Prática docente em enfermagem para educação a distância com ambiente virtual de aprendizagem e ferramentas digitais

• Ano de defesa: 2019
• Autor(a) principal: Sanches, Cintia Alves
• Orientador(a): Bertolin, Daniela Comelis
• Banca de defesa: Ribeiro, Rita de Cassia Helu Mendonça , Parro, Maria Claudia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Faculdade de Medicina de São José do Rio Preto
• Programa de Pós-Graduação: Programa de Pós-Graduação em Enfermagem
• Departamento: Faculdade 1::Departamento 2
• País: Brasil
• Palavras-chave em Português: Educação a Distância; Docentes de Enfermagem
• Palavras-chave em Inglês: Education, Distance; Faculty, Nursing
• Área do conhecimento CNPq: CIENCIAS DA SAUDE::ENFERMAGEM
• Link de acesso: http://bdtd.famerp.br/handle/tede/566

Latest information technologies and devices have remarkably changed the way we have been accessing information and learning. The use of virtual learning environments has given rise to Distance Learning courses. Consequently, the use of information technology by education al centers has become critical to training/qualification purposes, bringing the demand for theoretical methodological proposals, a wide dissemination of Distance Learning experiences, moreover a careful consideration of both. Objective: To provide students of Nursing Master’s degree with distance teaching training by making use of virtual learning environments developed from Google free digital tools. Method: It was carried out a quasi-experimental study. The convenience sampling comprised 41 students from the Nursing Master’s degree program of Sao José do Rio Preto Medical School (FAMERP), both genders, with no age limit, who spontaneously enrolled in the course of VLE-supported Teaching Practices. Data were recorded in Excel for Windows® 2010, transferred to SPSS® 2014 statistics, and then processed by descriptive (mean measure) and inferential statistics. In order to assess the variables correlation, Spearman’s or Pearson’s correlation coefficients plus Qui-square test were applied. Statistical significance p<0.05 was considered. Results: Out of the students enrolled in the course, 90.03%, acquired the needed skills to use the VLE from Google Classroom, and 81.1% claimed to plan on using VLE and free digital tools in their professional practice. 86.1% of the students reported to be satisfied with the course. Conclusion: The course was positively evaluated by the students, who regarded it to be as relevant as the others. They also stated the course were their according expectations and they considered they were capable to use the platform and devices presented in the course.