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Problematization methodology's impact on nursing and medical students' knowledge about hypodermoclysis: quasi-experimental study.
OBJECTIVE: to analyze the problematization methodology impact on the knowledge of nursing and medical students about hypodermoclysis.
METHOD: quasi-experimental study conducted with 22 undergraduate nursing and medical students from a public Brazilian higher education institution. The students participated in the educational intervention using the problematization methodology based on the Arch of Maguerez. A previously validated questionnaire was used to determin' the students' knowledge level about hypodermoclysis. This instrument was applied before and after the educational intervention. The results were compared by McNemar's test and Student's t test for paired samples.
RESULTS: when comparing the correct answers before and after the intervention, there was a significant increase in 75% of the questions (p<0.05), including theoretical and practical aspects of hypodermoclysis. The mean score on students' self-assessment of the ability to explain (0.9 versus 5.9 points) and perform hypodermoclysis (1.9 versus 5.0) was significantly higher after applying the problematization methodology (p<0.001).
CONCLUSION: the problematization methodology had a positive impact on the students' knowledge about hypodermoclysis. The number of correct answers after the educational intervention was higher than the initial assessment. The problematization methodology can be incorporated into the teaching-learning process of nursing and medical students for teaching procedures such as hypodermoclysis.
BACKGROUND: (1) The problematization methodology had a positive impact on students' knowledge.
BACKGROUND: (2) The number of correct answers after the educational intervention increased.
BACKGROUND: (3) Problematization can be incorporated into the teaching of nursing and medicine.
BACKGROUND: (4) The teaching-learning process through active methodologies should be encouraged.
BACKGROUND: (5) Problematization has the potential to develop cognitive and attitudinal skills.
METHOD: quasi-experimental study conducted with 22 undergraduate nursing and medical students from a public Brazilian higher education institution. The students participated in the educational intervention using the problematization methodology based on the Arch of Maguerez. A previously validated questionnaire was used to determin' the students' knowledge level about hypodermoclysis. This instrument was applied before and after the educational intervention. The results were compared by McNemar's test and Student's t test for paired samples.
RESULTS: when comparing the correct answers before and after the intervention, there was a significant increase in 75% of the questions (p<0.05), including theoretical and practical aspects of hypodermoclysis. The mean score on students' self-assessment of the ability to explain (0.9 versus 5.9 points) and perform hypodermoclysis (1.9 versus 5.0) was significantly higher after applying the problematization methodology (p<0.001).
CONCLUSION: the problematization methodology had a positive impact on the students' knowledge about hypodermoclysis. The number of correct answers after the educational intervention was higher than the initial assessment. The problematization methodology can be incorporated into the teaching-learning process of nursing and medical students for teaching procedures such as hypodermoclysis.
BACKGROUND: (1) The problematization methodology had a positive impact on students' knowledge.
BACKGROUND: (2) The number of correct answers after the educational intervention increased.
BACKGROUND: (3) Problematization can be incorporated into the teaching of nursing and medicine.
BACKGROUND: (4) The teaching-learning process through active methodologies should be encouraged.
BACKGROUND: (5) Problematization has the potential to develop cognitive and attitudinal skills.
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