نبذة مختصرة : Objective: to analyze the discourses of nursing students about educational technologies in the teaching-learning process. Method: this is a qualitative, descriptive study. The data was collected through semi-structured interviews with 16 nursing students, from November 2016 to January 2017. The statements were analyzed through Discourse Analysis, presenting them by means of a you speak Results: educational technologies were perceived as innovative method in teaching, having the most preponderant element related to ludic practices, a situation in which games were the most relevant examples to stimulate the student's learning. It is promoted, through the application of educational games, through the teachers, a sensitizing environment, in which learning by playing reflects, in academics, innovative and challenging motivation to study. Conclusion: the use of educational technologies in academic formation to the initiative, as well as to the interaction between teachers, students and the university itself is linked. It is observed that the playful is a way to construct the learning, in an interactive and sensitive way, favoring the critical formation of the nurse. Descritores: Health Education; Educational Technology; Students, Nursing; Nursing; Models, Educational; Play Therapy. RESUMOObjetivo: analisar os discursos dos acadêmicos de Enfermagem sobre as tecnologias educativas no processo de ensino-aprendizagem. Método: trata-se um estudo qualitativo, descritivo. Coletaram-se os dados por meio de entrevistas semiestruturadas, com 16 acadêmicos de Enfermagem, no período de novembro de 2016 a janeiro de 2017. Analisaram-se os depoimentos por meio da Análise de Discurso, apresentando-os por meio de recorte dos registros das falas. Resultados: perceberam-se as tecnologias educativas enquanto método inovador no ensino, tendo o elemento mais preponderante relacionado às práticas lúdicas, situação esta em que os jogos foram os exemplos mais relevantes para estimular o aprendizado do discente. Promove-se, pela ...
Relation: https://periodicos.ufpe.br/revistas/revistaenfermagem/article/view/234817/31144; https://periodicos.ufpe.br/revistas/revistaenfermagem/article/view/234817/31145; https://periodicos.ufpe.br/revistas/revistaenfermagem/article/downloadSuppFile/234817/23980; https://periodicos.ufpe.br/revistas/revistaenfermagem/article/downloadSuppFile/234817/23981; Silva DML, Carreiro FA, Mello R. Educational technologies in nursing assistance in health education: integrating review. J Nurs UFPE on line. 2017;; 11(Suppl 2):1044-51. Doi: https://doi.org/10.5205/1981-8963-v11i2a13475p1044-1051-2017 2. Nespoli G. Os domínios da Tecnologia Educacional no campo da Saúde. Interface comun saúde educ. 2013 Oct/Dec; 17(47):873-84. Doi: http://dx.doi.org/10.1590/S1414-32832013005000028 3. Mendonça ET, Cotta RMM, Lelis VP, Carvalho JPM. Paradigms and trends in higher education: the action research methodology as a teacher education strategy. Interface comun saúde educ. 2015 June; 19(53): 373-86. Doi: http://dx.doi.org/10.1590/1807-57622013.1024 4. Freire P. The politics of education: culture, power, and liberation. Westport: Bergin and Garvey; 1985. 5. Menezes MG, Santiago ME. Paulo Freire's thought on the critical-emancipatory curriculum paradigm. Pro-Posições. 2014; 25(3):45-62. Doi: http://dx.doi.org/10.1590/0103-7307201407503 6. Orlandi EP. Análise de Discurso: princípios e procedimentos. 11th ed. Campinas: Pontes Editores; 2013. 7. Ministério da Saúde (BR), Conselho Nacional de Saúde. Resolução nº 466, de 12 de dezembro de 2012 [Internet]. Brasília: Ministério da Saúde; 2012 [cited 2018 June 15]. Available from: http://bvsms.saude.gov.br/bvs/saudelegis/cns/2013/res0466_12_12_2012.html 8. Freire, P. Pedagogia da autonomia: saberes necessários à prática educativa. 36th ed. São Paulo: Paz e Terra; 2016. 9. Moran JM, Masetto MT, Behrens MA. Novas tecnologias e mediação pedagógica. Campinas: Papirus; 2012. 10. Ferracioli L, Gomes TS, Silva RMA, Mulinari MH, Oliveira RR, Camilleti GG, et al. Ambientes de modelagem computacional no aprendizado exploratório de física. Cad Bras Ens Fís. 2012 Oct; 29 (Spe): 679-707. Doi: https://doi.org/10.5007/2175-7941.2012v29nesp2p679 11. Afio ACE, Balbino AC, Alves MDS, Carvalho LV, Santos MCL, Oliveira NR. Analysis of the concept of nursing educational technology applied to the patient. Rev RENE. 2014 Jan/Feb; 18(1):158-65. Doi: http://dx.doi.org/10.15253/rev%20rene.v15i1.3108 12. Pereira FGF, Pinheiro SJ, Caetano JA, Ataíde MBC. Characteristics of nursing students’ health education practices. Cogitare enferm [Internet]. 2016 Apr/June [cited 2017 June 27];21(2):01-6. Available from: http://docs.bvsalud.org/biblioref/2016/07/637/44209-177498-1-pb.pdf 13. Aragão MN, Soares IG. (Trans)forming and daring teaching method in nursing in mental health care. Rev port enferm saúde mental [Internet]. 2014 Dec [cited 2017 July 11]; (12): 59-64. Available from: http://www.scielo.mec.pt/pdf/rpesm/n12/n12a08.pdf 14. Salvador PTCO, Rodrigues CCFM, Lima KYN, Alves KYA, Santos VEP. Use and development of teaching technologies presented in nursing research. Rev RENE. 2015 May/June;16(3):442-50. Doi: http://dx.doi.org/10.15253/2175-6783.2015000300018 15. Verkuyl M, Romaniuk D, Mastrilli P. Virtual gaming simulation of a mental health assessment: A usability study. Nurse Educ Pract. 2018 July; 31: 83-87. Doi:10.1016/j.nepr.2018.05.007 16. Boyd CA, Warren J, Glendon MA. Gaming the System: Developing an Educational Game for Securing Principles of Arterial Blood Gases. J Prof Nurs. 2016 Sept/Oct; 32: 37-41.Doi:10.1016/j.profnurs.2016.05.001 17. Albu M, Atack L, Srivastava I. Simulation and gaming to promote health education: Results of a usability test. Health Educ J. 2015 May;74(2):244–254. Doi: https://doi.org/10.1177/0017896914532623; https://periodicos.ufpe.br/revistas/revistaenfermagem/article/view/234817
_1.png)
Processing Request
No Comments.