Thesis (Ph.D.)--University of Central Florida, 2009. / Advisers: Atsusi Hirumi, Lea Witta. Includes bibliographical references (p. 211-217).

Effective pain management is an elusive concept in the acute care setting. Improving nurses' knowledge about optimal pain management is one way to improve the patient's pain experience. A computer-simulation game was developed as an alternative method of teaching the subject of pain management to nursing students. In the game, two patient scenarios are presented, one male and one female. Both patients present with acute pain and request help from the nurse. The player progresses through a series of nine questions as the scenarios unfold, each with one best or correct answer. The purpose of this study was to evaluate the game's potential as a teaching method compared to traditional methods of teaching, such as a lecture. A total of 30 nursing students participated in the study. After playing through the game, each student was asked to complete a post-game survey consisting of 10 standard 5-point Likert scale items and five open-ended questions. The survey was used to evaluate the students' enjoyment of the game, educational benefits, preference compared to traditional teaching methods, and perceived potential to change nursing practice. Results of the survey show that the majority of nursing students enjoyed playing the game and found it captured their attention more than traditional teaching methods. Nine out of the ten Likert scale items received universal high scores. Nursing students were receptive to the computer-simulation game as a teaching method and found it preferable to traditional methods.

Made available in DSpace on 2014-06-11T19:29:02Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-12-17Bitstream added on 2014-06-13T19:58:34Z : No. of bitstreams: 1 simili_mfc_me_assis.pdf: 349582 bytes, checksum: b193273eed4e3bbc323b1f0c8396a453 (MD5) / Os estudos desenvolvidos sobre o papel dos jogos regrados tem sido alvo de inúmeras discussões e pesquisas nas mais varias áreas do saber, principalmente no tocante ao processo de ensino e de aprendizagem. Em razão disso, desenvolvemos esta pesquisa cujos objetivos foram: analisar a concepção docente sobre as contribuições do emprego dos jogos de regras no processo educativo e no desenvolvimento psicológico; investigar a importância dada por ele ao emprego do jogo regrado na sala de aula; verificar a existência e a avaliação que os docentes fazem sobre o jogo em seu planejamento pedagógico e a relação entre os jogos de regras e o brincar do professor na infância. Para tanto, empregamos a teoria de Jean Piaget e de colaboradores, acerca das relações entre a psicologia genética, os processos de ensino e de aprendizagem e os jogos regrados. Os informantes foram professores, escolhidos aleatoriamente, dentre aqueles que lecionavam no Ensino Fundamental do ciclo I ao IV, de Escolas Municipais localizadas na Região Sudoeste do Estado de São Paulo. Para a coleta de dados, utilizamos um questionário e a entrevista semi-estruturada. Seu conteúdo versou sobre a representação dos professores acerca dos jogos regrados. Os resultados obtidos, mostraram que a) os professores mencionam como importante o emprego dos jogos de regras como instrumento facilitador do processo de ensino e aprendizagem; b) não os relacionam ao desenvolvimento psicológico, isto é, não conseguem ver os referidos jogos como meio que pode contribuir para o desenvolvimento cognitivo, afetivo e moral das crianças e c) apesar de considerar os jogos positivos, a maioria deles não os empregam em sala de aula, embora vários estudos tenham demonstrado a sua importância para a concretização do processo educativo e como instrumento de desenvolvimento psicológico / The studies developed about the role of rules games have been frequently discussed in many researches in the wider knowledge areas, mainly on the education field. In spite of it, this research was developed with the aim to analyze the academic conceiving about the contributions of the application of the rules games in the education process and in the psychological development. Besides, the importance gave by the teacher to the use of the games in the classroom and the presence and the evaluation of the game in their pedagogic planning were still analyzed. To achieve this propose, there was used the theory of Jean Piaget et al of the relations among the genetic psychology, the teaching and learning processes and the rules games. The informers were teachers, chose at random, among others that work for the fundamental schooling from the cycles I to IV of municipal colleges in the southeast of the state of São Paulo. For the assessment dice, there were used a questionnaire and a half-structured interview with the content of the representation of the teachers about the rules games. The results show the following aspects: a) Teachers give importance to the use of the rules games as a tool for the teaching and learning processes; b) They do not associate them to the psychological development, in other words, they can not relate this games as a way to contribute for the cognitive, affective and moral development of the children; c) In spite of considering the games positive, the great number of them do not use it in the classroom, even with may researches showing it is importance to the resolution of the educational process and the psychological development

Orientador: Nelson Pedro Silva / Banca: Rita Melissa Lepre / Banca: Alessandra de Morais Shimizu / Resumo: Os estudos desenvolvidos sobre o papel dos jogos regrados tem sido alvo de inúmeras discussões e pesquisas nas mais varias áreas do saber, principalmente no tocante ao processo de ensino e de aprendizagem. Em razão disso, desenvolvemos esta pesquisa cujos objetivos foram: analisar a concepção docente sobre as contribuições do emprego dos jogos de regras no processo educativo e no desenvolvimento psicológico; investigar a importância dada por ele ao emprego do jogo regrado na sala de aula; verificar a existência e a avaliação que os docentes fazem sobre o jogo em seu planejamento pedagógico e a relação entre os jogos de regras e o brincar do professor na infância. Para tanto, empregamos a teoria de Jean Piaget e de colaboradores, acerca das relações entre a psicologia genética, os processos de ensino e de aprendizagem e os jogos regrados. Os informantes foram professores, escolhidos aleatoriamente, dentre aqueles que lecionavam no Ensino Fundamental do ciclo I ao IV, de Escolas Municipais localizadas na Região Sudoeste do Estado de São Paulo. Para a coleta de dados, utilizamos um questionário e a entrevista semi-estruturada. Seu conteúdo versou sobre a representação dos professores acerca dos jogos regrados. Os resultados obtidos, mostraram que a) os professores mencionam como importante o emprego dos jogos de regras como instrumento facilitador do processo de ensino e aprendizagem; b) não os relacionam ao desenvolvimento psicológico, isto é, não conseguem ver os referidos jogos como meio que pode contribuir para o desenvolvimento cognitivo, afetivo e moral das crianças e c) apesar de considerar os jogos positivos, a maioria deles não os empregam em sala de aula, embora vários estudos tenham demonstrado a sua importância para a concretização do processo educativo e como instrumento de desenvolvimento psicológico / Abstract: The studies developed about the role of rules games have been frequently discussed in many researches in the wider knowledge areas, mainly on the education field. In spite of it, this research was developed with the aim to analyze the academic conceiving about the contributions of the application of the rules games in the education process and in the psychological development. Besides, the importance gave by the teacher to the use of the games in the classroom and the presence and the evaluation of the game in their pedagogic planning were still analyzed. To achieve this propose, there was used the theory of Jean Piaget et al of the relations among the genetic psychology, the teaching and learning processes and the rules games. The informers were teachers, chose at random, among others that work for the fundamental schooling from the cycles I to IV of municipal colleges in the southeast of the state of São Paulo. For the assessment dice, there were used a questionnaire and a half-structured interview with the content of the representation of the teachers about the rules games. The results show the following aspects: a) Teachers give importance to the use of the rules games as a tool for the teaching and learning processes; b) They do not associate them to the psychological development, in other words, they can not relate this games as a way to contribute for the cognitive, affective and moral development of the children; c) In spite of considering the games positive, the great number of them do not use it in the classroom, even with may researches showing it is importance to the resolution of the educational process and the psychological development / Mestre