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Production and validation of a video lesson on cardiopulmonary resuscitation

Abstract

OBJECTIVE

To elaborate and validate a teaching virtual contemporary object, video-lesson, about resuscitation cardiopulmonary with adult in life support care using automatic external defibrillator in the hospital environment.

METHOD

This is an applied research of techonlogical productions in witch the video-lesson elaboration was according to the methodological trajectory proposed by Fleming, Reynolds and Wallace. The research was accomplished in the Minas Gerais University State and in the Ribeirão Preto Nursing School (Brazil). Sixteen expertises nurses in the area of urgency and emergency participated of this research. The AC1 Gwet’s statistic was used to the interobsevers agreement.

RESULTS

The validation of script and storyboard to the video-lesson development was reached the interobsevers agreement, classified as “moderate agreenment” according to Landis and Kock, with AC1=0.59 and p<0.0001.

CONCLUSIONS

The video-lesson elaborated and validated in this research represent an adequate contemporary important strategy to aplication in the teaching-learning process.

Keywords:
Teaching; Learning; Education technology; Cardiopulmonary resuscitation; Life support care

Resumo

OBJETIVO

Construir e validar um objeto contemporâneo virtual de ensino, videoaula, sobre ressuscitação cardiopulmonar no adulto em suporte básico de vida com o uso do desfibrilador externo automático no ambiente hospitalar.

MÉTODOS

Trata-se de uma pesquisa aplicada, de produção tecnológica, com produção de vídeoaula de acordo com a trajetória metodológica proposta por Fleming, Reynolds e Wallace. Desenvolvido na Universidade do Estado de Minas Gerais e na Escola de Enfermagem de Ribeirão Preto no período de janeiro de 2017 a março de 2018. Participaram 16 enfermeiros expertises na área de urgência e emergência. Para concordância inter-avaliadores foi utilizado a estatística AC1 de Gwet.

RESULTADOS

A validação do roteiro/script e storyboard foi alcançada a concordância inter-avaliadores, de acordo com Landis e Kock, classificada em “concordância moderada”, com AC1=0,59 e p<0,0001.

CONCLUSÕES

A videoaula construída e validada neste estudo, representa importante estratégia contemporânea adequada para aplicação no processo de ensino-aprendizagem.

Palavras-chave:
Ensino; Aprendizagem; Tecnologia educacional; Reanimação cardiopulmonar; Cuidados para prolongar a vida

Resumen

OBJETIVO

Construir y validar un objeto contemporáneo virtual de enseñanza, vídeo-lección, acerca de la reanimación cardiopulmonar con adultos en cuidados para prolongar la vida, utilizando el desfibrilador externo automático en ambiente hospitalario.

MÉTODO

Se trata de una investigación aplicada, de producción tecnológica en que la elaboración del vídeo-lección se llevó a cabo según la trayectoria metodológica propuesta por Fleming, Reynolds y Wallace. El estudio se desarrolló en la Universidad del Estado de Minas Gerais y en la Escuela de Enfermería de Ribeirão Preto (Brasil). Participaron de esta investigación 16 enfermeros especialistas en el área de urgencia y emergencia. Para la concordancia ‘interevaluadores’ se usó la estadística AC1 de Gwet.

RESULTADOS

Se alcanzó la concordancia ‘interevaluadores’ para el desarrollo del vídeo-lección a través de la validación del script y storyboard que, según Landis y Kock, es clasificada como “concordancia moderada” con AC1=0,59 y p<0,0001.

CONCLUSIONES

El vídeo-lección, elaborado y validado en este estudio, representa una importante estrategia contemporánea apropiada para la aplicación en el proceso de enseñanza-aprendizaje.

Palabras clave:
Enseñanza; Aprendizaje; Tecnología educacional; Reanimación cardiopulmonar; Cuidados para prolongación de la vida

Introduction

Proper pedagogical practice should be a constant concern as the advancement of technology is incessant and, therefore, the way in which information is conveyed should enable new possibilities of teaching and learning in modern times, in the peculiar profile of the digital natives11. Tezani TCR. Nativos digitais: considerações sobre os alunos contemporâneos e a possibilidade de se (re)pensar a prática pedagógica. Doxa: Rev Bras Psicol Educ. 2017;19(2):295-307. doi: https://doi.org/10.30715/rbpe.v19.n2.2017.10955.
https://doi.org/10.30715/rbpe.v19.n2.201...
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The learning characteristics of the current generation, the digital natives, are extremely tied to the use of technologies, which play an academic role that facilitates comprehension of the content, aligning the students’ interests and abilities with teaching strategies. An expository class in video is an advantage in the teaching-learning process, and through them it is possible to achieve positive results in cognitive, social, and emotional development, as well as in the daily educational practice22. Lee NJ, Chae SM, Kim H, Lee JH, Min HJ, Park DE. Mobile-based video learning outcomes in clinical nursing skill education: a randomized controlled trial. Comput Inform Nurs. 2016;34(1):8-16. doi: https://doi.org/10.1097/CIN.0000000000000183.
https://doi.org/10.1097/CIN.000000000000...
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In the last decades, the teaching-learning process, with the use of active methodologies, underwent a revolution with the inclusion of digital information, being currently established and accessible in a versatile way, enabling disclosures that were previously impossible33. Semeraro F, Scapigliati A, Ristagno G, Luciani A, Gandolfi S, Lokey A, et al. Virtual reality for CPR training: how cool is that? dedicated to the &raquo;,» &reg;,® &sect;,§ &shy;,­ &sup1;,¹ &sup2;,² &sup3;,³ &szlig;,ß &THORN;,Þ &thorn;,þ &times;,× &Uacute;,Ú &uacute;,ú &Ucirc;,Û &ucirc;,û &Ugrave;,Ù &ugrave;,ù &uml;,¨ &Uuml;,Ü &uuml;,ü &Yacute;,Ý &yacute;,ý &yen;,¥ &yuml;,ÿ &para;,¶ next generation &raquo;,» &reg;,® &sect;,§ &shy;,­ &sup1;,¹ &sup2;,² &sup3;,³ &szlig;,ß &THORN;,Þ &thorn;,þ &times;,× &Uacute;,Ú &uacute;,ú &Ucirc;,Û &ucirc;,û &Ugrave;,Ù &ugrave;,ù &uml;,¨ &Uuml;,Ü &uuml;,ü &Yacute;,Ý &yacute;,ý &yen;,¥ &yuml;,ÿ &para;,¶ . Resuscitation. 2017;121: e1-e2. doi: https://doi.org/10.1016/j.resuscitation.2017.09.024.
https://doi.org/10.1016/j.resuscitation....
. Videos contribute in a practical and dynamic way with the teaching-learning process in the same way as texts and images, and they are able to captivate the people involved, stimulating them, within the teaching strategy and can be used as technological resources to update knowledge and improve practical performance in patient care44. Forbes H, Oprescu FI, Downer TF, Nicole M, Philips NM, McTier L, et al. Use of videos to support teaching and learning of clinical skills in nursing education: a review. Nurse Educ Today. 2016; 42:53-6. doi: https://doi.org/10.1016/j.nedt.2016.04.010.
https://doi.org/10.1016/j.nedt.2016.04.0...
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The use of videos is a valuable technology in Nursing teaching as it motivates learning and proves to be useful and feasible as a tool for teachers in the teaching-learning process for Nursing students44. Forbes H, Oprescu FI, Downer TF, Nicole M, Philips NM, McTier L, et al. Use of videos to support teaching and learning of clinical skills in nursing education: a review. Nurse Educ Today. 2016; 42:53-6. doi: https://doi.org/10.1016/j.nedt.2016.04.010.
https://doi.org/10.1016/j.nedt.2016.04.0...
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Training in Cardiopulmonary Resuscitation (CPR) adapted to the target public in different categories, and offering alternative teaching strategies to ensure acquisition and retention of knowledge and skills for treating a Cardiopulmonary Arrest (CPA) is supported by the International Liaison Committee on Resuscitation - ILCOR, representing the American Heart Association - AHA55. Greif R, Andrew SL, Conaghan P, Lipper A, De Vries W, Koenraad GM. European Resuscitation Concil Guidelines for Resuscitation 2015: section 10. Education and implementation of resuscitation. Resuscitation. 2015;95:288-301. doi: https://doi.org/10.106/j.resuscitation.2015.07.032.
https://doi.org/10.106/j.resuscitation.2...
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When considering the learning objective in CPR, the proper construction of knowledge and acquisition of skills require an excellence standard66. Kleinman ME, Goldberger TR, Rea T, Swor RA, Bobrow BJ, Brennan EE, et al. 2017 American Heart Association focused update on adult basic life support and cardiopulmonary resuscitation quality. Circulation. 2018;137:e7-e13. doi: https://doi.org/10.1161/CIR.0000000000000539.
https://doi.org/10.1161/CIR.000000000000...
and, it is emphasized that survival in CPA is a crucial component of the quality of the CPR77. Alves MG. Objetos contemporâneos para ensino-apresendizagem da ressuscitação cardiopulmonar [dissertação]. Ribeirão Preto (SP): Programa de Pós- Graduação em Enfermagem Fundamental, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo; 2018..

With respect to teaching through videos, there is an increase in the acquisition of knowledge and skills using this resource as a teaching strategy, and expository classes through videos are as effective as in the classroom44. Forbes H, Oprescu FI, Downer TF, Nicole M, Philips NM, McTier L, et al. Use of videos to support teaching and learning of clinical skills in nursing education: a review. Nurse Educ Today. 2016; 42:53-6. doi: https://doi.org/10.1016/j.nedt.2016.04.010.
https://doi.org/10.1016/j.nedt.2016.04.0...
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In view of the above, the aim of this study is to create a virtual contemporary learning object, a video lesson, on adult CPR in the Basic Life Support (BLS) with the use of Automated External Defibrillator (AED) in the hospital environment, for teaching and learning of students and healthcare practitioners who need training in this area.

Method

To carry out this study, an applied research was used with technological production, as a result of a master’s thesis defended in the scope of the Graduate Program in Fundamental Nursing of the Ribeirão Preto School of Nursing (EERP), from the University of São Paulo (USP)77. Alves MG. Objetos contemporâneos para ensino-apresendizagem da ressuscitação cardiopulmonar [dissertação]. Ribeirão Preto (SP): Programa de Pós- Graduação em Enfermagem Fundamental, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo; 2018., which involves the production of a video lesson on adult CPR in BLS with the use of AED in the hospital environment, created according to AHA guidelines for CPR88. American Heart Association. Destaques da American Heart Assosciation: atualização das diretrizes de RCP e ACE. Dallas, TX: AHA; 2015 [citado 2018dez 20]. Disponível em: https://eccguidelines.heart.org/wp-content/uploads/2015/10/2015-AHA-Guidelines-Highlights-Portuguese.pdf. and CPA/CPR registration pursuant to the In-hospital Utstein Style’s report99. Avansi PA, Meneghin P. Translation and adaptation of the In-Hospital Utstein style into the Portuguese language. Rev Esc Enferm USP. 2008;42(3):500-3. doi: https://doi.org/10.1590/S0080-62342008000300013.
https://doi.org/10.1590/S0080-6234200800...
; the research was carried out from January 2017 to March 2018.

The study population was composed of experts of the Emergency and Urgency (EU) area for evaluation and validation of the scripts and storyboard of the video lesson. For selection, Fehling’s criteria1010. Fehring JR. Methods to validate nursing diagnoses. Heart Lung. 1987;16(6 Pt1):625-9. were used as inclusion criteria: minimum score of five points, minimum value to be considered expert, performance/education/ teaching in the EU area; the exclusion criteria included vacations or work leave in the period defined by the researcher for evaluation of the instruments and failure to perform the evaluation within the given period.

To select them, a survey was conducted in the research groups related to the EU areas, and a search was carried out for authors of studies related to CPA and CPR and teachers from the EU area in institutions from different regions. An invitation by e-mail was sent to 26 experts listing the objectives of this study, 18 agreed to participate, and 16 completed the evaluation and validation process. Those who agreed to participate were sent by e-mail or printed, according to the preference of the expert, the following items: Free and Informed Consent (FIC); General guidelines related to the evaluation/validation process; Explanatory script for validation; instrument for validation; and the script and storyboard of the video lesson.

In order to optimize the validation process by the experts, an explanatory guide for validation of the video lesson was prepared exhibiting the aspects to be considered in the validation process.

For production of the video lesson, the methodological approach proposed by Fleming, Reynolds and Wallace1111. Fleming SE, Reynolds, J, Wallace B. Lights... camera... action! a guide for creating a DVD/video. Nurse Educ. 2009;34(3):118-21. doi: https://doi.org/10.1097/NNE.0b013e3181a0270e.
https://doi.org/10.1097/NNE.0b013e3181a0...
) was used, as shown in Chart 1.

Chart 1:
Elements for producing the video lesson

The video lesson was recorded in partnership with the School Studio, linked to the Journalism and Marketing and Advertising courses of the UEMG - Passos Unit, which has a room with sound insulation and Chroma Key. The professionals who work in the studio have experience in video production and journalism.

To validate the script and storyboard of the video lesson, the instrument adapted from the model developed and applied by Ferreira1212. Ferreira MVF, Godoy S, Góes FSN, Rossini FP, Andrade D. Lights, camera and action in the implementation of central venous catheter dressing. Rev Latino-Am Enfermagem. 2015;23(6):1181-6. doi: https://doi.org/10.1590/0104-1169.0711.2664.
https://doi.org/10.1590/0104-1169.0711.2...
was used, with items related to the following topics: objective, content, relevance, environment, verbal language, and topic inclusion, and response options similar to the Likert scale with five points, distributed between “strongly agree”, “agree”, “disagree”, “strongly disagree”, and “don’t know”. It was requested to the experts, upon identification of absence of necessary information and/or unnecessary information, and in disagreements, to provide suggestions and comments in the specific area of the instrument. It is important to note that, upon the annotations provided in the validation, adjustments and corrections were made in the script and storyboard of the video lesson, when in line with the AHA’s guidelines77. Alves MG. Objetos contemporâneos para ensino-apresendizagem da ressuscitação cardiopulmonar [dissertação]. Ribeirão Preto (SP): Programa de Pós- Graduação em Enfermagem Fundamental, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo; 2018..

The content of the script and storyboard of the video lesson were considered validated if 80% of the experts provided a positive review, that is, a “strongly agree” or “agree”, in the validation instrument.

The project was submitted to evaluation of the Research Ethics Committee (CEP) of the EERP/USP, using Resolution 466/2012 of the National Health Council (CNS) as a legal parameter for the research. After the favorable opinion was issued, under number 2,002,839, CAAE: 65387417.4.0000.5393, the instruments were finally evaluated. It was requested from Ferreira1212. Ferreira MVF, Godoy S, Góes FSN, Rossini FP, Andrade D. Lights, camera and action in the implementation of central venous catheter dressing. Rev Latino-Am Enfermagem. 2015;23(6):1181-6. doi: https://doi.org/10.1590/0104-1169.0711.2664.
https://doi.org/10.1590/0104-1169.0711.2...
permission to use the validation instruments, who granted the authorization, and they were adapted to this study.

For data organization, spreadsheets were prepared in Microsoft Excel 2010®, with double typing, with subsequent validation to obtain reliable data. The analysis of data regarding the characterization of the experts was performed by descriptive statistics, frequency, percentage, and measure of position (mean). To evaluate the inter-rater agreement between the 16 experts, the AC1 statistic developed by Gwet was used1313. Gwet KL. Computing inter-rater reliability and its variance in the presence of high agreement. Br J Math Stat Psychol. 2008;61(1):29-48. doi: https://doi.org/10.1348/000711006X126600.
https://doi.org/10.1348/000711006X126600...
. The inter-rater agreement to evaluate the video lesson was used according to the items related to the objective, content, relevance, environment, verbal language, and topic inclusion. It was also evaluated the general inter-rater agreement.

Statistical analysis was performed with the support of a statistical professional linked to the EERP/USP. The program used for agreement analysis was program R, version 3.4.1. A significance level of 5% (p<0.05) was adopted for all analyzes. To categorize the inter-rater agreement, the values defined by Landis and Kock were considered1414. Landis JR, Koch GG. The measurement of observer agreement for categorical data. Biometrics. 1977;33(1):159-74. doi: https://doi.org/10.2307/2529310.
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, which considers satisfactory when indices present values higher than 0.60.

Results

Initially the characterization of the experts who participated in the validation of the script and storyboard of the video lesson will be presented.

The sample was completely characterized by nurses. Regarding gender, 13/16 (81.25%) were women and 3/16 (18.75%) were men. Age ranged from 29 to 55 years (average of 36.56 ± 7.33) and professional practice between four and 32 years (average of 12.93 ± 7.51). Regarding academic qualifications, 13/16 (81.25%) have a specialist degree, 15/16 (93.75%) have a Master’s degree, 10/16 (62.50%) have a Doctor’s degree, and 3/16 (18.75%) have a Postdoctoral degree. It is noteworthy that 8/16 (50%) work in teaching in higher education. When questioned about the participation in events in the last two years, 13/16 (81.25%) reported having participated in events related to the area of interest of this study, that is, EU.

It should be noted that the professionals who participated in the study are from different states in Brazil, namely: 7/16 (43.75%) from São Paulo, 4/16 (25.00%) from Minas Gerais, 2/16 (12.50%) from Rio Grande do Norte, 1/16 (6.25%) from Pernambuco, 1/16 (6.25%) from Alagoas, and 1/16 (6.25%) from Mato Grosso do Sul, covering the Southeast, Midwest, and Northeast regions of Brazil, working in Higher Education Institutions (HEI), such as the Federal University of Rio Grande do Norte, the UEMG - Passos Unit, the Federal University of Mato Grosso do Sul, the EERP/USP, the Federal Institute of Pernambuco, the Federal Institute of Southern Minas Gerais, and private institutions in the countryside of Minas Gerais and São Paulo.

With respect to the classification by Fehling’s criteria1010. Fehring JR. Methods to validate nursing diagnoses. Heart Lung. 1987;16(6 Pt1):625-9., an excellent classification was observed, since most of the experts have a score of ten points or higher (62.5%) and 4/16 (25%) have a maximum score of 14 points. It is emphasized that the minimum score defined for inclusion was five points. It is also worth mentioning that 15/16 (93.75%) have a clinical practice of at least one year in the adult EU, 10/16 (62.50%) published an article in a reference journal on the EU topic, and 8/16 (50%) have a PhD in the EU area.

The details of the video lesson scenes, presented in Table 1, were aimed at structuring a sequence to guide the process, ensuring direction in the validation, test, filming, image and animation development, audio description/recording, and editing stages.

Table 1:
Distribution of responses from experts (n=16), related to the validation of the Script and Storyboard of the video lesson with respect to the objectives, content, environment, verbal language, and topic inclusion. Ribeirão Preto/SP, 2018

In the question related to the objectives of the video lesson, the items were positively evaluated, with 45/48 (93.25%) of the items in “strongly agree” or “agree” and 3/48 (6.25%) in “disagree”. In the items related to the content, it was found that 99/120 (88.39%) were evaluated with “strongly agree” or “agree” and 13/120 (11.61%) with “disagree” or “don’t know”. With respect to the environment, 30/32 (93.25%) evaluated the items with “strongly agree” or “agree” and 2/32 (6.25%) with “strongly disagree”.

Regarding the verbal language, 32/32 (100%) of the experts considered the items satisfactory, classifying them as “strongly agree” or “agree”. In the evaluation of the items related to topic inclusion, 46/48 (95.83%) of the items were evaluated with “strongly agree” or “agree” and 2/48 (4.17%) with “disagree”.

Table 2:
Inter-rater agreement measure (n=16), related to the validation of the Script and Storyboard of the video lesson regarding objectives, content, environment, verbal language, and topic inclusion. Ribeirão Preto/SP, 2018

In the analysis of agreement among the experts for validation of the video lesson, a “moderate agreement” was obtained in most of the questions, except in the environment, which obtained “considerable agreement” (AC1=0.66). The overall inter-rater agreement, including all items in the script and storyboard of the video lesson, is classified as “moderate agreement” with AC1=0.59 and p<0.0001.

The experts made notes on the evaluation process and the following modifications were made: replacement of the opening/closing song, title review, spelling and grammar check, adjustments in text distribution, presentation of the learning objectives, targeting of the audience, use of resuscitation plate (resuscitation board) for external chest compressions, use of “C and E Technique” for coupling the mask in the ventilation, adjustments in edition (to make more dynamic with resources - images, clippings, texts, and slides), and presentation of the video lesson focusing on non-verbal communication. All changes suggested were accepted as they were in line with the AHA guidelines77. Alves MG. Objetos contemporâneos para ensino-apresendizagem da ressuscitação cardiopulmonar [dissertação]. Ribeirão Preto (SP): Programa de Pós- Graduação em Enfermagem Fundamental, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo; 2018.. In regard to the “don’t know” evaluation, the expertise pointed out the need to view the finished video, after recording, to evaluate the item.

There was approximately five hours of rehearsal at the UEMG School Studio - Passos Unit, aiming at optimization of the time, organization of the recording dynamics, and familiarization with the recording environment. The adjustments were defined during the rehearsals, among them, the following stand out: adjustment of body posture and tone of voice. It was not necessary to memorize the text due to the use of templates. The scenes were filmed in October 2017 at the UEMG School Studio - Passos Unit, following the validated script, that is, after making adjustments identified in the evaluation stage by the experts and after the rehearsals, lasting approximately two hours.

For the background of the video lesson, an image was captured in Laboratory I of CSPE of EERP/USP; for the opening and closing music, after suggestions to change it in the validation process, a professional musician was called and the purpose and content of the video lesson was explained; he provided a musical arrangement, evaluated by the researchers as suitable. The image of the AED in the CSPE of the EERP/USP was captured for insertion at the moment when the equipment is used; a printed material of the CPA/CPR log sheet in the In-hospital Utstein Style template was structured for exhibition at the time of the exhibition of the topic.

Adobe Flash CS6 was used in the links of the AHA’ Chain of Survival77. Alves MG. Objetos contemporâneos para ensino-apresendizagem da ressuscitação cardiopulmonar [dissertação]. Ribeirão Preto (SP): Programa de Pós- Graduação em Enfermagem Fundamental, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo; 2018., which were individually separated to be presented during the video in the moments related to each link, as presented in the storyboard.

During the edition, five face-to-face meetings were held and there was an exchange of emails with the staff of the SCMP of the EERP/USP for organization of images/scenes/photos and edition of the video lesson according to the validated storyboard. These stages took approximately 40 hours in the period from December 2017 to February 2018. The completed video lesson lasts for 17 minutes and 17 seconds and is available at: https://www.youtube.com/watch?v=MT4DJ5sazik&t=178s.

Discussion

Providing the digital native with access to qualified pedagogical strategies through the use of technologies will contribute to the pleasure of discovery, investigation, curiosity and construction of knowledge, thus fulfilling the role of contemporary society by the use of technologies in a critical and conscious way11. Tezani TCR. Nativos digitais: considerações sobre os alunos contemporâneos e a possibilidade de se (re)pensar a prática pedagógica. Doxa: Rev Bras Psicol Educ. 2017;19(2):295-307. doi: https://doi.org/10.30715/rbpe.v19.n2.2017.10955.
https://doi.org/10.30715/rbpe.v19.n2.201...
. Educational interventions using technologies can positively impact clinical skills, developing not only knowledge but also different skills, which promotes a meaningful learning1515. Silveira MS, Cogo ALP. Contribuições das tecnologias educacionais digitais no ensino de habilidades de enfermagem: revisão integrativa. Rev Gaúcha Enferm. 2017;38(2):e66204. doi: https://doi.org/10.1590/1983-1447.2017.02.66204.
https://doi.org/10.1590/1983-1447.2017.0...
. The availability of differentiated resources for teaching can be an incentive for changes to active, attractive, and current models.

The use of technologies is a common tool in the teaching-learning process, so it is necessary to create specific strategies and actions for optimization and appropriate use, in order to raise an increasingly digital future and incorporate the possibility of improvements in patient care1616. O'Connor S, Hubner U, Shaw T, Blake R, Ball M. Time for TIGER to ROAR! Technology Informatics guiding education reform. Nurse Educ Today. 2017 Nov;58:78-81. doi: https://doi.org/10.1016/j.nedt.2017.07.014.
https://doi.org/10.1016/j.nedt.2017.07.0...
; in this sense, this study produced a video lesson on adult CPR in the BLS with the use of AED in the hospital environment.

Learning using information available in online network offers accessibility, convenience, and flexibility, characterizing an alternative in the teaching-learning process1717. Wu XV, Chan YS, Tan KHS, Wang W. A systematic review of online learning programs for nurse preceptors. Nurse Educ Today. 2018 Jan;60:11-22. doi: https://doi.org/10.1016/j.nedt.2017.09.010 .
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. The video lesson produced is available on a free-access digital platform, contributing to the access and use in teaching-learning on the subject addressed.

In health, technology increases the opportunities for projection, testing, and implementation of tools that enable preparation for decision making. Obviously, it is necessary to engage healthcare practitioners in the creation and use of new technologies for teaching and professional practice1818. Lima MB, Rebouças CBA, Castro RCMB, Cipriano MAB, Cardoso MVLML, Almeida PC. Construção e validação de vídeo educativo para orientação de pais de crianças em cateterismo intermitente limpo. Rev Esc Enferm USP. 2017;51:e03273. doi: https://doi.org/10.1590/s1980-220x2016005603273.
https://doi.org/10.1590/s1980-220x201600...
. With the use of appropriate technological resources as a strategy in the teaching-learning process, it is possible to make knowledge dissemination productive and enjoyable1919. Silva AC, Bernardes A, Évora YDM, Dalri MCB, Silva AR, Sampaio CSJC. Desenvolvimento de ambiente virtual de aprendizagem para a capacitação em parada cardiorrespiratória. Rev Esc Enferm USP. 2016;50(6):990-7. doi: https://doi.org/10.1590/s0080-623420160000700016.
https://doi.org/10.1590/s0080-6234201600...
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It is worth emphasizing that, in educational processes related to Health Sciences, the use of educational technologies does not suppress the need for orientations and practices by a professor in a classroom2020. Gambo JM, Bahreman NT, Watties-Daniels D, Neal M, Swoboda SM. Can mobile technology enhance learning and change educational practice? ComputInform Nurs. 2017;35(8):375-80. doi: https://doi.org/10.1097/CIN.0000000000000380.
https://doi.org/10.1097/CIN.000000000000...
. The evidence of the use of technology through videos is strong and this teaching methodology is a promising direction, mediating educational practices in an attractive way1818. Lima MB, Rebouças CBA, Castro RCMB, Cipriano MAB, Cardoso MVLML, Almeida PC. Construção e validação de vídeo educativo para orientação de pais de crianças em cateterismo intermitente limpo. Rev Esc Enferm USP. 2017;51:e03273. doi: https://doi.org/10.1590/s1980-220x2016005603273.
https://doi.org/10.1590/s1980-220x201600...
. Videos are increasingly used to improve the quality of education in contemporary conditions44. Forbes H, Oprescu FI, Downer TF, Nicole M, Philips NM, McTier L, et al. Use of videos to support teaching and learning of clinical skills in nursing education: a review. Nurse Educ Today. 2016; 42:53-6. doi: https://doi.org/10.1016/j.nedt.2016.04.010.
https://doi.org/10.1016/j.nedt.2016.04.0...
.

It is essential to teach adult CPR in the BLS with the use of AED in a contemporary, attractive, relevant, and convenient way, promoting changes in behavior through teaching sustained in updated scientific evidence. It is worth reiterating that the AHA encourages that, in order to ensure knowledge and skills in CPR, teaching must happen in a manner adapted to the target audience and in different categories55. Greif R, Andrew SL, Conaghan P, Lipper A, De Vries W, Koenraad GM. European Resuscitation Concil Guidelines for Resuscitation 2015: section 10. Education and implementation of resuscitation. Resuscitation. 2015;95:288-301. doi: https://doi.org/10.106/j.resuscitation.2015.07.032.
https://doi.org/10.106/j.resuscitation.2...
.

CPR is a critical situation and consists of a set of actions that requires knowledge and skills, providing the victim with excellence to reverse CPA and eliminate sequelae caused by failures in the CPR, as, for this complexity, it is valid to use videos in the teaching-learning process of this subject. Despite advances in science regarding CPR, BLS remains a critical factor in determining outcome, and it is necessary to incorporate the recently published scientific evidence for CPR teaching in the BLS66. Kleinman ME, Goldberger TR, Rea T, Swor RA, Bobrow BJ, Brennan EE, et al. 2017 American Heart Association focused update on adult basic life support and cardiopulmonary resuscitation quality. Circulation. 2018;137:e7-e13. doi: https://doi.org/10.1161/CIR.0000000000000539.
https://doi.org/10.1161/CIR.000000000000...
. The video lesson produced is based on international guidelines and has a satisfactory inter-rater agreement, “moderate agreement” (AC1=0.59, p<0.0001).

Virtual objects represent a powerful tool for CPR training, especially for current generations, and by associating virtual objects with the traditional teaching model, they can achieve better learning outcomes in CPR33. Semeraro F, Scapigliati A, Ristagno G, Luciani A, Gandolfi S, Lokey A, et al. Virtual reality for CPR training: how cool is that? dedicated to the &raquo;,» &reg;,® &sect;,§ &shy;,­ &sup1;,¹ &sup2;,² &sup3;,³ &szlig;,ß &THORN;,Þ &thorn;,þ &times;,× &Uacute;,Ú &uacute;,ú &Ucirc;,Û &ucirc;,û &Ugrave;,Ù &ugrave;,ù &uml;,¨ &Uuml;,Ü &uuml;,ü &Yacute;,Ý &yacute;,ý &yen;,¥ &yuml;,ÿ &para;,¶ next generation &raquo;,» &reg;,® &sect;,§ &shy;,­ &sup1;,¹ &sup2;,² &sup3;,³ &szlig;,ß &THORN;,Þ &thorn;,þ &times;,× &Uacute;,Ú &uacute;,ú &Ucirc;,Û &ucirc;,û &Ugrave;,Ù &ugrave;,ù &uml;,¨ &Uuml;,Ü &uuml;,ü &Yacute;,Ý &yacute;,ý &yen;,¥ &yuml;,ÿ &para;,¶ . Resuscitation. 2017;121: e1-e2. doi: https://doi.org/10.1016/j.resuscitation.2017.09.024.
https://doi.org/10.1016/j.resuscitation....
. The production of a video lesson on adult CPR in BLS with the use of AED in the hospital environment was structured to meet the current need for application of contemporary teaching strategies in this area. Through the object developed in this study it is possible to disseminate new teaching-learning possibilities on the theme discussed, and it may conduct teaching, research, and extension strategies in a contemporary and up-to-date manner.

Final Considerations

The need for this study is evidenced by the change in the population profile. The so-called digital natives are intimately related to technological resources, and the teaching-learning process can and should be adapted to this profile. Teaching and evaluation are still exaggeratedly applied by traditional methods.

During this study it was possible to observe the need to optimize the use of technology in the teaching-learning process, enabling the implementation of a qualified, feasible, and relevant process. It is essential to note the limitations of this study: delay in obtaining the acceptance or refusal responses to participate in the study, as well as the time it took for the instruments to be evaluated and validated by the experts; the revalidation (test-retest) by the experts after the changes made through the accepted suggestions was not performed; the failure to validate the finished video lesson after editing.

The video lesson validated and produced in this study represents an important contemporary strategy suitable for use in the teaching-learning process on adult CPR in BLS with the use of AED in the hospital environment, based on international guidelines.

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Publication Dates

  • Publication in this collection
    05 Aug 2019
  • Date of issue
    2019

History

  • Received
    25 Jan 2019
  • Accepted
    16 Apr 2019
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