Avaliação da aprendizagem do eletrocardiograma pelo método tradicional e no centro de simulação realística
Arquivos
Data
2014-06-30
Autores
Grassia, Rita de Cassia Fernandes 
Orientadores
Barros, Sonia Maria Oliveira de Barros
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O estudo teve a finalidade de avaliar o processo ensino-aprendizagem do eletrocardiograma, com os seguintes objetivos: verificar o desempenho na avaliação do eletrocardiograma pelos estudantes antes e após o treinamento, pelo método tradicional e no Centro de Simulação Realística (CSR); comparar o desempenho dos estudantes na realização do estudo de caso, pelos dois métodos de ensino; avaliar as intervenções de enfermagem frente às alterações eletrocardiográficas propostas pelos estudantes diante de um estudo de caso feito pelo método tradicional e no CSR. A amostra constituiu de 43 alunos da pós-graduação do Curso de Especialização de Enfermagem em Cardiologia e Hemodinâmica de um instituto de ensino e pesquisa privado do município de São Paulo, sendo os dados coletados após a realização do curso de eletrocardiograma com carga horária de 20 horas teórico-práticas na Disciplina Emergência Cardiovascular. Foram realizados pré e pós-teste, nos quais verificou o desempenho dos alunos na avaliação do eletrocardiograma e um checklist de protocolo de intervenção de enfermagem de um estudo de caso de dor torácica. Os estudantes foram divididos em dois grupos: Grupo Controle (lápis e papel) em sala de aula e Grupo Experimental (CSR) para realização do estudo de caso. O teste de McNemar mostrou que houve diferença significativa entre os momentos de pré e pós-teste (p<0,001); demonstrou que na avaliação pós-treinamento os alunos obtiveram maior número de acertos. Na análise de variância com Medidas Repetidas evidenciou diferença entre médias de pré e pós-teste estatisticamente significativa (p<0,001) independente do grupo. O teste t-Student mostrou que os dois grupos tiveram desempenhos semelhantes relacionados ao checklist de protocolos de intervenção de enfermagem no estudo de caso. Assim, baseado nos resultados encontrados, concluímos que na comparação do desempenho dos alunos entre o pré-teste e o pós-teste houve melhora do índice de acertos após o treinamento. Quanto ao desempenho dos alunos nas intervenções de enfermagem frente às alterações eletrocardiográficas mostrou-se eficaz em ambas as estratégias de ensino.
The aim of this study was to assess the teaching/learning process of electrocardiography. To do so the performance of the students before and after each training modality was evaluated. In addition to that, the performance of the students was compared for each training modality. More over the nursing interventions for the electrocardiographic alterations described by the students in the case were assessed. The sample comprised 43 graduate students of a special training course in nursing cardiology and hemodynamics from a private institute of learning and research in the municipality of São Paulo. Data were collected after a theoretical and practical electrocardiography course in the discipline of cardiovascular emergencies with the duration of 20 hours. The students performance in electrocardiographic diagnosis pre-and-post training was tested as well as a checklist of nursing interventions guidelines was assessed in a thoracic pain case study. The students were divided in two groups: controlled group (pencil and paper) in a classroom and experimental group in a high fidelity simulation center for the case study. In the post training evaluation the students gave more accurate answers compared to the pre training evaluation. The difference was significant by McNemar test. The difference between pre-and-post scores was (p<0,001) regardless of the training modality according to the analysis of variances for repeated measures. Regarding the checklist of nursing intervention guide lines, the students had similar performances with both training modalities according to T-student test. Hence, our results showed that the rate of accurate answers improved with training. In addition the students? learning of nursing interventions for electrocardiographic alterations was effective in both training modalities.
The aim of this study was to assess the teaching/learning process of electrocardiography. To do so the performance of the students before and after each training modality was evaluated. In addition to that, the performance of the students was compared for each training modality. More over the nursing interventions for the electrocardiographic alterations described by the students in the case were assessed. The sample comprised 43 graduate students of a special training course in nursing cardiology and hemodynamics from a private institute of learning and research in the municipality of São Paulo. Data were collected after a theoretical and practical electrocardiography course in the discipline of cardiovascular emergencies with the duration of 20 hours. The students performance in electrocardiographic diagnosis pre-and-post training was tested as well as a checklist of nursing interventions guidelines was assessed in a thoracic pain case study. The students were divided in two groups: controlled group (pencil and paper) in a classroom and experimental group in a high fidelity simulation center for the case study. In the post training evaluation the students gave more accurate answers compared to the pre training evaluation. The difference was significant by McNemar test. The difference between pre-and-post scores was (p<0,001) regardless of the training modality according to the analysis of variances for repeated measures. Regarding the checklist of nursing intervention guide lines, the students had similar performances with both training modalities according to T-student test. Hence, our results showed that the rate of accurate answers improved with training. In addition the students? learning of nursing interventions for electrocardiographic alterations was effective in both training modalities.
Descrição
Citação
GRASSIA, Rita de Cássia Fernandes. Avaliação da aprendizagem do eletrocardiograma pelo método tradicional e no centro de simulação realística. São Paulo, 2014. [93] p. Tese (Doutorado em Enfermagem) - Escola Paulista de Enfermagem (EPE), Universidade Federal de São Paulo (UNIFESP), São Paulo, 2014.