Abstract
Objective: characterizing teaching technologies used or developed in nursing dissertations and theses in Brazil. Methods: adocumentary research that had data collection sourced from directories of theses and dissertations available on the websiteof the Brazilian Nursing Association, from Volumes Nineteen (XIX) (2001) to Twenty-one (XXI) (2013). Results: of 6346studies, 18 (0.28%) used or developed teaching technologies, composed of the following categories: use of conceptualmap; use of games; development of Virtual Learning Environment; development of educational materials; developmentof Distance Education courses; and artifact development. Conclusion: national research on the development and use ofteaching technology in nursing are still insufficient, especially in the North and Northeast. Multiple benefits of the use ofteaching technologies in nursing and learning environments were highlighted, not only for students and professionals, butalso for patients.aprendizagem da enfermagem, tanto com estudantes e profissionais, quanto com os pacientes.
Highlights
The formation of nursing professionals has been the focus of important changes over time, being influenced by the representation that such a profession had in the course of history
What is sought nowadays is the formation of a health care professional from the perspective of skills development that acts in a multidisciplinary manner, in accordance with the needs of the Unified Health System (Brazilian National Healthcare System)
The academic restructuring process of training of nursing professionals involves the recognition of the multidisciplinary professional practice, stimulating clinical reasoning, appreciation of theory and practice articulation, the use of active methods of teaching/learning, and flexible curriculum
Summary
The formation of nursing professionals has been the focus of important changes over time, being influenced by the representation that such a profession had in the course of history. The pedagogical principles of integrating the teaching of skills, learning to learn, general, humanist, critical and reflective training, and the training focused on the student and the teacher as facilitator[1]. The academic restructuring process of training of nursing professionals involves the recognition of the multidisciplinary professional practice, stimulating clinical reasoning, appreciation of theory and practice articulation, the use of active methods of teaching/learning, and flexible curriculum. It seeks the consolidation of dialogue competence, which presupposes active and differentiated teaching, clarifying new roles for teachers and students
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