Forfattere: Hara CYN, Aredes NDA, Fonseca LMM, Silveira RCCP, CRAA, de Goes FSN

År: 2016

Kilde: Nurse Education Today, 38:119–125

Sammendrag:

Objectives: This review aimed to analyze the available evidence in literature about clinical case studies inserted in digital technologies for nursing education, characterizing the technology resources and cognitive, procedural and attitudinal learning.  

Design: Integrative review of literature with the following steps: development of the research problem, data collection, data extraction and critic evaluation, data analysis and interpretation and presentation of results. The research question was: how does the clinical case study inserted in educational technology collaborate for cognitive, attitudinal and procedural learning of nursing students? Data sources: data bases LILACS, PUBMEC, CINAHL and Scopus. Review methods: the search resulted in 437 studies: 136 from LILACS, 122 from PUBMED, 104 from Scopus and 75 from CINAHL. Of these, 143 did not meet the including criteria, 93 were duplicated and four studies were unavailable. After analyzing all abstracts based on inclusion and exclusion criteria, there were selected 197 studies and after full text analysis the final sample resulted in 21 primary studies.  

Results: Case study use in educational digital technologies allowed the students to build different types of learning: cognitive learning (n 16 studies), attitudinal learning (n = 12 studies) and procedural learning (n = 8 studies).  

Conclusion: It is possible to conclude that case studies can collaborate with the students to develop different learnings which can be built integrate, continuous, informative and formative, aiming integral formation and aligned to policies of formation in nursing, both national and international. 

DOI / Lenke: http://dx.doi.org/10.1016/j.nedt.2015.12.002

Metodisk kvalitetsvurdering:

Denne systematiske oversikten er tilsynelatende utarbeidet på en god måte og forfatterne har vært forholdsvis tydelig på metoden de har brukt for å utarbeide oversikten. Forfatterne gir aldri en definisjon av hva de legger i digital klinisk case studie. Sammen med ganske brede inklusjons- og eksklusjonskriterier fremstår det litt uklart akkurat hva forfatterne er ute etter og hvordan dette forholder seg til lignende undervisningsformer slik som pasientsimulering. Det er ikke foretatt noen kvalitetsvurdering av de inkluderte studiene i og med at dette er en integrative review. De har informative tabeller som beskriver de inkluderte studiene. Teksten bærer generelt preg av uklar organisering og til tider uklar engelsk, noe som gjør artikkelen krevende å lese.