Nursing diagnostic reasoning learning of students through educational technologies: an integrative review
DOI:
https://doi.org/10.5216/ree.v24.68182Keywords:
Students, Nursing, Educational Technology, Nursing Diagnosis, LearningAbstract
Objective: To analyze the skills and experiences developed from the use of educational technologies in the nursing diagnostic reasoning of undergraduate students. Method: Integrative literature review performed in April 2020 through online access to seven databases without establishing a time frame. Search terms such as “nursing students”, “educational technology” and “nursing diagnosis” were incorporated into the search strategies. Results: From a universe of 332 consulted titles and abstracts, 21 articles that fully answered the research question were selected. Thirteen face-to-face and 8 virtual educational technologies that provided metacognitive, cognitive and practical skills and affective and motivational experiences to nursing students were identified. Conclusion: Most face-to-face technologies impacted directly on the diagnostic reasoning of students, while virtual technologies contributed indirectly to its development.
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