Abstract
To identify and map the technological tools of information and communication to support the teaching learning process in Nursing teaching courses. This is a scoping review whose search was carried out in seven databases and in grey literature. After an initial analysis of the selection, 88 texts were read integrally, and 29 made up the final sample. Virtual learning environment and object, simulation, hypermedia, and software or cellphone applications were the tools the nursing professors used the most. Studies highlight that the application of technology was important in the teaching-learning process, since it encouraged teaching based on safe care, motivating and developing abilities/competences, supported on significant, effective, flexible, and autonomous learning. The contribution of the technology for nursing formation stands out, but it should be highlighted that its employment must be critical, reflective, based on pedagogical theories and developed by trained professors.
Highlights
The advance of information and communications technology (ICT) — understood as an instrument capable of aggregating, connecting, operating, and disseminating information(1) — which took place in the last decades, starting with the popularization of the world wide web has promoted a process according to which personal relations become virtual, related to their growing use in daily life(2).This technological evolution, in turn, managed to affect nursing education, which has been inserting ICT in its teaching-learning processes
When unique and modern activities are added to traditional classes, the use of ICTs favors a dynamic process of learning(3)
Considering the above, this study considers the modernization and evolution of the forms of teaching in the field of nursing, including the use of ICTs, to increase the access to information by nursing students, since it would enable the improvement of teaching-learning(9)
Summary
The advance of information and communications technology (ICT) — understood as an instrument capable of aggregating, connecting, operating, and disseminating information(1) — which took place in the last decades, starting with the popularization of the world wide web (web) has promoted a process according to which personal relations become virtual, related to their growing use in daily life(2). This technological evolution, in turn, managed to affect nursing education, which has been inserting ICT in its teaching-learning processes. It can be implemented in emergency situations, in which in-person teaching cannot take place, due to risks to the safety of students and professors, such as the COVID-19 pandemic
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