<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2216-0973</journal-id>
<journal-title><![CDATA[Revista Cuidarte]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Cuid]]></abbrev-journal-title>
<issn>2216-0973</issn>
<publisher>
<publisher-name><![CDATA[Programa de Enfermería, Facultad de Ciencias de la Salud, Universidad de Santander UDES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-09732020000200402</article-id>
<article-id pub-id-type="doi">10.15649/cuidarte.954</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O impacto das tecnologias educacionais no ensino de profissionais para o cuidado neonatal]]></article-title>
<article-title xml:lang="en"><![CDATA[The Impact of Educational Technology on the Training of Newborn Health Professionals]]></article-title>
<article-title xml:lang="es"><![CDATA[El impacto de las tecnologías educativas en la formación de profesionales a cargo de la atención neonatal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Balbino]]></surname>
<given-names><![CDATA[Aldiania Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Amanda Newle Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Queiroz]]></surname>
<given-names><![CDATA[Maria Veraci Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-09732020000200402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-09732020000200402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-09732020000200402&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução observa-se o avanço da produção de tecnologias educacionais para facilitar o aprendizado, capacitar e contribuir nas necessidades emergentes do processo de trabalho dos profissionais nos serviços e nas unidades neonatais.  Objetivo avaliar o impacto das tecnologias educacionais utilizadas no ensino de profissionais para o cuidado neonatal.  Materiais e Métodos revisão integrativa da literatura realizada no portal PubMed, CINAHL, SCOPUS, Web of Science , Science Direct e LILACS nos meses de agosto a setembro de 2017. Cruzaram-se os descritores mobile applications, health personnel, infant, newborn, multimedia, learning, mobile health, apps, neonate, e health education, sendo analisados 12 artigos.  Resultados os estudos utilizaram diferentes tecnologias para o ensino desde as tradicionais às metodologias ativas, com exposição de materiais educativos impressos e de tecnologias da informação e comunicação. A maior parte dos estudos evidenciou melhora no conhecimento, habilidades e cumprimento de diretrizes relacionadas à assistência ao recém-nascido crítico.  Discussão as tecnologias educacionais de curta e média durações utilizadas para o cuidado neonatal foram capazes de ampliar o conhecimento e as atitudes profissionais. As tecnologias impressas favoreceram o desenvolvimento de uma abordagem comunicativa horizontal, repercutindo no empoderamento e na autonomia dos participantes. Já os dispositivos móveis, suporte instantâneo para o cuidador por meio do acesso aos mais diversos conteúdos educacionais em qualquer local, ajudando a esclarecer dúvidas relacionadas à execução de procedimentos.  Conclusão as tecnologias educacionais utilizadas no ensino dos profissionais são diversificadas e aplicáveis em diferentes cenários do cuidado neonatal, com efeito nos aprendizados e nos desfechos da saúde do neonato.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary  Introduction The progress of educational technology to facilitate learning, training and solutions in response to the needs arising from the process of the professionals who provide healthcare services at neonatal intensive care units has been observed.  Objective To assess the impact of educational technology used in the training of newborn health professionals.  Materials and Methods An integrated literature review was carried out in PubMed, CINAHL, Scopus, Web of Science, ScienceDirect and LILACS databases between August and September 2017. Descriptors for mobile applications such as "health personnel, infants, newborns, multimedia, learning, mobile health, applications, neonates and health education" were crossed, from which 12 articles were analyzed.  Results Studies used different teaching technologies, from traditional to active methodologies, with the exposure to printed educational materials as well as information and communication technology. Most studies indicated an improvement of knowledge, skills and compliance with guidelines related to critical care of newborns.  Discussion Short- and medium-term educational technology used for newborn care provided an opportunity to expand knowledge and professional skills. Print technologies encouraged the development of a horizontal communication approach, which had an impact on participants' empowerment and autonomy. On the other hand, mobile devices provided immediate support to the caregiver by enabling access to a wide range of educational content from anywhere, which helped to clarify doubts related to the implementation of procedures.  Conclusion The educational technologies used in the training of professionals are diverse and applicable in different settings of neonatal care, which has an impact on newborn health learning and results.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción Se observa el avance existente en la producción de tecnologías educativas para facilitar el aprendizaje, la formación y la solución a las necesidades que surgen del proceso de trabajo de los profesionales que prestan servicios en las unidades neonatales.  Objetivo Evaluar el impacto de las tecnologías educativas utilizadas en la formación de profesionales a cargo de la atención neonatal.  Materiales y métodos Se llevó a cabo una revisión integradora de la literatura en PubMed, CINAHL, Scopus, Web of Science, ScienceDirect y LILACS en el periodo entre agosto y septiembre de 2017. Se cruzaron los descriptores de aplicaciones móviles &#8220;personal de salud, niños, recién nacidos, multimedia, aprendizaje, salud móvil, aplicaciones, neonatos y educación sanitaria&#8221; y se analizaron 12 artículos en total.  Resultados En los estudios se utilizaron diferentes tecnologías de enseñanza, desde las metodologías tradicionales hasta las metodologías activas, con la exposición de materiales educativos impresos junto con las tecnologías de la información y la comunicación. La mayoría de los estudios mostraron una mejora en el conocimiento, las habilidades y el cumplimiento de las directrices relacionadas con el cuidado crítico del recién nacido.  Discusión Las tecnologías educativas de corta y mediana duración que se emplearon para la atención neonatal permitieron ampliar los conocimientos y las habilidades profesionales. Las tecnologías impresas favorecieron el desarrollo de un enfoque comunicativo horizontal, lo que repercutió en el empoderamiento y la autonomía de los participantes. Los dispositivos móviles, por su parte, brindaron un apoyo inmediato al cuidador mediante el acceso a una gran diversidad de contenidos educativos desde cualquier lugar, lo que ayudó a aclarar las dudas relacionadas con la aplicación de procedimientos.  Conclusión Las tecnologías educativas utilizadas en la formación de los profesionales se encuentran diversificadas y son aplicables en diferentes escenarios de la atención neonatal, lo que repercute en el aprendizaje y los resultados en materia de salud del recién nacido.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologia Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Recém-Nascido]]></kwd>
<kwd lng="pt"><![CDATA[Cuidado da Criança]]></kwd>
<kwd lng="pt"><![CDATA[Instituições Acadêmicas]]></kwd>
<kwd lng="en"><![CDATA[Educational Technology]]></kwd>
<kwd lng="en"><![CDATA[Newborn]]></kwd>
<kwd lng="en"><![CDATA[Neonatal Care]]></kwd>
<kwd lng="en"><![CDATA[Academic Institutions]]></kwd>
<kwd lng="es"><![CDATA[Tecnología Educativa]]></kwd>
<kwd lng="es"><![CDATA[Recién Nacido]]></kwd>
<kwd lng="es"><![CDATA[Cuidado del Niño]]></kwd>
<kwd lng="es"><![CDATA[Instituciones Académicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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