ABSTRACT
Objetivo: identificar as tecnologias lúdicas utilizadas pelos profissionais de saúde para adolescentes. Método: revisão Integrativa. As bases de dados foram: Lilacs, Bdenf, Cinahl, Adolec, Cuiden e Pepsic; SciELO, Cochrane library e Medline/Pubmed. Os descritores extraídos do DeCS e MESH, sendo a amostra final de cinco artigos originais. Período da busca de novembro de 2017 a janeiro de 2018. Resultados: os artigos apresentaram um jogo digital, um jogo papo reto, perguntas e respostas, o círculo de cultura, um dominó e um jogo de cartas. Estavam entre os anos de 2009 a 2018. O nível de evidência seis com rigor metodológico categoria A. Considerações finais: apesar dos artigos estarem voltados para adolescentes, ainda há uma necessidade de se desenvolver novas tecnologias lúdicas pelos profissionais de saúde, abrangendo outras doenças para esse público, sendo estes protagonistas do processo ensino-aprendizagem, mas também multiplicadores das ações de educação em saúde.
Objective: identify the playful technologies used by health professionals for adolescents. Method: Integrative review. The databases were: Lilacs, Bdenf, Cinahl, Adolec, Cuiden and Pepsic; SciELO, Cochrane library and Medline / Pubmed. The descriptors extracted from DeCS and MESH, being the final sample of five original articles. Search period from November 2017 to January 2018. Results: the articles featured a digital game, a straight chat game, questions and answers, the culture circle, a domino and a card game. They were between the years 2009 to 2018. The level of evidence six with methodological rigor category A. Final considerations: despite the articles being aimed at teenagers, there is still a need to develop new playful technologies by health professionals, covering other diseases for this audience, these being protagonists of the teaching-learning process, but also multipliers of health education actions.
Objetivo: identificar las tecnologías lúdicas utilizadas por los profesionales de la salud para adolescentes. Método: revisión integradora. Las bases de datos fueron: Lilacs, Bdenf, Cinahl, Adolec, Cuiden y Pepsic; SciELO, biblioteca Cochrane y Medline / Pubmed. Los descriptores extraídos de DeCS y MESH, siendo la muestra final de cinco artículos originales. Período de búsqueda de noviembre de 2017 a enero de 2018. Resultados: los artículos presentaron un juego digital, un juego de chat directo, preguntas y respuestas, el círculo cultural, un dominó y un juego de cartas. Fueron entre los años 2009 a 2018. Nivel de evidencia seis con categoría de rigor metodológico A. Consideraciones finales: aunque los artículos están dirigidos a adolescentes, aún existe la necesidad de desarrollar nuevas tecnologías lúdicas por parte de profesionales de la salud, que cubran otras enfermedades para este público, siendo estos protagonistas del proceso de enseñanza-aprendizaje, pero también multiplicadores de las acciones de educación para la salud.
Subject(s)
Humans , Technology , Adolescent , LearningABSTRACT
A sophisticated literature review (LR) can result in a robust dissertation/thesis by scrutinizing the main problem examined by the academic study; anticipating research hypotheses, methods and results; and maintaining the interest of the audience in how the dissertation/thesis will provide solutions for the current gaps in a particular field. Unfortunately, little guidance is available on elaborating LRs, and writing an LR chapter is not a linear process. An LR translates students' abilities in information literacy, the language domain, and critical writing. Students in postgraduate programs should be systematically trained in these skills. Therefore, this paper discusses the purposes of LRs in dissertations and theses. Second, the paper considers five steps for developing a review: defining the main topic, searching the literature, analyzing the results, writing the review and reflecting on the writing. Ultimately, this study proposes a twelve-item LR checklist. By clearly stating the desired achievements, this checklist allows Masters and Ph.D. students to continuously assess their own progress in elaborating an LR. Institutions aiming to strengthen students' necessary skills in critical academic writing should also use this tool.
