INTRODUÇÃO: Pautados na importância da qualificação profissional de enfermeiros na avaliação e cuidado ao prematuro a partir da análise de óbitos infantis no mundo, desenvolvemos um serious game enquanto ferramenta tecnológica educacional para facilitar a aprendizagem em enfermagem neonatal. O serious game e-Baby é uma ferramenta digital cujo objetivo é oferecer ao estudante a possibilidade de realizar a avaliação clínica e o cuidado ao prematuro em simulação virtual, antes de lidar com o bebê real no cenário de prática, podendo errar e refletir até compreender e aprimorar suas habilidades em um ambiente seguro. Ainda, as tecnologias devem ser vinculadas ao contexto e objetivos educacionais, respeitando e compreendendo os diferentes estilos de aprendizagem. OBJETIVO: Avaliar o impacto do serious game e-Baby: integridade da pele na aprendizagem cognitiva de estudantes de enfermagem, considerando os estilos de aprendizagem. MÉTODO: Trata-se de pesquisa metodológica quanto ao desenvolvimento da tecnologia e possui delineamento experimental e randomizado, com coparticipação de outras universidades brasileiras, para a avaliação do impacto na aprendizagem. Foi oferecido um curso extracurricular semipresencial aos participantes e, mediante aceite voluntário e seguindo os preceitos éticos em pesquisa, estes foram submetidos a avaliações de pré e pós-teste, caracterização, estilos de aprendizagem, avaliação do serious game e do curso. Foram divididos em dois grupos: controle e experimental, aleatoriamente. O tema do curso foi a avaliação clínica do prematuro quanto à necessidade de integridade da pele em alinhamento com o serious game desenvolvido. A análise estatística foi paramétrica, t de Student, considerando distribuição normal, utilizando também os testes Qui- Quadrado e exato de Fisher em determinadas variáveis. RESULTADOS E DISCUSSÃO: O serious game e-Baby: integridade da pele é uma tecnologia inovadora, validada por experts nas heurísticas de usabilidade em interface, elementos educacionais, conteúdo, jogabilidade e multimídia. Foi considerado relevante para auxiliar a aprendizagem de estudantes de enfermagem por refletir a prática clínica do enfermeiro no tema, segundo avaliação de enfermeiros em neonatologia. Teve avaliação geral muito satisfatória pelos estudantes, independentemente de seus estilos de aprendizagem, indicando que apesar das especificidades e preferências, consiste em uma tecnologia versátil para uso na educação em enfermagem. O estudo corrobora a literatura indicando as preferências dos estudantes para a inovação tecnológica e adesão de dispositivos e ferramentas, já inseridas e populares no contexto de nossa sociedade. As estratégias de ensino preferidas pela amostra demonstram interesse pela resolução de problemas, pelo papel ativo e por tarefas claramente vinculadas à prática do enfermeiro, reforçando o potencial sucesso da mudança de paradigma no ensino superior partindo do modelo tradicional para a adoção de novas teorias que valorizam o estudante como centro de sua própria aprendizagem. Não representou impacto significativo na aprendizagem cognitiva entre os grupos do estudo, apesar de ter refletido em melhores escores analisados em média aritmética para o grupo experimental. CONCLUSÃO: Apesar de o serious game e- Baby não ter representado impacto estatisticamente significativo na aprendizagem cognitiva dos estudantes de enfermagem, foi muito bem aceito pela amostra independentemente dos estilos de aprendizagem de cada participante. As principais características atribuídas a ele são: didático, interessante, estimulante para acesso de outras ferramentas semelhantes no curso, educativo ao oferecer feedback imediato e auxiliar a aprendizagem na percepção dos participantes / INTRODUCTION: Based on the importance of professional qualification for nurses and preterm newborns\' care, taking into account the analysis of child mortality in the world, we have developed a serious game as an educational technological tool to facilitate learning in neonatal nursing. The serious game e-Baby: skin integrity is a digital tool which objective is to offer students the possibility to perform clinical evaluation and provide care to the premature baby in a virtual simulation, before he/she does it in a real baby in the scenario of practice. So, the students can make mistakes and reflect on them until comprehension is fully reached and the skills improved in a safe environment. Besides, technologies must be linked to the educational context and goals, respecting the different learning styles. OBJECTIVE: Evaluate the impact of the serious game e-Baby: skin integrity in the cognitive learning of nursing students, considering the learning styles. METHOD: It is a methodological research as the development of the technology and randomized experimental research because it evaluated the impact on students\' learning, with participation of other Brazilian universities. It was offered an extracurricular and blended course to the participants which responded to evaluations of pre and post-test, characterization questionnaire, learning style index, evaluation of the serious game and the course, following ethical in research precepts. The participants were divided into control and experimental groups, randomly. The course\'s theme was the clinical evaluation of a preterm newborn and the proper interventions about the need of tissue integrity focused on skin, in alignment with the developed serious game. It was used parametrical analysis Student t, considering normal distribution, using also tests as Chi-square and exact of Fisher in certain variables. RESULTS AND DISCUSSION: Serious game e-Baby: skin integrity is an innovative technology, validated by experts in usability heuristics of interface, educational elements, content, gameability and multimedia. It was considered relevant to support nursing students\' learning in neonatology and its general evaluation given by students was highly satisfactory regardless their learning styles, indicating that, in spite of specificities and preferences of different users, it is a versatile tool to use in nursing education. This study corroborates literature indicating students\' preferences for technological innovation and adhesion to devices and tools already inserted and popular in our society context. Preferred teaching strategies by the sample demonstrate its interest for problem resolution, active role and tasks clearly linked to the nurses\' practice, reinforcing the potential success of the paradigm change in higher education from traditional model to the adoption of students-centered new theories. E-Baby did not present statistical difference in cognitive learning between the groups, despite it reflected on better scores for experimental group when adopting arithmetic mean. CONCLUSION: Despite the serious game did not represent impact in cognitive learning of nursing students, it was highly accepted by the sample regardless learning styles and validated by experts. Its main characteristics given by participants were: didactical, stimulating to access other digital tools in the course, educative as it offers immediate feedback and supportive for learning in the perception of students

To compare health care use from neonatal discharge to 18 months corrected age of two groups of extremely preterm children (< 26 vs. 26-29 weeks of gestation), we used a province-wide database containing neonatal and follow-up data on 254 infants (77% of survivors) born at < 29 weeks of gestation and cared for at 3/6 neonatal units in Quebec in 2003-2004. Neonatal data were abstracted from medical records by trained personnel. At 18 months corrected age, neurodevelopmental status was assessed by psychologists and paediatricians. Data on health care use were collected from charts and parent interviews. Descriptive statistics are provided and logistic regression analysis was carried out to evaluate perinatal and social determinants of re-hospitalization and frequent use of health services resources. Results show that 57% of infants born at < 26 weeks (n=49) and 49% of those born at 26-29 weeks (n=205) were re-hospitalized, mostly for respiratory illness. Both groups used a significant amount of health resources: 61% vs. 59%, respectively, received physical or occupational therapy, 29% vs. 17%, respectively, required long-term rehabilitation, 38% vs. 28%, respectively, used prescribed medication, and 59% vs. 33%, respectively, required home medical equipment (home oxygen, apnea monitors, orthopaedic devices and visual aids). Risk of re-hospitalization was associated with severe brain injury, use of an apnea monitor, and older age at neonatal discharge. Multiple birth, severe brain injury, suspected neonatal sepsis, and single-parent household were independently associated with the risk of using health care services above average. These results highlight the importance of resource allocation to preterm infants for medical and rehabilitation services after discharge from the neonatal intensive care unit.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2005. / Härtill 5 uppsatser.

Diss. (sammanfattning) Stockholm : Karol. inst. / Härtill 6 uppsatser.

Diss. (sammanfattning) Umeå : Umeå universitet, 2007. / Härtill 4 uppsatser.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2006. / Härtill 5 uppsatser.

Thesis--Copenhagen. / Summary in Danish. Includes bibliographical references (p. 175-191).

Thesis (M.S.)--University of Michigan, 1989.

Thesis (M.S.)--University of Michigan, 1991.

Thesis (M.S.)--University of Michigan, 1991.