About this paper

Appears in:
Pages: 8449-8450 (abstract only)
Publication year: 2015
ISBN: 978-84-606-8243-1
ISSN: 2340-1117

Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain


L.M. Monti Fonseca1, N.A. Aredes1, A.M. Fernandes2, L.M. da Cunha Batalha2, J.M. Amado Apóstolo2, J.C. Amado Martins2, M.A. Rodrigues2

1University of Sao Paulo (BRAZIL)
2Escola Superior de Enfermagem de Coimbra (PORTUGAL)
Among strategies and educational tools for nursing education, we highlight the serious games (SG), lab simulations and educational softwares. SG are a complementary tool whose main purpose is to provide experience and emotion transforming it in meaningful learning, using or not entertainment [1] and it has offered support for educational formation based on critical thinking. In addition to virtual simulation, there are lab simulations that also allow students to test skills in a simulated and safe environment [2]. Besides, software tools offer scientific and validated contents to support learning.

Aims: Evaluate cognitive learning of nursing students in neonatal clinical evaluation, based on the use of educational and technologic tools inserted in a blended course. Evaluate the course in students’ perspective.

Method: Quasi-experimental study with 14 Portuguese students including pretest (before course), intermediary test (in the middle of the course) and posttest (at the end of the course). Participants were randomly divided in two groups: control (n=7) and experimental (n=7), admitting as intervention the lab simulation on medium fidelity level during the course. The standard course used in a regular basis active methodology strategy, software of clinical evaluation content and SG in the same area. The intervention was before the intermediary test for experimental group and posterior for control group, verifying the impact of lab simulation on experimental group. Statistical analysis was non parametric: Mann-Whitney and Wilcoxon.

Results and discussion: the use of validated digital technologies and lab simulation evidenced statistically difference in learning of the participants measured through students’ performance considering posttest compared to pretest (p=0.001). In the performance analysis considering intermediary test compared to pretest, we verified absence of statistical significance in both groups (p=0.058 for experimental and p=0.062 for control group). Lab simulation did not represent significant difference in learning. The course was evaluated as very satisfactory for students in all items including the use of educational tools such as the SG, lab simulation, software, forums and chats through virtual learning environment. The inclusion of learning technologies has augmented in the last few years and it is due to both remarkable advance in technology sets and programming languages and preference of students and teachers. Above all, highlights the interest of college students named “digital natives” which present very different learning needs compared to previous generations. Some researchers defend that nowadays young people learn more easily when in contact with technology, with group tasks based on experiences or problems and with collaborative and interactive learning [3].

Conclusion: Technology combined with other learning tools and strategies can be an important educational support in health area in didactic and motivation.

[1] Marsh T (2011). Serious games continuum: between games for purpose and experiential environments for purpose. Entertainment Computing, 2:61-68.
[2] Martins JCA et al. (2012). A experiência clínica simulada no ensino da enfermagem: retrospectiva histórica. Acta Paulista Enferm, 25(4):619-25.
[3] Gibson S (2009). Enhancing intergenerational communication in the classroom: Recommendations for successful teacher-student relationships. Nursing Education Perspectives, 30:37-9.
author = {Monti Fonseca, L.M. and Aredes, N.A. and Fernandes, A.M. and da Cunha Batalha, L.M. and Amado Ap{\'{o}}stolo, J.M. and Amado Martins, J.C. and Rodrigues, M.A.},
series = {7th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN15 Proceedings},
isbn = {978-84-606-8243-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {6-8 July, 2015},
year = {2015},
pages = {8449-8450}}
AU - L.M. Monti Fonseca AU - N.A. Aredes AU - A.M. Fernandes AU - L.M. da Cunha Batalha AU - J.M. Amado Apóstolo AU - J.C. Amado Martins AU - M.A. Rodrigues
SN - 978-84-606-8243-1/2340-1117
PY - 2015
Y1 - 6-8 July, 2015
CI - Barcelona, Spain
JO - 7th International Conference on Education and New Learning Technologies
JA - EDULEARN15 Proceedings
SP - 8449
EP - 8450
ER -
L.M. Monti Fonseca, N.A. Aredes, A.M. Fernandes, L.M. da Cunha Batalha, J.M. Amado Apóstolo, J.C. Amado Martins, M.A. Rodrigues (2015) LEARNING TOOLS IN NURSING: TECHNOLOGY INNOVATION FAVORING EDUCATION, EDULEARN15 Proceedings, pp. 8449-8450.