Case-based learning with the use of information technology: cultural adaptation of an interactive clinical case in neonatal nursing

• Grant number: 13/21433-2
• Support Opportunities: Scholarships abroad - Research
• Start date: January 02, 2014
• End date: July 01, 2014
• Field of knowledge: Health Sciences - Nursing - Pediatric Nursing
• Principal Investigator: Elenice Valentim Carmona
• Grantee: Elenice Valentim Carmona
• Host Investigator: Maria Helena Baena de Moraes Lopes
• Host Institution: Faculdade de Ciências Médicas (FCM). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• Institution abroad: University of Texas Health Science Center at San Antonio (UTHSCSA), United States

Abstract

The objective of this study is to translate to Brazilian Portuguese and culturally adapt Baby Boy Jones, an interactive clinical case used as an interactive teaching strategy in neonatal nursing care. Baby Boy Jones, developed by researchers who are professors of an American school of nursing, focuses on teaching the content related to care in a case of neonatal infection, following the Case-Based Learning proposal. To facilitate this teaching strategy, an educational software, SoftChalk®, was used. The guidelines of the American Academy of Orthopaedic Surgeons for translation and cultural adaptation will be followed: at first, the initial translation from English to Portuguese of the contents of the case history will be completed by two independent translators. The version derived from the synthesis of both translations will be submitted to back translation into English. The back-translated version will be reviewed by a committee of judges, in order to assess the equivalence between the original and final edition, as well as the tools used throughout the presentation of the clinical case for the software. After the recommended adjustments, testing of the pre-final version will occur, with undergraduate nursing students, to assess understanding and clarity of content. All ethical recommendations for research will be followed. The perception of the paths taken in problem solving provides the improvement of clinical reasoning, which can be promoted by the use of this interactive clinical case, both among undergraduate nursing students as well as in nurses. Thus, interactive clinical cases can be a valuable addition to the efforts to provide consistent and meaningful learning in nursing, as there is a need for repeated experiences, not always guaranteed through academic activities. (AU)