Causas de evasão por enfermeiros em um curso a distância com tema na urgência e emergência

Abstract

Evasion in distance education is very frequent, especially in health where professionals usually have more than one job. Retrospective study of the causes of evasion by nurses in the course entitled Urgency and Emergency, from January to December 2015. The distance course alone has a total workload of 15 hours, with self-management by the student, without tutoring and with Quantitative assessment multiple choice for certification. The inclusion criterion for the analysis was the nurse because it was the prevalent group (72.7%) in the total of 1999 enrolled. For the analysis, a digital form containing 19 multiple-choice objective questions and 14 qualitative questions was applied. 430 forms were submitted and 70 were answered. of these, 80.9% were female, and 19.1% were male, with a mean age of 35.2 years distributed among the age groups: 27% were 39 years or more, 35% between 30 and 39 years, 29% between 25 and 29 years and 9% between 22 and 24 years. The main cause of circumvention was the lack of time to complete the course, where only 6% said they were extremely available, 21% were very available, 35% were moderately available, and 28% were slightly available among users with less time to complete the course. And 10% nothing available, followed by a high workload of nurses. This was a factor that is directly related to the avoidance of the course where 40.6% work more than 40 hours a week, 46.9% work between 30 And 40 hours a week, only 10.9% are in service between 20 and 30 hours a week and a less relevant part 1.6% works between 10 and 20 hours a week. As for the use of computers, 59.4% said they were extremely easy, 23.2% very easy, 10.1% moderate ease and only 7.2% said they had no facility. Regarding the use of the Virtual Learning Environment (VLE), 39% of the professionals considered it to be extremely good, 27% as very good and 23% as moderately good, while only 6% and 5% considered it to be slightly Good and nothing good respectively. One of the major problems encountered in distance education courses concerns evasion, causing numerous losses, be it material or personal resources due to the high rate of students being evaded. These numbers continue to grow significantly in recent years according to several authors studied. The level of permanence of students in distance learning has revealed a constant challenge of understanding and presenting solutions in order to reduce their percentage. The search for effective tools to combat evasion involves administrative, technological and pedagogical aspects that facilitate the construction of cooperative learning. This research analyzed a series of information, with the purpose of elaborating recommendations that improve the quality of the course and consequently reduce their rates of avoidance