Teaching-learning strategies in nursing: analysis using the Glasgow Coma Scale

Abstract

Using the Glasgow Coma Scale (ECGl) as a subject, this paper aims to analyze and verify the apprehension of knowledge towards the teaching-learning and self-learning offered to nursing workers, and to check the degree of knowledge acquired during the process and possible results stemming from the nursing student/nursing worker association. This descriptive, quantitative-based study counted on the participation of 62 currently enrolled students in the first semester of the 4th year of nursing. The following teaching-learning strategies were used: expositive classes with the use of slides and videotape, and a basic text. Among participants, 41.9% were nursing workers; 61.3% informed to have taken care of patients with high alteration of the consciousness level, predominantly located in their working group. Statistically, there has been a successful improvement in the percentage of correct actions after the expositive class and videotape. Self-learning results showed no alteration either. Intergroup correlations displayed no disparity in the degree of acquired knowledge.