Use of digital technologies in the cardiopulmonary resus-citation teaching-learning process: an integrative review
DOI:
https://doi.org/10.5216/ree.v23.65973Keywords:
Teaching, Educational Technology, Cardiopulmonary Resuscitation, ReviewAbstract
Objective: The aim was to identify the scientific evidence available in the literature on the use of digital technologies for the teaching and learning of cardiopulmonary resuscitation. Method: Integrative literature review performed on the PubMed, CINAHL, Scopus, SciELO and LILACS databases. One hundred six studies were identified and of these, only eight made up the sample. Results: The main technologies identified and considered effective were virtual simulators, online courses, Telegram and HeartCodeTM, involving affective, cognitive and psychomotor skills. Virtual simulation was the most adopted and effective for the development of cognitive, psychomotor and affective skills. Conclusion: This study contributes to research, teaching and care by presenting a framework of scientific evidence related to the articulation of digital technologies and the teaching of cardiopulmo- nary resuscitation, exposing digital pedagogical possibilities for the best practices and de-velopment of cognitive, psychomotor and affective skills.
Downloads
References
Kesharwani A. Do (how) digital natives adopt a new technologydifferentlythandigitalimmigrants?Alongitudinal study. Information & Management. 2020;57(2):e103170. https://doi.org/10.1016/j.im.2019.103170.
Silva AN, Senna MAA, Teixeira MCB, Lucietto DA, Andrade IM. O uso de metodologia ativa no campo das Ciências Sociais em Saúde: relato de experiência de produção audiovisual por estudantes. Interface Comun Saúde Educ. 2020;24:e190231.https://doi.org/10.1590/interface.190231.
Alves MG, Batista DFG, Cordeiro ALPC, Silva MD, Canova JCM, Dalri MCB. Production and validation of a video lesson on cardiopulmonary resuscitation. Rev Gaúcha Enferm. 2019;40:e20190012. https://doi.org/10.1590/1983-1447.2019.20190012.
Everett-Thomas R, Yero-Aguayo M, Valdes B, Shekhter I, Rosen LF, Birnbach DJ. An assessment of CPR skills using simulation: Are first responders prepared to save lives? Nurse Educ Pract. 2016;19:58-62. https://doi.org/10.1016/j.nepr.2016.05.003.
Reis RK, Melo ES, Costa CRB. Simulação no ensino de emergência para estudantes de enfermagem. Rev Cuid. 2020;11(2):e853. https://doi.org/10.15649/cuidarte.853.
Greif R, Lockey AS, Conaghan P, Lippert A, Vries W, Monsieurs KG. European Resuscitation Council Guidelines for Resuscitation 2015: Section 10. Education and implementation of resuscitation. Resuscitation. 2015;95:288-301. https://doi.org/10.1016/j.resuscitation.2015.07.032.
Whittemore R, Knafl K. The integrative review: updated methodology. J Adv Nurs. 2005;52(5):546-53. https://doi.org/10.1111/j.1365-2648.2005.03621.x.
Santos CMC, Pimenta CAM, Nobre MRC. The PICO strategy for the research question construction and evidence search. Rev Latino-Am Enfermagem. 2007;15(3):508-11. https://doi.org/10.1590/S0104-11692007000300023.
Ouzzani M, Hammady H, Fedorowicz Z, Elmagarmid A. Rayyan–a web and mobile app for systematic reviews. Syst Rev. 2016;5(210):e-10. https://doi.org/10.1186/s13643-016-0384-4.
Ursi ES, Gavão CM. Prevenção de lesões de pele no perioperatório: revisão integrativa da literatura. Rev Latino-Am Enfermagem. 2006;14(1):124-31. http://dx.doi.org/10.1590/S0104-11692006000100017.
Melnyk BM, Fineout-Overholt E. Evidence-based practice in nursing & healthcare: a guide to best practice. 2. ed. Philadelphia: Wolters Kluwer Health/ Lippincott Williams & Wilkins; 2011.
Ziabari SMZ, Kasmaei VM, Khoshgozaran L, Shakiba M. Continuous Education of Basic Life Support (BLS) through Social Media; a Quasi-Experimental Study. Arch Acad Emerg Med [Internet]. 2019 [acesso em: 10 mar. 2020];7(1):e4. Disponível em: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6377214/pdf/aaem-7-e4.pdf.
Mardegan KJ, Schofield MJ, Murphy GC. Comparison of an interactive CD based and traditional instructor-led Basic Life Support skills training for nurses. Aust Crit Care. 2015;28(3):160-7. https://doi.org/10.1016/j.aucc.2014.06.001.
Tobase L, Peres HHC, Tomazini EAS, Teodoro SV, Ramos MB, Polastri TF. Basic life support: evaluation of learning using simulation and immediate feedback devices. Rev Latino-Am Enfermagem. 2017;25:e2942. https://doi.org/10.1590/1518-8345.1957.2942.
Wong MAME, Chue S, Jong M, Benny HWK, Zary N. Clinical instructors’ perceptions of virtual reality in health professionals’ cardiopulmonary resuscitation education. SAGE Open Med. 2018;6:1-8. https://doi.org/10.1177/2050312118799602.
Creutzfeldt J, Hedman L, Felländer-Tsai L. Cardiopulmonary Resuscitation Training by Avatars: A Qualitative Study of Medical Students’ Experiences Using a Multiplayer Virtual World. JMIR Serious Games. 2016;4(2):e22. https://doi.org/10.2196/games.6448.
CreutzfeldtJ,HedmanL,Felländer-TsaiL.Effectsof pre-training using serious game technology on CPR performance: an exploratory quasi-experimental transfer study. Scand J Trauma Resusc Emerg Med. 2012;20:79. https://doi.org/10.1186/1757-7241-20-79.
Kardong-Edgren SE, Oermann MH, Odom-Maryon T, Ha Y. Comparison of two instructional modalities for nursing student CPR skill acquisition. Resuscitation. 2010; 81(8):1019-24. https://doi.org/10.1016/j.resuscitation.2010.04.022.
Creutzfeldt J, Hedman L, Medin C, Heinrichs WL, Felländer-Tsai L. Exploring virtual worlds for scenario- based repeated team training of cardiopulmonary resuscitation in medical students. J Med Internet Res. 2010;12(3):e38. https://doi.org/10.2196/jmir.1426.
Cochrane T, Cook S, Aiello S, Harrison D, Aguayo C. Designing Virtual Reality Environments for Paramedic Education: MESH360. Proceedings ASCILITE. Show Me The Learning [Internet]. 2016 [acesso em: 10 mar. 2020]. Adelaide. Disponível em: https://pdfs.semanticscholar.org/1454/a9c6113ad1ef727f226dd0e8d8885ddefe03.pdf.
Santos CA, Souza Júnior VD, Lanza FF, Lacerda AJ, Jorge BM, Mendes IAC. Jogos sérios em ambiente virtual para ensino-aprendizagem na Saúde. Rev Rene. 2017;18(5):702-9. https://doi.org/10.15253/2175-6783.2017000500019.
Lewis ZH, Swartz MC, Lyons EJ. What’s the Point?: A Review of Reward Systems Implemented in Gamification Interventions. Games Health J. 2016;5(2):93-9. https://doi.org/10.1089/g4h.2015.0078.
Kim J, Park JH, Shin S. Effectiveness of simulation- based nursing education depending on fidelity: a meta- analysis. BMC Med Educ. 2016;16:152. https://doi.org/10.1186/s12909-016-0672-7.
Reime MH, Johnsgaard T, Kvam FI, Aarflot M, Engeberg JM, Breivik M, et al. Learning by viewing versus learning by doing: A comparative study of observer and participant experiences during an interprofessional simulation training. J Interprof Care. 2017;31(1):51-8. https://doi.org/10.1080/13561820.2016.1233390.
Menezes ABC. Gamificação no ensino superior como estratégia para o desenvolvimento de competências: um relato de experiência no curso de psicologia. Rev Docência Ens Sup. 2016;6(2):203-22. https://doi.org/10.35699/2237-5864.2016.2093.
Semeraro F, Scapigliati A, Ristagno G, Luciani A, Gandolfi S, Lockey A, et al. Virtual Reality for CPR training: How cool is that? Dedicated to the “next generation”. Resuscitation. 2017;121:e1-e2. https://doi.org/10.1016/j.resuscitation.2017.09.024.
Espinosa CC, Melgarejo FS, Ruiz RM, García-Collado AJ, Caballero SN, Rodríguez LJ, et al. La realidad virtual como método de enseñanza de la reanimación cardiopulmonar: un estudio aleatorizado. Emergencias [Internet]. 2019 [acesso em: 10 mar. 2020];31(1):43- 6. Disponível em: https://dialnet.unirioja.es/servlet/articulo?codigo=6737638.
Allcoat D, Mühlenen A. Learning in virtual reality: Effects on performance, emotion and engagement. Res Learn Technol. 2018;26:e13. https://doi.org/10.25304/rlt.v26.2140.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Revista Eletrônica de Enfermagem
This work is licensed under a Creative Commons Attribution 4.0 International License.
