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Jogo sério (serious games) para a capacitação dos enfermeiros sobre supervisão clínica de estudantes no contexto clínico
| Name: | Description: | Size: | Format: | |
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| 2.45 MB | Adobe PDF |
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Abstract(s)
Introdução: A Supervisão Clínica em Enfermagem, surge como uma necessidade em contextos de prática clínica. O contributo do enfermeiro é fundamental na supervisão de estudantes com vista ao desenvolvimento de competências especificas direcionadas para a otimização da aprendizagem em contexto real. Nesta perspetiva, torna-se, portanto, essencial agilizar a capacitação dos enfermeiros para a supervisão clínica em estudantes. Entre as diversas estratégias educacionais na área da saúde, este estudo focou-se no desenvolvimento de um jogo sério, atualmente reconhecido como uma das estratégias de ensino-aprendizagem. Este estudo inseriu-se no âmbito do Projeto NursingGames. Objetivo: Desenvolver um protótipo de um jogo sério para a capacitação dos enfermeiros na supervisão clínica de estudantes de enfermagem. Metodologia: O percurso metodológico dividiu-se em duas fases: na fase 1 procedeu-se à elaboração do conteúdo do jogo, relacionado com a supervisão clínica de estudantes, e à validação desse conteúdo através de um estudo de e-Delphi modificado; na fase 2 consistiu em criar e testar o protótipo do jogo sério. Resultados: Na fase 1, o conteúdo do jogo foi validado por 36 peritos através do estudo e-Delphi modificado, que decorreu em duas rondas, obtendo-se um nível de consenso médio de 95,4% e estabilidade nas 128 perguntas de verdadeiro ou falso e de escolha múltipla que serviram de base para o conteúdo a inserir no protótipo do jogo sério. Na fase 2, foi criado o protótipo do jogo sério denominado “SUPERVISE”, que foi posteriormente testado e avaliado utilizando as escalas de SUS e SEGiNAS, além de perguntas de resposta livre aplicadas a 39 enfermeiros. A avaliação da usabilidade do “SUPERVISE”, utilizando a escala SUS, revelou boa usabilidade por parte dos enfermeiros, identificando também áreas de melhoria. Na avaliação do “SUPERVISE” como estratégia de ensino para os enfermeiros, utilizando a escala SEGiNAS, a média das respostas atingiu o valor de 4,2, indicando uma aceitação positiva, reconhecendo o protótipo do jogo sério como uma estratégia eficaz de ensino-aprendizagem. Este foi destacado pelas suas capacidades lúdicas, reflexivas, didáticas, interativas e dinâmicas. Entre as sugestões de melhoria referidas, destacou-se a necessidade de melhorar o layout, a duração e a acessibilidade do jogo. Conclusão: O “SUPERVISE” foi considerado uma estratégia de ensino-aprendizagem inovadora e eficaz para a capacitação dos enfermeiros na supervisão clínica de estudantes. No entanto são necessários mais estudos para avaliar o seu impacto e escalabilidade a médio e a longo prazo.
Introduction: Clinical Supervision in Nursing emerges as a critical necessity within clinical practice settings. The role of the nurse is pivotal in the supervision of nursing students, aimed at fostering the development of specific competencies directed towards the optimization of learning within real-world environments. In this context, the enhancement of nurses capabilities in clinical supervision becomes paramount. Among the various educational strategies in the field of healthcare, this study concentrated on the development of a serious game, currently recognized as one of the innovative pedagogical strategies in teaching and learning. This study was conducted within the framework of the NursingGames Project. Objective: To develop a prototype of a serious game designed to train nurses in the clinical supervision of nursing students. Methodology: The methodological process was structured into two phases: in Phase 1, the content of the game, pertaining to the clinical supervision of students, was developed and subsequently validated through a modified e-Delphi study; Phase 2 involved the creation and testing of the serious game prototype. Results: During Phase 1, the game content was validated by 36 experts via a modified e-Delphi study, which was carried out over two rounds, achieving an average consensus level of 95.4%, and establishing stability in the 128 true-or-false and multiple-choice questions that formed the foundation of the content to be incorporated into the serious game prototype. In Phase 2, the serious game prototype, titled “SUPERVISE”, was developed and subsequently tested and evaluated using the SUS and SEGiNAS scales, in addition to open-ended questions administered to 39 nurses. The usability assessment of “SUPERVISE,” using the SUS scale, indicated high usability among nurses, while also highlighting areas for potential improvement. In evaluating “SUPERVISE” as a teaching strategy for nurses, utilizing the SEGiNAS scale, the mean response score was 4.2, demonstrating positive reception and acknowledging the serious game prototype as an effective pedagogical tool. The prototype was noted for its engaging, reflective, didactic, interactive, and dynamic features. Suggested improvements included the refinement of the game`s layout, duration, and accessibility. Conclusion: The “SUPERVISE” prototype was deemed an innovative and effective teaching-learning strategy for the training of nurses in the clinical supervision of nursing students. Nevertheless, further studies are required to evaluate its long-term impact and scalability.
Introduction: Clinical Supervision in Nursing emerges as a critical necessity within clinical practice settings. The role of the nurse is pivotal in the supervision of nursing students, aimed at fostering the development of specific competencies directed towards the optimization of learning within real-world environments. In this context, the enhancement of nurses capabilities in clinical supervision becomes paramount. Among the various educational strategies in the field of healthcare, this study concentrated on the development of a serious game, currently recognized as one of the innovative pedagogical strategies in teaching and learning. This study was conducted within the framework of the NursingGames Project. Objective: To develop a prototype of a serious game designed to train nurses in the clinical supervision of nursing students. Methodology: The methodological process was structured into two phases: in Phase 1, the content of the game, pertaining to the clinical supervision of students, was developed and subsequently validated through a modified e-Delphi study; Phase 2 involved the creation and testing of the serious game prototype. Results: During Phase 1, the game content was validated by 36 experts via a modified e-Delphi study, which was carried out over two rounds, achieving an average consensus level of 95.4%, and establishing stability in the 128 true-or-false and multiple-choice questions that formed the foundation of the content to be incorporated into the serious game prototype. In Phase 2, the serious game prototype, titled “SUPERVISE”, was developed and subsequently tested and evaluated using the SUS and SEGiNAS scales, in addition to open-ended questions administered to 39 nurses. The usability assessment of “SUPERVISE,” using the SUS scale, indicated high usability among nurses, while also highlighting areas for potential improvement. In evaluating “SUPERVISE” as a teaching strategy for nurses, utilizing the SEGiNAS scale, the mean response score was 4.2, demonstrating positive reception and acknowledging the serious game prototype as an effective pedagogical tool. The prototype was noted for its engaging, reflective, didactic, interactive, and dynamic features. Suggested improvements included the refinement of the game`s layout, duration, and accessibility. Conclusion: The “SUPERVISE” prototype was deemed an innovative and effective teaching-learning strategy for the training of nurses in the clinical supervision of nursing students. Nevertheless, further studies are required to evaluate its long-term impact and scalability.
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Keywords
Jogos Supervisão Tecnologia educacional Estudantes de enfermagem