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Objetivo:Relatar a aplicação das metodologias ativas para o ensino em enfermagem em meio à pandemia de COVID-19.Métodos:Trata-se de um relato de experiênciadas vivências na disciplina de Laboratório de Fundamentos de Enfermagem de uma Universidade Pública em Fortaleza-CE.Resultados:Utilizou-se multimétodos, como aulas e jogos online, estudosde caso, simulação realística, elaboração de portfólio e vídeos com os procedimentos de Enfermagem abordados na disciplina.As diversas estratégias foram necessárias para colaborar com a construção do conhecimento durante a pandemia, uma vez que se utilizou do modelo híbrido de ensino.Conclusão:Constata-se que os vários métodos tecnológicos,como sala virtual, o WhatsAppcomo ferramenta de comunicação rápida, a elaboração do portfólio e a utilização de vídeos e jogos online, os estudos de caso e a simulação realística,foram utilizados de forma complementar e integrada, tornando-se favoráveis para os alunos, pois eles fazem parte de uma geração que tem maior facilidade em utilizartecnologias e são receptivos a multimétodos de aprendizagem

Objective: To report the application of active methodologies for nursing teaching in the midst of the COVID-19 pandemic. Methods: This is an experience report of lived situations in the Nursing Fundamentals Laboratory discipline at a Public University in Fortaleza-CE.Results: Multi-methods were used, such as online classesand games, case studies, realistic simulation, portfolio development and videos with the Nursing procedures addressed in the course. The various strategies were necessary to collaborate with the construction of knowledge during the pandemic, since the hybrid teaching model was used. Conclusion: It appears that the various technological methods, such as the virtual room, WhatsApp as a quick communication tool, the elaboration of the portfolio and the use of videos and online games, case studies and realistic simulation, were used in a complementary and integrated way, becoming favorable for students, as they are part of a generation that is more comfortable using technologies and are receptive to multi-method learning

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OBJECTIVE: to analyze the effect on the knowledge of therapeutic communication by Nursing students through the use of applications. METHOD: a randomized and controlled clinical trial conducted with 60 nursing students. In the topic Groups and therapeutic communication techniques, the intervention-IG group (n=30) used the application and the control-CG group (n=30) was submitted to the traditional class. The pre- (Zero Test -0) and post-test knowledge (immediate-Test 1 and after 30 day-Test 2) of those involved were evaluated. RESULTS: Test 1, performed immediately after the intervention, showed a mean of 11 hits in the control group and 13 in the intervention, with statistical significance (p=0.036). Test 2 showed a decrease in hits in both groups (IG=10.87 and CG=9.3), but maintained the difference between IG and CG in the post-test (p<0.01). CONCLUSION: the use of the application on therapeutic communication favored the knowledge of the students, when compared to the traditional teaching method. REBEC RBR-4TF6MR Registration.

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BACKGROUND: Many educational technologies have been used to promote the health of the population. Thus, the objective was to assess the effect of using an individual educational primer along with the Brief Motivational Interviewing (BMI) for increasing maternal self-efficacy for preventing childhood diarrhoea. METHODS: Randomized clinical trial, conducted in Fortaleza/Ceará-Brazil, composed of 181 mothers and/or guardians of children under five years, who were randomized into three groups: experimental group A (EG A)-who read the primer, experimental group B (EG B)-application of the primer and BMI and the control group (CG). The participants' assessment was based on the Maternal Self-Efficacy Scale for Preventing Childhood Diarrhoea and the diarrhoea Investigation Form at the beginning of the intervention and then 30 and 60 days after the first contact with the participants. RESULTS: There were 60 participants in EG A and CG and 61 in EG B. It was noted a greater incidence of participants with high self-efficacy in EG B after applying the technologies. All groups manifested diarrhoea among children after the interventions, although with a lower number in EG B, one-month post-intervention (P = 0.025). CONCLUSIONS: The combined use of the primer and the BMI contributed significantly over time to increase maternal self-efficacy in preventing childhood diarrhoea and reduce cases of this disease.

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Objective: to analyze the effect on the knowledge of therapeutic communication by Nursing students through the use of applications. Method: a randomized and controlled clinical trial conducted with 60 nursing students. In the topic Groups and therapeutic communication techniques, the intervention-IG group (n=30) used the application and the control-CG group (n=30) was submitted to the traditional class. The pre- (Zero Test -0) and post-test knowledge (immediate-Test 1 and after 30 day-Test 2) of those involved were evaluated. Results: Test 1, performed immediately after the intervention, showed a mean of 11 hits in the control group and 13 in the intervention, with statistical significance (p=0.036). Test 2 showed a decrease in hits in both groups (IG=10.87 and CG=9.3), but maintained the difference between IG and CG in the post-test (p<0.01). Conclusion: the use of the application on therapeutic communication favored the knowledge of the students, when compared to the traditional teaching method. REBEC RBR-4TF6MR Registration.

Objetivo: analisar o efeito no conhecimento sobre a comunicação terapêutica pelos acadêmicos de Enfermagem com o uso de aplicativos. Método: ensaio clínico randomizado e controlado realizado junto a 60 estudantes de Enfermagem. No tópico Grupamentos e técnicas de comunicação terapêutica, o grupo intervenção-GI (n=30) utilizou o aplicativo e o grupo controle-GC (n=30) foi submetido à aula tradicional. Foi avaliado o conhecimento pré (Teste zero -0) e pós-teste (imediato-Teste 1 e após 30 dias-Teste 2) dos envolvidos. Resultados: o teste 1, realizado imediatamente após a intervenção, mostrou uma média de 11 acertos no grupo controle e 13 no intervenção, com significância estatística (p=0,036). O teste 2 mostrou uma diminuição dos acertos nos dois grupos (GI=10,87 e GC=9,3), mas manteve a diferença entre GI e GC no pós-teste (p<0,01). Conclusão: a utilização do aplicativo sobre a comunicação terapêutica favoreceu o conhecimento dos estudantes, quando comparado ao método tradicional de ensino. Registro REBEC RBR-4TF6MR.

Objetivo: analizar el efecto del conocimiento sobre comunicación terapéutica por los académicos de enfermería con el uso de aplicativos. Método: ensayo clínico aleatorio controlado, realizado en 60 estudiantes de enfermería. En el tópico, agrupamientos y técnicas de comunicación terapéutica, el grupo intervención-GI (n=30) utilizó el aplicativo y el grupo control-GC (n=30) fue sometido a una clase tradicional. Fue evaluado el conocimiento pretest (Test cero -0) y postest (inmediato-Test 1 y después de 30 días-Test 2) de los participantes. Resultados: el test 1, realizado inmediatamente después de la intervención, mostró media de 11 aciertos en el grupo control y 13 en la intervención, con significación estadística de p=0,036. El test 2 mostró diminución de los aciertos en los dos grupos (GI=10,87 y GC=9,3), pero mantuvo diferencia entre GI y GC en el postest (p<0,01). Conclusión: la utilización del aplicativo sobre comunicación terapéutica favoreció el conocimiento de los estudiantes al ser comparado con el método tradicional de enseñanza. Registro REBEC RBR-4TF6MR.

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