Nursing assessment: the elaboration and development of a massive open online course

Abstract

Objective: Describing the stages of elaboration and development of a massive open online course on "Nursing Assessment". Method: Experience report of the construction of a free course, developed between 2015 and 2016 with the partnership of the School of Nursing and the Nucleus of Support to Distance Learning. The course was hosted on the Lúmina platform. Results: The construction of the course began in 2015 and the first edition was made available in September 2016, with 693 participants. The aim of the choice and elaboration of the material was to design an attractive and quality course for the community. The stages observed in its elaboration were choice of theme, course production, preliminary assessment and launching the first edition. Conclusions: The course has been shown to be a support for in-class teaching, as well as for the continuing education of health professionals.

Construction and validation of digital education resources for the health and safety of workers

“…It is noteworthy that, in this domain, it was essential to maintain the focus on the proposed theme to facilitate the understanding and the logical sequence of the ideas that make up the topics, texts and screens of the DERs. Sufficiency was also shown to be relevant when being evaluated to avoid possible doubts about the contents covered (8,11,17) . Domain 3 (relevance) addressed the assessment of variables based on the degree of significance of the educational content and the ability to cause impact, motivation and/or interest (12) .…”

“…Critique/recommendations from experts contributed considerably to the qualification of DERs. It is believed that being open to receive critiques/recommendations allows the content to be reorganized in a constructive manner, as it adds technical and scientific quality (8,12) . The presentation of the seven products in video format emerged as a didactic proposal, so that the content approach was significant in the teaching-learning process for professionals in the context of PHC (8,19) .…”

“…The use of DERs validated by specialists allows access to didactic materials that can favor significant learning in view of the knowledge and practices in health that expand the strategic actions for the promotion of health and safety at work. Studies mention that the use of educational games and videos represents a promising strategy for the development of knowledge, playing an important educational role in professional and personal training (7)(8)11,16,20) .…”

“…As an education strategy, we opted for the use of active methodology with the use of short-duration digital educational resources (DERs), which can be used as triggers of a problematization process (action-reflection-action) in asynchronous moments. Resources can be created using current technology, using different software, adding dynamism, involvement and creativity to develop and adapt content (7)(8) .…”

Educação continuada e metodologias ativas em cursos a distância em enfermagem: revisão integrativa da literatura

“…A utilização de plataformas online permitiu que as aulas tradicionais se tornassem salas de aulas virtuais. Os cursos de enfermagem foram forçados a adotarem estratégias para preparar os alunos para a prática clínica (14)(15)(16)(17) .…”