<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2301-0371</journal-id>
<journal-title><![CDATA[Revista Uruguaya de Enfermería (En línea)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista urug. enferm. (En línea)]]></abbrev-journal-title>
<issn>2301-0371</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Enfermería de la Universidad de la República]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2301-03712022000101204</article-id>
<article-id pub-id-type="doi">10.33517/rue2022v17n2a5</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tecnologias digitais de informação e comunicação no ensino de Enfermagem]]></article-title>
<article-title xml:lang="es"><![CDATA[Las tecnologías digitales de la información y comunicación en la enseñanza de enfermería]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital Information and Communication Technologies in Nursing Teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Laís Barreto de Brito]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinto]]></surname>
<given-names><![CDATA[Antonio Germane Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palácio]]></surname>
<given-names><![CDATA[Maria Augusta Vasconcelos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional do Cariri (URCA)  ]]></institution>
<addr-line><![CDATA[Crato-CE ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional do Cariri (URCA)  ]]></institution>
<addr-line><![CDATA[Crato-CE ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro (UFRJ)  ]]></institution>
<addr-line><![CDATA[Paulo Afonso-BA ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S2301-03712022000101204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S2301-03712022000101204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S2301-03712022000101204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Objetivo: Conhecer o processo de integração de Tecnologias Digitais de Informação e Comunicação (TDIC), facilidades e limites percebidos por docentes de um curso de graduação em Enfermagem.  Metodologia: Estudo descritivo e exploratório, de abordagem qualitativa, realizado no ano de 2018, com nove docentes de um curso graduação de Enfermagem de uma universidade pública localizada no interior cearense. Para o processo de produção dos dados, foram realizadas entrevistas semiestruturadas e procedeu-se à análise de conteúdo.  Resultados: As TDIC têm sido integradas às práticas docentes em diferentes perspectivas, em atividades teóricas e práticas, a partir do uso de aplicativos móveis de simulação de práticas, redes sociais, links para websites, grupos de WhatsApp e vídeos-aulas. Ademais, a integração dessas tecnologias amplia a criação de estratégias que promovem a participação ativa do educando, oferecendo espaços de reflexão, autonomia, bem como o desenvolvimento da criatividade. Os docentes destacam a interatividade e comunicação, o acesso a recursos que não estão disponíveis na Universidade, como modelos anatômicos, manequins/simuladores de procedimentos de Enfermagem. Dentre os limites, as questões estruturais, de acesso à internet, ausência de políticas institucionais e educação permanente são fatores que demandam maior atenção para que aconteça uma efetiva integração pedagógica das TDIC. Conclusão. Embora represente um processo inicial, percebe-se um potencial para continuidade e expansão das TDIC em diferentes ambientes e disciplinas. Esforços têm sido empreendidos pelos docentes para integrar essas tecnologias ao contexto das atividades pedagógicas no curso de Enfermagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Objective: The objective of this study is to know the integration process of Digital Technologies of Information and Communication (DTIC), facilities and limits perceived by professors of an undergraduate course in Nursing.  Methods: Descriptive and exploratory study, with a qualitative approach, carried out in 2018, with nine professors from an undergraduate Nursing course at a public university located in the interior of Ceará. For the data production process, semi-structured interviews were conducted and content analysis was carried out.  Results: DTIC have been integrated into teaching practices from different perspectives, in theoretical and practical activities, using mobile practice simulation applications, social networks, links to websites, WhatsApp groups and video-lessons. Furthermore, the integration of these technologies increases the creation of strategies that promote the active participation of the student, offering spaces for reflection, autonomy, as well as the development of creativity and collaboration. Teachers highlight interactivity and communication, access to resources that are not available at the University, such as anatomical models, simulators of nursing procedures. Among the limits, structural issues, access to the internet, absence of institutional policies and permanent education are factors that demand greater attention for an effective pedagogical integration of DTIC.  Conclusion: Although it represents an initial process of use, there is a potential for continuity and expansion of DTIC in different environments and disciplines. Efforts have been undertaken by teachers to integrate these technologies into the context of pedagogical activities in the Nursing course.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Objetivo:  Conocer el proceso de integración de las Tecnologías de la Información y la Comunicación Digitales (TDIC), facilidades y límites percibidos por profesores de un curso de grado en Enfermería.  Métodos:  Estudio descriptivo y exploratorio, con abordaje cualitativo, realizado en 2018, con nueve profesores de curso de grado en Enfermería de una universidad pública ubicada en el interior de Ceará. Para el proceso de producción de datos se realizaron entrevistas semiestructuradas y análisis de contenido.  Resultado:  Las TDIC se han integrado en las prácticas docentes desde diferentes perspectivas, en actividades teóricas y prácticas, utilizando aplicaciones de simulación de prácticas móviles, redes sociales, enlaces a sitios web, grupos de WhatsApp y video-lecciones. Además, la integración de estas tecnologías incrementa la creación de estrategias que promueven la participación activa del alumno, ofreciendo espacios de reflexión, autonomía, así como el desarrollo de la creatividad y la colaboración. Los docentes destacan la interactividad y la comunicación, el acceso a recursos que no están disponibles en la Universidad, como modelos anatómicos, maniquíes / simuladores de procedimientos de enfermería. Entre los límites, las cuestiones estructurales, el acceso a internet, la ausencia de políticas institucionales y la educación permanente son factores que demandan mayor atención para que se produzca una efectiva integración pedagógica de las TDIC. Conclusión. Aunque represente un proceso inicial de uso, existe un potencial de continuidad y expansión de las TDIC en diferentes entornos y disciplinas. Los profesores han hecho esfuerzos para integrar estas tecnologías en el contexto de las actividades pedagógicas en el curso de Enfermería.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologia da informação e comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Information and Communication Technology]]></kwd>
<kwd lng="en"><![CDATA[Education Nursing]]></kwd>
<kwd lng="en"><![CDATA[Education Higher]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="es"><![CDATA[Tecnología de la información y la comunicación]]></kwd>
<kwd lng="es"><![CDATA[Educación en enfermería]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
</kwd-group>
</article-meta>
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