Educational technologies for teaching nursing history: an integrative review

Integrative review of the literature, with search and selection in CINAHL, MEDLINE via PubMed®, Web of Science, SCOPUS, LILACS, and BDENF via VHL. Seven studies published in Portuguese, English, and Spanish without a time frame were included. We descriptively proceeded with the analysis, and we organized two thematic categories: the digital and non-digital technologies for teaching nursing history.

Results

In the studies, we identified digital technologies, such as websites, virtual learning environments and objects, and non-digital, such as television series, Cordel literature, and printed texts. There was an increasing interest of researchers in the implantation of technologies for teaching nursing history, expressed by the increase in the number of studies in the last ten years.

Conclusion

Digital and non-digital educational technologies contributed to nursing history teaching by being valid, safe, effective, attractive, and motivational for active learning, as well as for the development of the critical and reflective ability in the identity conformation.

Educational technology; Digital technology; Education, nursing; History of nursing; Teacing; Nursing

P AND I AND Co

((MH “Technology”) OR “Technology” OR “Technological System” OR “Technological Systems” OR “Technologies and Software Applications” OR “Technologies” OR “Technology and Software Applications” OR (MH “Educational Technology”) OR “Educational Technology” OR “Instructional Technology” OR “Technology, Educational” OR “Technology, Instructional” ) AND ((MH “Education, Nursing“) OR “Education, Nursing” OR “Nursing Education” OR “Educations, Nursing” OR “Nursing Educations” OR ((“Nursing” OR “Nursings”) AND ((MH “Teaching”) OR “Teaching” OR (MH “Teaching Methods”) OR “Teaching Methods” OR “Educational Technics” OR “Educational Techniques” OR “Pedagogy” OR “Technics, Educational” OR “Techniques, Educational” AND “Nursing” OR “Nursings”)) AND ((MH “Education, Nursing”) OR “Education, Nursing” OR “Educations, Nursing” OR “Nursing Education” OR “Nursing Educations” OR ((“Nursing” OR “Nursings”)) AND (((MH “Teaching”) OR “Teaching” OR (MH “Teaching Methods”) OR “Teaching Methods” OR “Educational Technics” OR “Educational Techniques” OR “Pedagogy” OR “Technics, Educational” OR “Techniques, Educational” AND “Nursing” OR “Nursings”)))) AND ((MH “History”) OR “History” OR “Aspects, Historical” OR (MH “History of Nursing”) OR “History of Nursing” OR “Nursing, History” OR “Historical Aspect” OR “Historical Aspects” OR “Histories” OR “History Nursing” OR “Nursing History”)

Title/Year/Country	Study design/LE	Educational Technology
Reaching Millenials with Nursing History⁽¹⁶⁾/2016/USA	Descriptive Experience Report/VI	Website of history of nursing
Iluminating and inspiring: using television historical drama to cultive contemporary nursing values and critical thinking⁽¹⁷⁾/2015/Australia	Case study/VI	Historical television drama series with eight episodes about the nursing during the First World War
Cordel literature: educational technology about History of Nursing in Ceará⁽¹⁸⁾/2014/Brazil	Descriptive Experience Report/VI	Cordel literature
Construction of virtual learning objects for teaching the history of nursing⁽¹⁹⁾/2014/Brazil	Experience Report/VI	Virtual Learning Objects (VLO)
Building the discipline of nursing history in distance education: experience report⁽²⁰⁾/2011/Brazil	Descriptive Experience Report/VI	Virtual learning environment (VLE)
Aptitude for critical reading of theoretical texts about History of Nursing by bachelor nursing students⁽²¹⁾/2005/Mexico	Quasi-experiment//V	Experimental Group l - Printed materials, reading guide, individual work, subgroups discussion, and comments confrontation. Control Group - class activity and following of the study program.
Integrating Nursing History Into the Curriculum⁽²²⁾/2004/USA	Descriptive with qualitative approach/VI	Videos, photos, slides, newspapers, archives, textbooks, hospital registers, museums, internet, personal diaries, websites, interviews with nurses.

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[1] Corresponding author: Natália Maria Freitas e Silva Maia E-mail: nataliamfsmaia@gmail.com