Nursing Care: Use of Digital Learning Objects with Chronic Illnesses Stephani C. P. Brondani, BSN Student1, Tamyres O. Santos, BSN Student2, Regina R. Witt, RN, PhD3, Denise T. Silveira, RN, PhD4, Alcindo A. Ferla, PhD5 1,2,3,4,5 Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brasil Abstract – This poster focuses on two digital learning objects which use hypertext, animations and video. The digital learning objects for Obesity and Dyslipidemia are being evaluated through a research project implemented by the undergraduate nursing students at The Federal University do Rio Grande do Sul (UFRGS). The project "Digital Learning Objects: Obesity and Dyslipidemia" is designed to subsidize the questions about non-communicable chronic diseases in the academic and professional routine in primary health care. Introduction - The term ‘learning object’ can be defined as an object of communication used for instructional purposes. These can range from maps and charts to video demonstrations and interactive simulations1. Furthermore, learning objects are educational materials designed and built in small clusters or blocks with which to structure the learning content2. Thus, it is understood that digital teaching material would include the desired content from resources to aid the learning process in a fun and more attractive way than traditional methods. Digital learning objects can be combined with the Problem-Based Learning method to enhance teamwork. The application of both methods in multidisciplinary teaching allows for maximum interaction between participants, promoting cooperation rather than competition among participants which has been demonstrated with efficacy3. The Virtual Teaching Laboratory-Nursing (Levi-Enf) group developed the project "Digital Learning Objects: Obesity and Dyslipidemia" to support the doubts that arise in the academic and professional routine in primary health care in regards to these chronic diseases. Relating the chronic diseases to the measures to be taken as recommended in the literature indicated. The construction and implementation of learning objects are intended to help in understanding the treatment, the physiology of drug action and the approach to chronic diseases. Learning objects lead students and health professionals to be challenged when their knowledge is tested through questions inspired by actual cases. This project of digital materials developed by Levi-EEnf assists the teaching in the undergraduate course in Nursing at UFRGS. Methods - The digital learning objects developed after reviewing the literature on obesity and dyslipidemia, are composed of hypertext, animations and videos covering the topics separately (illustrated in Figure 1). The use of these features help to streamline the concepts and provide clear examples that can be given to future patients. The software used in the construction of digital materials is Adobe Flash CS4, as well as image editors such as Adobe Fireworks CS4. Adobe Flash CS4 was chosen because it offers extensive animation capabilities, it is easy to learn and it allows for smaller file sizes.
Figure 1. Layout of the object on Obesity & Dyslipidemia Discussion and conclusions partial - The developed learning objects make up issues relevant to diseases and chronic non-communicable diseases, and are currently being used in the undergraduate course in Nursing at UFRGS. Furthermore, the learning objects can be used for continuing education of nurses in hospitals and primary health care. The digital learning objects are currently being evaluated through a research project, approved by the Ethics and Research Committee at UFRGS. We believe the PBL pedagogy, when implemented with learning objects, promotes interactivity and integration of subjects covered from the formulation of hypotheses. In the future, the final research results will be conveyed through a scientific paper. References 1 Muzio J, Heins T, Mundell R. Experiences with Reusable eLearning Objects: From Theory to Practice. Victoria, BC, Canada: Centre for Economic Development and Applied Research (CEDAR), Royal Roads University; 2001. Available in < http://www.udutu.com/pdfs/eLearning-objects.pdf>. 2 Cavalcante MTL, Vasconcellos MM. Tecnologia de Informação para a Educação na Saúde: duas revisões e uma proposta. Ciência & Saúde Coletiva. 2007; 12(13):611-622. 3 Brandon J E, Majumdar B. An introduction and evaluation of problem-based learning in health professions education. Family Community Health. 1997; 20(1):1-15.