Eficácia do objeto virtual de aprendizagem sobre o raciocínio diagnóstico em enfermagem obstétrica

Abstract

The aim of this study was to analyze the effectiveness of a virtual object on obstetric nursing, based on problem-based learning, for the diagnostic reasoning of undergraduate students. Methodological study carried out in four stages: elaboration of the problems used in the virtual learning object; expert content analysis of problems; virtual object development learning, testing and application of the virtual object in the experimental group. In the first two stages of the research, five problems were elaborated, in the form of clinical cases, involving the obstetric nursing contents, which had their contents analyzed by 22 specialist nurses. The third step involved the development of the virtual object, which was tested through a usability test in order to identify possible problems. This test was performed by ten users, who analyzed educational technology through the System Usability Scale. Then, the experiment was carried out using the virtual object with undergraduate Nursing students from a public university in Northeastern Brazil. Students were randomly assigned to intervention and control groups. The intervention group also assessed the quality of the virtual learning object through the Learning Object Review Instrument 2.0 instrument. Data were analyzed using descriptive and inferential statistics. The project was approved by the Research Ethics Committee of the institution in charge, under opinion nº. 2.155.907 and Certificate of Presentation for Ethical Appraisal 69855917.1.0000.5537. The results showed that the five clinical cases obtained acceptable coefficient of agreement among the specialists: habitual risk gestation (0.719), high-risk gestation (0.662), labor (0.677), healthy puerperium (0.913) and pathological puerperium (0.868). The virtual object was developed as a web application, written with HTML, CSS and Java Script language. It obtained excellent usability (SUS 85.5 score) among users. In the experiment, the pretest indicated the randomness with which the sample was divided into intervention and control groups. In the posttest, there was no difference in performance between the groups. Finally, the virtual learning object presented good quality with a high average score (LORI 4.88). Therefore, this strategy proved promising and attractive for undergraduate nursing students. It was concluded that the technology was effective for the obstetric nursing diagnostic reasoning of undergraduate students.