Avaliação de uma tecnologia educacional utilizando a realidade aumentada para o ensino sobre visita domiciliar [Evaluation of an educational technology using augmented reality for home visiting teaching] [Evaluación de una tecnología educativa que utiliza la realidad aumentada para la enseñanza de visitas domiciliarias]

Abstract

RESUMOObjetivo: avaliar jogos educativos com realidade aumentada aplicados ao ensino sobre visita domiciliar. Método: pesquisa descritiva de abordagem quantitativa e avaliação tecnológica desenvolvida na Escola de Enfermagem da Universidade Federal de Alfenas, no período de abril a junho de 2016, realizada com 135 universitários de enfermagem, fisioterapia e medicina, aprovado por Comitê de Ética em Pesquisa. Resultados: a análise estatística destacou que 74,8% dos participantes eram do sexo feminino e a média de idades foi de 20 anos. A primeira atividade consistiu em um estudo de caso para realizar a classificação de risco familiar e a segunda abordou a Política Nacional de Atenção Básica, que prevê a qual profissional compete realizar a visita domiciliar. 89,6% dos participantes consideraram adequado e muito adequados os jogos desenvolvidos para o ensino sobre visita domiciliar. Conclusão: os jogos com realidade aumentada foram bem avaliados pelos participantes, sendo uma tecnologia promissora para o ensino. Descritores: Visita domiciliar; educação em enfermagem; tecnologia educacional; realidade aumentada.ABSTRACT Objective: to evaluate augmented reality educational games applied to home visiting teaching to university students in the health area. Method: descriptive research of quantitative approach and technological assessment developed at the School of Nursing of the Federal University of Alfenas, from April to June 2016, conducted with 135 undergraduate nursing, physiotherapy and medicine. The Research Ethics Committee approved the study. Results: the statistical analysis highlighted that 74.8% of the participants were female and the average age was 20 years. The first activity consisted of a case study to perform the family risk classification and the second dealt with the National Primary Care Policy, which provides for which professional to perform home visits. 89.6% of participants considered the games developed for home visiting teaching to be appropriate and very appropriate. Conclusion: augmented reality games were well evaluated by the participants, being a promising technology for teaching. Descriptors: Home visit; nursing education; educational technology; augmented reality. RESUMENObjetivo: evaluar los juegos educativos de realidad aumentada aplicados a la enseñanza de visitas domiciliarias a estudiantes universitários en la área de salud. Método: investigación descriptiva, cuantitativa y evaluación tecnológica desarrollada en la Facultad de Enfermería de la Universidad Federal de Alfenas, de abril a junio de 2016, realizada con 135 estudiantes de pregrado en enfermería, fisioterapia y medicina, aprobada por Comité de Ética de Investigación. Resultados: el análisis estadístico destacó que el 74.8% de los participantes eran mujeres y la edad promedio era de 20 años. La primera actividad consistió en un estudio de caso para llevar a cabo la clasificación de riesgo familiar y la segunda abordó la Política Nacional de Atención Primaria, que establece qué profesional es responsable de llevar a cabo ...

A Systematic Review of Augmented Reality in Health Sciences: A Guide to Decision-Making in Higher Education

“…The use of AR in health sciences degrees has increased in the last few years. This has been largely due to the massive use of mobile electronic devices by students, which greatly facilitates the implementation of this educational tool in the classroom [28,30,40]. In 52.6% (n = 10) of the articles included in this systematic review, smartphones or tablets were mostly used to interact with AR content.…”

“…It allows the development of technical skills and clinical decisionmaking, regardless of the level of training of individuals. Therefore, AR constitutes a useful tool in the teaching-learning process of individuals with a heterogeneous level of knowledge [11,12,24,40]. It makes simulation environments more realistic, generating new interactive learning spaces that facilitate autonomous and collaborative learning.…”

“…Rochlen et al (2017) report on the usefulness of this technology to improve the skills of students and professionals in the performance of a medical technique consisting of the canalization of a central venous catheter [12]. It was also useful to improve decision-making in relation to the diagnosis and treatment of chronic wounds [24], to develop skills for home visits [40], to increase the confidence and competence of Nursing students in learning basic clinical skills in the field of clinical training [11], or to increase realism in a clinical simulation environment where students provide nursing care to a manikin [26].…”

Game-based learning como estratégia de ensino e aprendizagem no ensino médico

“…Dentre os jogos baseados em TICs, destacaram-se aqueles tipo simulação de situações reais da vivência médica (Borges et al, 2019), quizzes (Rahm et al, 2021) e videogames (Chen et al, 2018).…”