.jhi-sbis.saude.ws/ojs-jhi/ind... ⁾	2012 Brasil	Pesquisa aplicada / Não se aplica	Não se aplica
T10	Multimedia application in mobile platform for teaching the measurement of central venous pressure⁽²¹21 Galvão ECF, Püschel VAA. Multimedia application in mobile platform for teaching the measurement of central venous pressure. Rev Esc Enferm USP. 2012;46(spe):107-15. https://doi.org/10.1590/S0080-62342012000700016 https://doi.org/10.1590/S0080-6234201200... ⁾	2012 Brasil	Pesquisa aplicada / Não se aplica	Não se aplica
T11	Using Moodle in the Discipline of Nursing Informatics⁽²²22 Salvador ME, Sakumoto M, Marin HF. Using Moodle in the Discipline of Nursing Informatics. J Health Inform [Internet]. 2013 [cited 2020 Apr 10];5(4):121-6. Available from: http://www.jhi-sbis.saude.ws/ojs-jhi/index.php/jhi-sbis/article/view/268/181 Portuguese. http://www.jhi-sbis.saude.ws/ojs-jhi/ind... ⁾	2013 Brasil	Estudo Transversal n = 82	Não se aplica
T12	The Impact of Blended Teaching on Knowledge, Satisfaction, and Self-Directed Learning in Nursing Undergraduates: A Randomized, Controlled Trial⁽²³23 Gagnon MP, Gagnon J, Desmartis M, Njoya M. The impact of blended teaching on knowledge, satisfaction, and self-directed learning in nursing undergraduates: a randomized, controlled trial. Nurs Educ Perspect. 2014;34(6). https://doi.org/10.5480/10-459 https://doi.org/10.5480/10-459... ⁾	2013 Canadá		Uso do ensino misto versus ensino tradicional
T13	Millennial Generation Student Nurses' Perceptions of the Impact of Multiple Technologies on Learning⁽²⁴24 Montenery SM, Walker M, Sorensen E, Thompson R, Kirklin D, et al. Millennial generation student nurses' perceptions of the impact of multiple technologies on learning. Nurs Educ Perspect. 2013;34(6):405-9. https://doi.org/10.5480/10-451 https://doi.org/10.5480/10-451... ⁾	2013 EUA	Estudo transversal n = 60	Não se aplica
T14	Development and assessment of learning objects about intramuscular medication administration⁽²⁵25 Tamashiro LMC, Peres HHC. Development and assessment of learning objects about intramuscular medication administration. Rev Latino-Am Enferm. 2014;22(6):716-23. https://doi.org/10.1590/0104-1169.3647.2472 Portuguese. https://doi.org/10.1590/0104-1169.3647.2... ⁾	2014 Brasil	Pesquisa aplicada / Não se aplica	Não se aplica
T15	Digital learning object for diagnostic reasoning in nursing applied to the integumentary system⁽²⁶26 Costa CPV, Luz MHBA. Digital learning object for diagnostic reasoning in nursing applied to the integumentary system. Rev Gaúcha Enferm. 2015;36(4):55-62. http://dx.doi.org/10.1590/1983-1447.2015.04.54128 Portuguese. http://dx.doi.org/10.1590/1983-1447.2015... ⁾	2015 Brasil	Estudo metodológico / Não se aplica	Não se aplica
T16	Instructional design to develop an online course on urinary catheterization⁽²⁷27 Alavarce DC, Aroldi JBC, Peres HHC, Wharrad H, Santiago MC. Instructional design to develop an online course on urinary catheterization. J Health Inform[Internet]. 2015 [cited 2020 Aug 10]. 7(4):103-9. Available from: http://www.jhi-sbis.saude.ws/ojs-jhi/index.php/jhi-sbis/article/download/347/247.pdf. http://www.jhi-sbis.saude.ws/ojs-jhi/ind... ⁾	2015 Brasil	Estudo metodológico / Não se aplica	Não se aplica
T17	Teaching and Learning in a Virtual Environment: Nursing Students' Attitude⁽²⁸28 Holanda VR, Pinheiro AKB, Holanda ER, Santos MCL. Teaching and Learning in a Virtual Environment: Nursing Students' Attitude. Rev Min Enferm. 2015;19(1):141-7. http://www.dx.doi.org/10.5935/1415-2762.20150012 Portuguese. http://www.dx.doi.org/10.5935/1415-2762.... ⁾	2015 Brasil	Pesquisa quase experimental, do tipo antes e depois n = 28	Uso da tecnologia
T18	Effects of web-based electrocardiography simulation on strategies and learning styles⁽²⁹29 Granero-Molina J, Fernández-Sola C, López-Domene E, Hernández-Padilla JM, Preto LR, Castro-Sánchez AM. Effects of web-based electrocardiography simulation on strategies and learning styles. Rev Esc Enferm USP. 2015;49(4):650-6. https://doi.org/10.1590/S0080-623420150000400016 https://doi.org/10.1590/S0080-6234201500... ⁾	2015 Brasil	Estudo descritivo-correlacional com avaliação pré-teste e pós-teste n = 246	Simulação eletrocardiográfica na internet
T19	Lights, camera and action in the implementation of central venous catheter dressing⁽³⁰30 Ferreira MVF, Godoy S, Góes FSN, Rossini FP, Andrade D. Lights, camera and action in the implementation of central venous catheter dressing. Rev Latino-Am Enferm. 2015;23(6):1181-6. https://doi.org/10.1590/0104-1169.0711.2664 Portuguese. https://doi.org/10.1590/0104-1169.0711.2... ⁾	2015 Brasil	Estudo metodológico / Não se aplica	Não se aplica
T20	Development of a course in the Virtual Learning Environment on the ICNP⁽³¹31 Avelino CCV, Borges FR, Inagaki CM, Nery MA, Goyatá SLT. Development of a course in the Virtual Learning Environment on the ICNP. Acta Paul Enferm. 2016;29(1):69-76. https://doi.org/10.1590/1982-0194201600010 Portuguese. https://doi.org/10.1590/1982-01942016000... ⁾	2016 Brasil	Estudo descritivo e transversal / Não se aplica	Não se aplica
T21	Use and development of teaching technologies presented in nursing research⁽³²32 Salvador PTCO, Rodrigues CCFM, Lima KYN, Alves KYA, Santos VEP. Use and development of teaching technologies presented in nursing research. Rev Rene. 2015;16(3):442-50. https://doi.org/10.15253/2175-6783.2015000300018 Portuguese. https://doi.org/10.15253/2175-6783.20150... ⁾	2016 Brasil	Pesquisa documental / Não se aplica	Não se aplica
T22	Mobile-Based Video Learning Outcomes in Clinical Nursing Skill Education⁽³³33 Lee NJ, Chae SM, Kim H, Lee JH, Min HJ, Park DE. Mobile-Based Video Learning Outcomes in Clinical Nursing Skill Education. Comput Inform Nurs. 2016;34(1):8-16. https://doi.org/10.1097/CIN.0000000000000183 https://doi.org/10.1097/CIN.000000000000... ⁾	2016 Coreia do Sul	Estudo controlado randomizado, com pré-teste e pós-teste n = 74	Uso de tecnologia educacional
T23	Teaching-learning evaluation on the ICNP^® using virtual learning environment⁽³⁴34 Avelino CCV, Costa LCS, Buchhorn SMM, Nogueira DA, Goyatá SLT. Teaching-learning evaluation on the ICNP(r) using virtual learning environment. Rev Bras Enferm. 2017;70(3):602-9. https://doi.org/10.1590/0034-7167-2016-0545 Portuguese. https://doi.org/10.1590/0034-7167-2016-0... ⁾	2017 Brasil	Pesquisa mista n = 51	Não se aplica
T24	The effects of an online basic life support course on undergraduate nursing students' learning⁽³⁵35 Tobase L, Gianotto-Oliveira R, Peres HHC, Smith N, Polastri TF, Timerman S. The effects of an online basic life support course on undergraduate nursing students' learning. Int J Med Educ. 2017. 8:309-13. https://doi.org/10.5116/ijme.5985.cbce https://doi.org/10.5116/ijme.5985.cbce... ⁾	2017 Brasil	Estudo quase experimental n = 94	Uso de tecnologia educacional
T25	The use of gamification to teach in the nursing field⁽⁴4 Castro TC, Gonçalves LS. The use of gamification to teach in the nursing field. Rev Bras Enferm. 2018;71(3):1038-45. https://doi.org/10.1590/0034-7167-2017-0023 Portuguese. https://doi.org/10.1590/0034-7167-2017-0... ⁾	2018 Brasil	Pesquisa exploratória, aplicada n = 15	Não se aplica
T26	The Effects of an Interactive Nursing Skills Mobile Application on Nursing Students' Knowledge, Self-efficacy, and Skills Performance: A Randomized Controlled Trial⁽³⁶36 Kim H, Suh EE. The effects of an interactive nursing skills mobile application on nursing students' knowledge, self-efficacy, and skills performance: a randomized controlled trial. Asian Nurs Res. 2018;12(1):17-25. https://doi.org/10.1016/j.anr.2018.01.001 https://doi.org/10.1016/j.anr.2018.01.00... ⁾	2018 Coreia do Sul	Pesquisa experimental n = 66	Uso de tecnologia versus ensino tradicional
T27	Developing nursing and midwifery students' capacity for coping with bullying and aggression in clinical settings: Students' evaluation of a learning resource⁽³⁷37 Hogan R, Orr F, Fox D, Cummins A; Foureur M. Developing nursing and midwifery students' capacity for coping with bullying and aggression in clinical settings: Students' evaluation of a learning resource. Nurse Educ Pract. 2018;89-94. https://doi.org/10.1016/j.nepr.2017.12.002 https://doi.org/10.1016/j.nepr.2017.12.0... ⁾	2018 Austrália	Estudo de intervenção n = 210	Uso de métodos mistos de aprendizagem
T28	Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial⁽³⁸38 Padilha JM, Ribeiro ALA, Machado PAP, Ramos J, Costa P. Clinical virtual simulation in nursing education: randomized controlled trial. JMIR Publics. 2018;21(3). https://doi.org/10.2196/11529 https://doi.org/10.2196/11529... ⁾	2019 Portugal	Ensaio clínico randomizado n = 42	Uso de tecnologia versus ensino tradicional
T29	Impact of educational games on academic outcomes of students in the Degree in Nursing⁽²2 Castro MJ, López M, Cao MJ, Fernández-Castro M, García S, Frutos M, et al. Impact of educational games on academic outcomes of students in the Degree in Nursing. PLoS One. 2019;14(7):e0220388. https://doi.org/10.1371/journal.pone.0220388 https://doi.org/10.1371/journal.pone.022... ⁾	2019 Espanha	Estudo quase experimental prospectivo n = 116	Uso da tecnologia

Ferramenta da Tecnologia da Informação e Comunicação utilizada	Total
	n	%
Ambiente virtual de aprendizagem	13	45,0
Simulação	3	10,3
Objeto virtual de aprendizagem	3	10,3
Hipermídia	3	10,3
Software ou aplicativos para celular	3	10,3
Plataforma web	2	6,9
Vídeos	2	6,9

Resultados e conclusões	n^* * n = 45, pois há pesquisas nesta revisão que apresentaram mais de um resultado.	%
Ferramenta para a promoção de motivação e satisfação com a aprendizagem	9	20,0
Ferramenta para aprendizagem efetiva	9	20,0
Ferramenta complementar no processo de aprendizagem	8	17,8
Ferramenta para o desenvolvimento de habilidades e competências	8	17,8
Ferramenta para aprendizagem flexível e autônoma	7	15,5
Ferramenta de ensino gerador de cuidado seguro	4	8,9

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[1] Autor Correspondente: Mayara Lima Barbosa. E-mail: mayaralimabarbosa@gmail.com