Ensino-aprendizagem sobre diagnósticos, intervenções e resultados de enfermagem, de acordo com a CIPE®, utilizando o ambiente virtual de aprendizagem

Abstract

Distance education is an educational modality that is expanding in the country and that, coupled with technological advances, can generate an opportunity of learning more motivating, stimulating and attractive. This justifies conducting this study, which aimed to evaluate the teaching-learning process of undergraduate students, graduate students and professionals in the nursing field about diagnoses, interventions and nursing outcomes, according to ICNP®, using the virtual learning environment. It is a mixed survey carried out during the period of September-November 2014 along with 25 nursing students and 26 graduated nurses, totaling a sample of 51 participants split into two groups on the Moodle platform and in-person meetings. This course featured a coaching distance for each group. The following technological resources and pedagogical strategies have been used: wiki, forum, didactic support material in virtual book format, animation video and Arch of Maguerez method. For the quantitative assessment were applied a questionnaire for participants characterization, a questionnaire for course assessment, adopted resources and strategies and the COLLES Enquiry. The software SPSS for Windows v17.0 has been used to tabulate and analyze the data. For the qualitative assessment, four focus groups were conducted with 8-12 participants. After conducting the focus groups, the recorded interviews were transcribed and subjected to content analysis. There was predominance of women (92.2%) with mean age of 29 years, 58.8% already held computer course, 88.2% have a notebook, 98% access the Internet at home, 92.2% use the internet to study, 78.4% have had some course or subject in the virtual environment, 90.2% knew the Moodle platform and only 25.5% knew the ICNP®. After applying the course, the participants assessed how well suited the structure of the virtual environment, technological resources and teaching strategies that were used. Considering the statistically significant association between: wiki with animated video (p=0.002) and Arch of Maguerez method (p=0.044); forum with the available time (p=0.009) and teaching support material (P<0.001); knowledge acquired on the ICNP® with wiki (p=0.045), teaching support material (p=0.016), arch method (p=0.014) and animation video as more motivating strategy (p= 0,01); and preferably use of the virtual environment with video animation (p=0.001) and higher ages (p=0.01). In the content analysis emerged four themes: innovation in the application of technological resources, distance education in professional education and lifelong learning, process of teaching-learning about ICNP® collaboratively, and factors related to the success of the course. The results found in this research can serve as a stimulus for qualifying nursing students and professional nurses in the use of ICNP® in clinical practice. Particularly in primary health care, as the course turned out to be a potential educational tool for teaching and learning of listed diagnoses, interventions and nursing outcomes in the virtual learning environment, based on a standardized language, which provides legitimacy and scientific to the nursing care.