Multisensory integration approach, cognitive domains, meaningful learning: reflections for undergraduate nursing education.

Teaching with a multisensory approach helps students link new information to prior knowledge and understand relationships between concepts. This study aimed to reflect on convergences between the Multisensory Integration Approach Model with the Learning Assimilation Theory and Meaningful Retention with Bloom's Cognitive Process Domain, and to propose a taxonomic table of lesson planning for teaching Acute Coronary Syndrome, considering the confluence of these references. The three frameworks consider the importance of students' prior knowledge, the process of abstraction and generalization of knowledge, and the relationship between working and long-term memory.

[Technological competencies in cardiovascular nursing education].

Objective: To identify the perception of the coordinators of the Specialization Courses in Cardiovascular Nursing about inserting content from Information and Communication Technology (ICT) and analyze them in relation to the technological competencies and regarding its applicability, relevance and importance in assisting, teaching and management.

Method: Descriptive study with 10 coordinators of the Specialization course in Cardiologic Nursing, who replied to the questionnaire for the development of technological competency adapted from the Technology Initiative Guidelines Education Reforms (TIGER), and analyzed using the Delphi technique for obtaining consensus and scored according to the relevance, pertinence and applicability using Likert scale according to degree of agreement.

Results: Six courses developed ICT content.

Informatics Competencies in Nursing Management.

This study aimed to identify in scientific literature the informatics competencies required from the nurses to make decision in management process. Through a scoping review, literature databases were searched to find articles published in Portuguese, English, or Spanish, until July 2013. 188 articles were found, and seven were included in this study, published between 1994 and 2011.

[Building a virtual environment for distance learning: an in-service educational strategy].

This study aims to describe the construction of a virtual learning environment (VLE) in a social network for implementing distance learning (DL), developed in a public cardiology hospital by 23 nurses from the Education Group. The construction and implementation were carried out at the workplace, following the structuring phases of the education, development, and evaluation of the VLE for the DL Group from the perspectives of tutors and students. The learningand development of technological knowledge were found to occur alongside an increase in the knowledge of how to constructand utilize a VLE.

[Profile, competencies and digital fluency of nurses in the Professional Improvement Program].

A descriptive exploratory study conducted in the city of São Paulo, which aimed to identify the profile, competencies and digital fluency of nurses in the Professional Improvement Program in handling technology at work. The population, composed by 60 nurses in the program, answered a questionnaire with data about profile, digital fluency and professional competencies. The participants were found to be: 95.

[The virtual environment of a research group: the tutors' perspective].

The Grupo de Estudos e Pesquisas de Tecnologia da Informação nos Processos de Trabalho em Enfermagem (Study and Research Group for Information Technology in the Nursing Working Processes, GEPETE) has the purpose of producing and socializing knowledge in information technology and health and nursing communication, making associations with research groups in this field and promoting student participation. This study was performed by the group tutors with the objective to report on the development of the virtual learning environment (VLE) and the tutors' experience as mediators of a research group using the Moodle platform. To do this, a VLE was developed and pedagogical mediation was performed following the theme of mentoring.

[Developing professional competences of nurses in service].

This research-action aimed to describe about to building and to implementing a programme for development of professional competence of nurses in service and identify their contributions in the cardiologic public hospital of São Paulo, in 2007 . From the situational diagnosis was composed groups of studies about Nursing Process, Audit, Indicators, Evaluation and Treatment of Feridas and Nursing Education that elaborate reports and the data were collected from these reports of groups. The competences that the group developed were the to know act and to mobilize resources; to communicate; to learn; to commit and be responsible and have strategic vision.

[Formation of administrative competences in nursing technicians].

This exploratory, document-based study aimed to identify the competences described in the outlines of the subject nursing administration basics for technical nursing courses. We studied programs from 26 schools in the city of São Paulo, Brazil. Results showed that the general and specific competences of practical nurses are related to knowing how to do (59% and 54%), learning to know (34% and 45%) and knowing how to be (7% and 1%).