Objetos contemporâneos para ensino-aprendizagem da ressuscitação cardiopulmonar
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
The teaching-learning process in the contemporary world must be cause for concern for the advancement of technology and the profile of digital natives. The use of Digital Educational Technologies (DET) should be inserted in the teaching of Cardiopulmonary Resuscitation (CPR). The American Heart Association (AHA) encourages the teaching of CPR in different modalities. Objective: To develop DET -videotape, simulation video, and evaluation instruments -theoretical and practical, on adult CPR in Basic Life Support (BLS), using the Automatic External Defibrillator (AED) in the hospital setting. Methodology: This is an applied research and technological production developed at the Ribeiro Preto Nursing School of the University of So Paulo (EERP / USP). The population was composed of 16 experts in Urgency and Emergency (UE). For the evaluation and validation, through adapted instruments, of the script/screenplay and storyboard of a videotape, script/screenplay and storyboard of a simulation video, questionnaire and Objective and Structured Clinical Examination (OSCE) on adult CPR in BLS with the use of AED in a hospital environment. For selection of the expertises, a minimum score of five points was adopted according to The model proposed by Fleming, Reynolds and Wallace (2009), which consists of Phase I: Pre-production, Phase II: Production and Phase III: Post-production, was adopted. For the preparation of the questionnaire the basic rules for the elaboration of the Multiple Choice Question (MCQ) of the manual of the National Council of Medical Examiners were applied. The OSCE has been developed in accordance with the guidelines of the Medical Council of Canada. The AHA guidelines published in 2015 were the first adopted literature. The research was approved by the Research Ethics Committee (REC), according to Resolution 466/2012. For the evaluation of the data, descriptive statistics and interrater concordance analysis by Gwet's AC1 were applied. Categorization of agreement according to Landis and Koch (1997). The videos were validated in relation to the objective, content, relevance, environment, verbal language and inclusion of topics. The questionnaire and OSCE were validated in relation to organization, objectivity and clarity. Results: The experts are composed by nurses (100%), female predominance, mean age of 36.56 years, average training time of 12.93 years, 93.75% with a master's degree, 93.75% with clinical practice in the UE in adults, distributed in the Southeast, Midwest and Northeast regions of Brazil, 62.5% classified as Fehring (1987), with ten or more points. All the items of the validation instruments registered a predominance in positive responses. Regarding inter-rater agreement, the videotape was classified as "moderate agreement", simulation video in "considerable agreement", questionnaire and OSCE in "nearperfect agreement". The videotape was finalized in 17 minutes and 17 seconds, the simulation video with 13 minutes and 22 seconds, the questionnaire with 20 MCQ and OSCE with 40 items. Conclusion: The use of videos and the adoption of appropriate assessment tools in the teaching-learning process is a challenge. Through the use of validated objects in this study it is possible to conduct teaching, research and extension strategies in a contemporary and updated context.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,005 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle