Democratização do saber: autoaprendizagem de ressuscitação cardiopulmonar por leigos
Data
Autores
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este estudo analisou a democratização do saber relativo à técnica de ressuscitação cardiopulmonar (RCP) apenas com o uso das mãos, promovendo o debate sobre a autoaprendizagem e o acesso a recursos didáticos de baixíssimo custo, em consonância com os fundamentos da Educação Profissional e Tecnológica (EPT). A pesquisa teve como questão central: Como assegurar o domínio e a manutenção da técnica de compressões torácicas eficazes na ausência de acesso contínuo aos manequins comerciais de treinamento para RCP? O objetivo geral foi promover a autoaprendizagem e o ensino da técnica de ressuscitação cardiopulmonar apenas com uso das mãos (RCP/AM). Os objetivos específicos buscaram: analisar o arcabouço documental dos PPC do IFSC; verificar os procedimentos e recursos didáticos utilizados na instituição; traçar o panorama atual desses recursos nos cursos dos campi Florianópolis e São José, Santa Catarina, Brasil; e propor Produto Educacional (PE) inovador de fácil acesso e baixo custo; elaborar dois vídeos educativos voltados à autoaprendizagem e à ampla divulgação do conhecimento; desenvolver um simulador de baixo custo para suporte às práticas educativas presenciais síncronas; validar os produtos desenvolvidos por meio da análise de usabilidade e do desempenho dos participantes; e avaliar a eficácia das estratégias de autoaprendizagem quanto à aquisição de conhecimentos e proficiência técnica nas compressões torácica. A pesquisa, de abordagem qualitativa e caráter exploratório, utiliza procedimentos de pesquisa-ação e está vinculada à linha de pesquisa “Práticas Educativas em EPT” e ao macroprojeto “Propostas metodológicas e recursos didáticos em espaços formais e não formais de ensino na EPT” do Mestrado Profissional em Educação Profissional e Tecnológica (ProfEPT). A coleta de dados incluiu pesquisa bibliográfica, documental (análise de 23 PPC), aplicação de questionários a docentes e observação direta de 33 participantes nos campi do IFSC e rede privada. A análise seguiu a técnica de análise de conteúdo de Laurence Bardin e tratamento estatístico pelo teste de Mann-Whitney e fundamentada na Didática Profissional (DP) de Pierre Pastré. Através dos resultados, evidenciou-se: um “silêncio curricular” em diversos cursos técnicos que não abordam a temática; disparidade crítica no acesso a manequins de simulação entre áreas de saúde e demais eixos; e a alta eficácia da autoaprendizagem mediada por vídeos. Os PE resultantes foram compostos por métodos didáticos audiovisuais e simuladores artesanais manufaturados (feitos com garrafa PET, EVA e isopor), focados na prática autônoma ou presencial. O desenvolvimento envolveu roteiros instrucionais e validação técnica por meio de oficinas, demonstrando proficiência técnica equivalente entre os grupos analisados, autoaprendizagem e presencial (Ucalculado = 44,5>Ucrítico =42). O material desenvolvido tem potencial para contribuir com leigos e estudantes da EPT, visando facilitar o acesso democrático ao conhecimento em saúde e salvar vidas. Por fim, destacam-se como limitações a amostra restrita de participantes e a necessidade de avaliações longitudinais, sugerindo-se pesquisas futuras que repliquem o método em outros contextos institucionais.
This study analyzed the democratization of knowledge regarding the hands-only cardiopulmonary resuscitation (CPR) technique, promoting the debate on self-learning and access to extremely low-cost teaching resources, in accordance with the foundations of Professional and Technological Education (EPT). The central research question was: How to ensure the mastery and maintenance of effective chest compression techniques in the absence of continuous access to commercial CPR training mannequins?. The general objective was to promote self-learning and the teaching of the hands-only cardiopulmonary resuscitation (hands-only CPR) technique. The specific objectives sought to: analyze the documentary framework of the PPC of the IFSC; verify the procedures and teaching resources used in the institution; outline the current panorama of these resources in the courses at the Florianópolis and São José campuses, Santa Catarina, Brazil; propose an innovative Educational Product (EP) of easy access and low cost; develop two educational videos aimed at self-learning and the broad dissemination of knowledge; develop a low-cost simulator to support synchronous face-to-face educational practices; validate the developed products through usability analysis and participant performance; and evaluate the effectiveness of self-learning strategies regarding the acquisition of knowledge and technical proficiency in chest compressions.The research, with a qualitative approach and exploratory nature, utilizes action-research procedures and is linked to the research line “Educational Practices in EPT” and to the macro-project “Methodological proposals and teaching resources in formal and non-formal EPT teaching spaces” of the Professional Master’s Degree in Professional and Technological Education (ProfEPT). Data collection included bibliographic and documentary research (analysis of 23 PPCs), application of questionnaires to teachers, and direct observation of 33 participants at IFSC campuses and the private network. The analysis followed Laurence Bardin’s content analysis technique and statistical treatment using the Mann-Whitney test, and was based on Pierre Pastré’s Professional Didactics (PD).Through the results, the following was evidenced: a “curricular silence” in several technical courses that do not address the theme; a critical disparity in access to simulation mannequins between health areas and other axes; and the high effectiveness of video-mediated self-learning. The resulting EPs consisted of audiovisual didactic methods and handcrafted manufactured simulators (made with PET bottles, EVA, and styrofoam), focused on autonomous or face-to-face practice. The development involved instructional scripts and technical validation through workshops, demonstrating equivalent technical proficiency between the analyzed groups—self-learning and face-to-face (Ucalculated = 44.5 > Ucritical = 42). The developed material has the potential to contribute to laypeople and EPT students, aiming to facilitate democratic access to health knowledge and save lives. Finally, limitations include the restricted sample of participants and the need for longitudinal evaluations, suggesting future research that replicates the method in other institutional contexts.
This study analyzed the democratization of knowledge regarding the hands-only cardiopulmonary resuscitation (CPR) technique, promoting the debate on self-learning and access to extremely low-cost teaching resources, in accordance with the foundations of Professional and Technological Education (EPT). The central research question was: How to ensure the mastery and maintenance of effective chest compression techniques in the absence of continuous access to commercial CPR training mannequins?. The general objective was to promote self-learning and the teaching of the hands-only cardiopulmonary resuscitation (hands-only CPR) technique. The specific objectives sought to: analyze the documentary framework of the PPC of the IFSC; verify the procedures and teaching resources used in the institution; outline the current panorama of these resources in the courses at the Florianópolis and São José campuses, Santa Catarina, Brazil; propose an innovative Educational Product (EP) of easy access and low cost; develop two educational videos aimed at self-learning and the broad dissemination of knowledge; develop a low-cost simulator to support synchronous face-to-face educational practices; validate the developed products through usability analysis and participant performance; and evaluate the effectiveness of self-learning strategies regarding the acquisition of knowledge and technical proficiency in chest compressions.The research, with a qualitative approach and exploratory nature, utilizes action-research procedures and is linked to the research line “Educational Practices in EPT” and to the macro-project “Methodological proposals and teaching resources in formal and non-formal EPT teaching spaces” of the Professional Master’s Degree in Professional and Technological Education (ProfEPT). Data collection included bibliographic and documentary research (analysis of 23 PPCs), application of questionnaires to teachers, and direct observation of 33 participants at IFSC campuses and the private network. The analysis followed Laurence Bardin’s content analysis technique and statistical treatment using the Mann-Whitney test, and was based on Pierre Pastré’s Professional Didactics (PD).Through the results, the following was evidenced: a “curricular silence” in several technical courses that do not address the theme; a critical disparity in access to simulation mannequins between health areas and other axes; and the high effectiveness of video-mediated self-learning. The resulting EPs consisted of audiovisual didactic methods and handcrafted manufactured simulators (made with PET bottles, EVA, and styrofoam), focused on autonomous or face-to-face practice. The development involved instructional scripts and technical validation through workshops, demonstrating equivalent technical proficiency between the analyzed groups—self-learning and face-to-face (Ucalculated = 44.5 > Ucritical = 42). The developed material has the potential to contribute to laypeople and EPT students, aiming to facilitate democratic access to health knowledge and save lives. Finally, limitations include the restricted sample of participants and the need for longitudinal evaluations, suggesting future research that replicates the method in other institutional contexts.
Descrição
Citação
This study analyzed the democratization of knowledge regarding the hands-only cardiopulmonary resuscitation (CPR) technique, promoting the debate on self-learning and access to extremely low-cost teaching resources, in accordance with the foundations of Professional and Technological Education (EPT). The central research question was: How to ensure the mastery and maintenance of effective chest compression techniques in the absence of continuous access to commercial CPR training mannequins?. The general objective was to promote self-learning and the teaching of the hands-only cardiopulmonary resuscitation (hands-only CPR) technique. The specific objectives sought to: analyze the documentary framework of the PPC of the IFSC; verify the procedures and teaching resources used in the institution; outline the current panorama of these resources in the courses at the Florianópolis and São José campuses, Santa Catarina, Brazil; propose an innovative Educational Product (EP) of easy access and low cost; develop two educational videos aimed at self-learning and the broad dissemination of knowledge; develop a low-cost simulator to support synchronous face-to-face educational practices; validate the developed products through usability analysis and participant performance; and evaluate the effectiveness of self-learning strategies regarding the acquisition of knowledge and technical proficiency in chest compressions.The research, with a qualitative approach and exploratory nature, utilizes action-research procedures and is linked to the research line “Educational Practices in EPT” and to the macro-project “Methodological proposals and teaching resources in formal and non-formal EPT teaching spaces” of the Professional Master’s Degree in Professional and Technological Education (ProfEPT). Data collection included bibliographic and documentary research (analysis of 23 PPCs), application of questionnaires to teachers, and direct observation of 33 participants at IFSC campuses and the private network. The analysis followed Laurence Bardin’s content analysis technique and statistical treatment using the Mann-Whitney test, and was based on Pierre Pastré’s Professional Didactics (PD).Through the results, the following was evidenced: a “curricular silence” in several technical courses that do not address the theme; a critical disparity in access to simulation mannequins between health areas and other axes; and the high effectiveness of video-mediated self-learning. The resulting EPs consisted of audiovisual didactic methods and handcrafted manufactured simulators (made with PET bottles, EVA, and styrofoam), focused on autonomous or face-to-face practice. The development involved instructional scripts and technical validation through workshops, demonstrating equivalent technical proficiency between the analyzed groups—self-learning and face-to-face (Ucalculated = 44.5 > Ucritical = 42). The developed material has the potential to contribute to laypeople and EPT students, aiming to facilitate democratic access to health knowledge and save lives. Finally, limitations include the restricted sample of participants and the need for longitudinal evaluations, suggesting future research that replicates the method in other institutional contexts.