Abstract
To investigate whether the course offer with elements of gamification contributes to the formation of competences in Informatics in Nursing; and evaluate it based on teaching and learning criteria and content structure. Exploratory, applied and technological innovation research, with a qualitative and quantitative approach, developed at a university in the southern region of the country between February and November 2016. Participants were professors (5) and nursing students (10). The adoption of gamification was considered an interesting and innovative approach, as an alternative to traditional practices and applicable to Nursing teaching. In the quantitative analysis, it was observed that the course contemplates the set of evaluated criteria. Final considerations: Gamification contributes to the formation of competences among Nursing students for positively influencing the teaching-learning process. It can be understood as one more resource in the teaching work with a view to student motivation and meaningful learning.
Highlights
METHODInformation and Communication Technologies (ICTs) have impacted the work process in Health and Nursing, raising the need for prior preparation of Health professionals for their use in the various scenarios of professional practice
Because playing can stimulate and motivate students to be victorious, but losing is generally not enjoyable, it was considered important to give students the opportunity to play again in the search for the correct answer, so that frustration would be replaced by the idea that victory is possible and, above all, for the student learner to have the opportunity to reflect on content that needs reinforcement on their part
It was tried to elaborate a didactic material that can be used by the professors in order to favor the development of competences in the scope of the informatics in Nursing among the students still in the graduation
Summary
Information and Communication Technologies (ICTs) have impacted the work process in Health and Nursing, raising the need for prior preparation of Health professionals for their use in the various scenarios of professional practice. ICTs have influenced educational practices in general, interfering with how subjects relate, learn and teach[4,5,6] It is a fact: initiatives that analyze the development and adoption of strategies involving ICTs and educational technologies in Nursing teaching have grown and their results have been promising[7]
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