Avaliação de competências profissionais de estudantes de enfermagem: desenvolvimento de um objeto virtual de aprendizagem
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Data
2025-09-26
Autores
Esmidre, Millena Alves Batista
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Universidade Federal do Espírito Santo
Resumo
Introduction: The Brazilian National Curriculum Guidelines for Undergraduate Nursing Education advocate for the training of critical, reflective, and generalist nurses, capable of working in different health contexts. Assessing the competencies acquired at the end of the program, associated with the development of technological resources to support teaching and learning, emerges as a relevant strategy to strengthen the quality of the training process. Objective: To develop an educational technology that supports the training and assessment of professional competencies of graduating nursing students. Method: Cross-sectional, descriptive and analytical study, developed in three stages: first, documentary analysis of five Political-Pedagogical Projects for Nursing Courses, representing the five regions of Brazil through a narrative literature review; second, application of the Nurse Competence Scale, adapted and validated in Brazil, to assess the competencies of graduating students in seven domains. Data were treated using descriptive statistics, Spearman correlation analysis and logistic regression; finally, the third stage: development of a digital and interactive virtual learning object, based on the National Curricular Guidelines for Nursing and built from the gaps identified in the previous stages. Results: The analysis of the PPCs revealed convergence regarding the critical-reflective profile of graduates, but also regional disparities in curricular emphases. In the assessment of competencies, students reported a predominantly positive self-perception, with the highest percentage of high competence in Diagnostic Functions and Managerial Functions, and the lowest in Quality Assurance and Therapeutic Interventions. A positive, albeit weak, correlation was observed between perceived competence and frequency of use in some domains. Based on these findings, a was developed, structured into interactive modules focused particularly on strengthening competencies in Quality Assurance and Patient Safety, as a complementary pedagogical resource for undergraduate Nursing education. Product: A digital and interactive Virtual Learning Object was developed, aimed at strengthening the competencies of Nursing students. Conclusion: The study evidenced that, although students perceive high levels of competence in different domains, weaknesses remain, particularly in Quality Assurance and Therapeutic Interventions. The development and implementation of technological resources, such as the Virtual Learning Object, represent innovative and relevant strategies for strengthening professional competencies, contributing to the training of critical, reflective nurses aligned with professional practice demands and national health education guidelines.
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Educação em Enfermagem , Competência clínica , Tecnologia educacional , Nursing education , Clinical competence , Educational technology