Construction and validation of an educational video for human papillomavirus vaccination

Abstract

Objectives: to validate an educational video aimed at the adhesion of human papillomavirus vaccination. Methods: a methodological study, where the knowledge about the theme and the technology to be constructed in six focal groups was identified; a theoretical framework was set up and the existing videos were uploaded. After that, pre-production, production and post-production were followed. In validation of content, 22 specialists participated, and in appearance, ten adolescents, ten mothers, ten teachers and ten audiovisual professionals. Absolute frequency, Binomial Test, and Content Validity Index were used. Results: agreement was satisfactory in most items. Regarding relevance, 20 items had indices above 0.80 among judges. Assessment was positive among girls and mothers. Only three items had indices less than 0.80 among teachers and video professionals. Conclusions: the educational video was validated, conferring credibility to contribute to educational actions and improve vaccination indexes.

Validação de comunicação persuasiva audiovisual para redução do consumo de sal por pessoas com insuficiência cardíaca

“…Estudos de desenvolvimento de tecnologia audiovisual têm agregado a validação de conteúdo com especialistas, no sentido de produzir uma ferramenta útil, de fácil aplicabilidade, adequada e compreensiva para o público-alvo ao qual se destinam (21,25,28) . Assim como nesta pesquisa, essa etapa permitiu agregar uma ampla variedade de conhecimentos e maior qualidade no refinamento do material produzido, colaborando para alcançar o objetivo proposto.…”

Elaboration and Validation of an Educational Video for the Prevention of Sexual Violence in Adolescents

“…The proportion of the instrument's items that achieved full agreement (partially relevant, really relevant and very relevant) obtained an S-CVI/UA value of 0.93. The mean CVI for all video items, representing the overall video content validity (S-CVI/AVE), totaled 0.92, above the desirable CVI 19 . A total of 13 adolescents participated in face evaluation: 7 (53.8%) male, 9 (69.2%) aged 18 years old and the others aged 16 and 17; all attending high school.…”

“…The self-applicable form in the face evaluation, prepared and adapted from other studies that evaluated educational materials, contained data regarding identification and evaluation of the following aspects [17][18][19] : y organization: the logical way in which information is arranged; y writing style: clear and accessible language for the population; y appearance: distribution of the information, layout adequacy, font and illustrations; y motivation: the material has the ability to interact, promoting interest and/or motivation in the target audience.…”

“…Recognition of characteristics and stance, present in the adolescent population, such as restlessness, search for the new, inexperience, agility with electronic means, lack of attention and borderline patience, requires the attention of the professionals involved in the development of educational technologies aimed at this target audience, in order to develop brief texts with clear language and objectives; short blocks of information; images that provide opportunities for interaction; enhancement of contrast and animations; speeches that portray their age group; and places that refer to their everyday reality 4,19 . This finding sharpens the data apprehended in a research study conducted in Asia, which developed an educational video as a tool to raise awareness about suicide among adolescents.…”

“…This finding sharpens the data apprehended in a research study conducted in Asia, which developed an educational video as a tool to raise awareness about suicide among adolescents. The video was characterized for presenting information relevant to the target audience, in clear language and with a short duration, to be considered adequate to the adolescents' daily life 19 .…”