Detalhes do Documento

ntroduction: The serious games help the process of teaching and learning not only related to clinical skills of students, but also in developing notions of communication and research. Objective: (1) To verify the cognitive performance of nursing students in the clinical assessment of premature influenced by the association between formal classes and a virtual learning environment (VLE), and a serious game; (2) To evaluate the satisfaction of the students regarding the use of serious games and-Baby. Methodology: It is a quasi-experiment study with Portuguese nursing students enrolled in the last year of the course (n = 14). The educational intervention consisted of a semi-presencial course (60 hours) with allocation of digital tools Physical Examination of the Preterm baby and e-Baby available in a VLE (Moodle®) and moments of average fidelity simulation. The group's performance was analyzed using the Wilcoxon test (performance score = posttest - pretest) considering ? = 0.05. The simulation variable was analyzed separately, and a part of the students took the test before the class with simulation and other students took the test aftes, and there was no statistically significant difference. Qualitative variables were analyzed by frequencies and quantitative characterization by descriptive analysis. Results: There was a statistically significant difference (p = 0.03) in student performance when the scores before and after the educational intervention were compared. The results of evaluation were very satisfactory highlighting that students judged the serious game positively in all aspects evaluated and reinforce that even with all these advantages, the teacher can not be replaced, ie, the resource consists of a tool auxiliary. The technology can be an important tool for teaching innovation and motivation of learning, considering the performance of students and their satisfaction in using the serious game and virtual learning environment.