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Centre for Teaching & Learning

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https://hdl.handle.net/20.500.14078/38

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Browsing Centre for Teaching & Learning by Author "Monti Fonseca, Luciana Mara"

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    A serious game (immunitates) about immunization: development and validation study
    (2022) de Araujo Lima, Isabela Dantas; Ponce de Leon, Casandra Genoveva Rosales Martins; Ribeiro, Laiane Medeiros; Rodrigues da Silva, Izabel Cristina; Vilela, Danielle Monteiro; Monti Fonseca, Luciana Mara; dos Santos Nogueira de Góes, Fernanda; Funghetto, Silvana Schwerz
    Background: Vaccination is a fundamental part of all levels—local to worldwide—of public health, and it can be considered one of humanity's greatest achievements in the control and elimination of infectious diseases. Teaching immunization and vaccination can be monotonous and tiring. It is necessary to develop new approaches for teaching these themes in nursing school. Objective: We aimed to develop and validate a serious game about immunization and vaccination for Brazilian nursing students. Methods: We developed a quiz-type game, Immunitates, using design and educational theoretical models and Brazilian National Health Guidelines. The game’s heuristics and content were evaluated with 2 different instruments by a team of experts. A sample of nursing students evaluated the validity of the game’s heuristics only. We calculated the content validity index (CVI) for each evaluation. Results: The study included 49 experts and 15 nursing students. All evaluations demonstrated high internal consistency (Cronbach α≥.86). The game’s heuristics (experts: CVI 0.75-1.0; students: CVI 0.67-1.0) and the game’s contents demonstrated validity (experts: CVI 0.73-1.0). Participants identified some specific areas for improvement in the next version. Conclusions: The serious game appears to be valid. It is intended as a support tool for nursing students in the teaching–learning process and as a tool for continuing education for nurses.
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    The simulation design in health and nursing: a scoping review
    (2023) Silva, George Oliveira; Monti Fonseca, Luciana Mara; Siqueira, Karina Machado; dos Santos Nogueira de Góes, Fernanda; Ribeiro, Laiane Medeiros; Aredes, Natalia Del' Angelo
    Aims The aims of this study were to map the components of the simulation design in health and nursing and to propose a classification based on their definitions to support the planning of simulation-based experiences. Design Scoping review. Method Searches were performed in the databases LILACS, Embase, MEDLINE/PubMed, SCOPUS, Web of Science, Google Scholar and ProQuest Thesis and Dissertation were performed, without time limitation, to identify studies about simulation design. Results This study mapped 19 components of the simulation design found in 26 studies included, which can contribute to the development of simulation-based experiences, classified into structural, methodological and theoretical–pedagogical components. The simulation design can be described according to its fundamental components: structural—define the basic formulation of a simulation in terms of infrastructure and conceptual framework; methodological—define the participants, roles and the instruction format; and theoretical–pedagogical—define the educational references used to support the simulation strategy.