Rosangela Andrade Aukar de Camargo

Clinical case in digital technology for nursing students' learning: An integrative review

OBJECTIVES This review aimed to analyze the available evidences in literature about clinical case studies inserted in digital technologies for nursing education, characterizing the technology resources and cognitive, procedural and attitudinal learnings. DESIGN Integrative review of literature with the following steps: development of the research problem, data collection, data extraction and critic evaluation, data analysis and interpretation and presentation of results. The research question was: how does the clinical case study inserted in educational digital technology collaborate for cognitive, attitudinal and procedural learning of nursing students? DATA SOURCES data bases LILACS, PUBMED, CINAHL and Scopus. REVIEW METHODS the search resulted in 437 studies: 136 from LILACS, 122 from PUBMED, 104 from Scopus and 75 from CINAHL. Of these, 143 did not meet the including criteria, 93 were duplicated and four studies were unavailable. After analyzing all abstracts based on inclusion and exclusion criteria, there were selected 197 studies and after full text analysis the final sample resulted in 21 primary studies. RESULTS Case study use in educational digital technologies allowed the students to build different types of learning: cognitive learning (n 16 studies), attitudinal learning (n=12 studies) and procedural learning (n=8 studies). CONCLUSION It is possible to conclude that case studies can collaborate with the students to develop different learnings which can be built integrate, continuous, informative and formative, aiming integral formation and aligned to policies of formation in nursing, both national and international.

Children With Type 1 Diabetes Mellitus: Self-Management Experiences in School

BACKGROUND Children with type 1 diabetes mellitus (T1DM) need to perform self-management activities at school and in other environments. Learning about their experiences at school is crucial to assist them in this challenging task. METHODS Qualitative interviews were conducted with children with T1DM, aged between 7 and 12. A scenario was created and puppets were used during the interviews to help the participating children to communicate about school, daily routines, and experiences in diabetes management. Data were collected over a period of 1 year and analyzed according to content analysis procedures. RESULTS Nineteen children, 13 boys and 6 girls, at the mean age of 9.8 ± 1.8 years and mean time since diagnosis of 3.3 years, participated in the study. Three themes were identified: lack of information on T1DM, diabetes self-care at school, and support received by the children. CONCLUSIONS The study provides useful information to understand the childrens experiences in managing the disease at school. The partnership between school staff, health teams, children with T1DM, and their families need to be enhanced to promote appropriate strategies that improve the management of diabetes in this setting.

Avaliação da formação do técnico de enfermagem por enfermeiros da prática hospitalar

Aim: To analyze how hospital nurses assess the training of nursing technicians by curricular references. Method: This was an exploratory, crosssectional survey with a quantitative approach, conducted in two hospitals in a town in the countryside of the state of São Paulo, with 42 nurses, 17 in a private hospital and 25 in a public hospital. Participants answered a structured questionnaire using the Likert Scale from December 2013 and March 2014. Results: For 73%, the profile of trained nursing technicians did not meet the expectations of nurses and 90% understand that the process of teaching theoretical and practical learning and internships should be modified; for 68%, the professional’s ethical commitment is precarious; 86% understand that the drafting of a political pedagogical project should involve hospitals; learning content, for 75%, should be revised to meet the current reality of the hospitals; in the category of evaluation, 75% understand that they should be stricter; 62% believe that we need to better qualify teachers and internship supervisors; and 68% claim that the workload of internships should be expanded. The average of 34.5% understand that the skills described in the references are satisfactory, while 45.9% believe that they are poor and 12.1% claim that they are inadequate. It can therefore be concluded that, in the evaluation of the participants, the design of the course, the articulation of theory with practice, and teacher and internship supervisor education need to move more towards qualifying the skills of nursing technicians as regards nursing care in hospitals.5 ABSTRACT Aim: To analyze how hospital nurses assess the training of nursing technicians by curricular references. Method: This was an exploratory, cross-sectional survey with a quantitative approach, conducted in two hospitals in a town in the countryside of the state of Sao Paulo, with 42 nurses, 17 in a private hospital and 25 in a public hospital. Participants answered a structured questionnaire using the Likert Scale from December 2013 and March 2014. Results: For 73%, the profile of trained nursing technicians did not meet the expectations of nurses and 90% understand that the process of teaching theoretical and practical learning and internships should be modified; for 68%, the professionals ethical commitment is precarious; 86% understand that the drafting of a political pedagogical project should involve hospitals; learning content, for 75%, should be revised to meet the current reality of the hospitals; in the category of evaluation, 75% understand that they should be stricter; 62% believe that we need to better qualify teachers and internship supervisors; and 68% claim that the workload of internships should be expanded. The average of 34.5% understand that the skills described in the references are satisfactory, while 45.9% believe that they are poor and 12.1% claim that they are inadequate. It can therefore be concluded that, in the evaluation of the participants, the design of the course, the articulation of theory with practice, and teacher and internship supervisor education need to move more towards qualifying the skills of nursing technicians as regards nursing care in hospitals.