Creation and validation of a visual educational technology content for lactation physiology learning

Abstract

Objective: to create and validate a visual educational technology content for lactation physiology learning. Method: a methodological study that contemplated the stages of content creation and validation guided by the conceptual model of Knowledge Translation into action. The creation took place in partnership with the educational technology center of the project’s home institution. The validation was attended by 27 judges with experience in the obstetric, neonatal, pediatric or maternal and child areas and in the theme of breastfeeding. Results: an educational technology covered animation and video techniques to locate, respectively, elements of lactation physiology and the population involved. An Overall Content Validity Index of 0.84 was obtained. Conclusion: the visual educational technology for lactation physiology learning has been validated in content as a tool to introduce the theme and mediate health education actions that can have a positive impact on breastfeeding.

Development of a mobile application for health education about sepsis

“…A similar result was obtained in the validation of an application focused on breastfeeding ( 24 ) . In this sense, it is highlighted the importance of the evaluation of health technologies carried out by a multiprofessional team that attributes to the application judgment from different professional perspectives, which have different attributions, knowledge and technical and scientific capabilities ( 25 ) .…”

Educational technology to promote father involvement in childbirth and birth

“…The comprehension of the texts and coherence of the illustrations also obtained satisfactory CVI scores, indicating that the information used is appropriate. This evaluation methodology is observed in several publications on the construction and validation of educational technologies (18)(19)(20)(23)(24) . The overall CVI of the educational material showed a high level of agreement, corroborating other Brazilian methodological studies on the development of educational technologies that identified similar findings (18)(19)(20)(25)(26)(27) .…”

“…The curricula of the nurses were consulted through the Lattes Platform of the National Council for Scientific and Technological Development (CNPq) and the experts were included when they reached 5 points according to the following criteria adapted from other authors (18)(19) : dissertation or thesis in the area of interest (2 points); graduation or specialization monograph in the area of interest (1 point); participation in groups/projects in the area of interest (1 point); teaching experience in the area of interest (0,5 point/year); practical experience in the area of interest (0.5 point/year); work orientation in the area of interest (0.5 point/work); authorship of works in the area of interest published in periodicals (0.25 point/work); participation in evaluation boards of works in the area of interest (0.25 point/ work). The following areas of interest were considered: obstetric nursing; humanization of childbirth; construction and validation of educational materials, health technologies, and prenatal care.…”

Tecnologia educacional para promoção do envolvimento de pais no parto e nascimento

“…A compreensão dos textos e coerência das ilustrações também obtiveram escores de IVC satisfatórios, indicando que as informações utilizadas são apropriadas. Essa metodologia de avaliação é observada em diversas publicações sobre construção e validação de tecnologias educativas (18)(19)(20)(23)(24) . O IVC global do material educativo demonstrou alto índice de concordância, corroborando outros estudos metodológicos brasileiros sobre desenvolvimento de tecnologias educacionais que identificaram achados semelhantes (18)(19)(20)(25)(26)(27) .…”

“…Foram realizadas consultas do currículo dos enfermeiros por meio da Plataforma Lattes do Conselho Nacional de Desenvolvimento Científico e Tecnológico -CNPq e incluídos os experts ao atingirem 5 pontos de acordo com os seguintes critérios adaptados de outros autores (18)(19) : dissertação ou tese na área de interesse (2 pontos); monografia de graduação ou especialização na área de interesse (1 ponto); participação em grupos/projetos na área de interesse (1 ponto); experiência docente na área de interesse (0,5 ponto/ano); atuação prática na área de interesse (0,5 ponto/ano); orientação de trabalhos na área de interesse (0,5 ponto/trabalho); autoria em trabalhos da área de interesse publicados em periódicos (0,25 ponto/trabalho); participação em bancas avaliadoras de trabalhos na área de interesse (0,25 ponto/trabalho). Consideraram-se as seguintes áreas de interesse: enfermagem obstétrica; humanização do parto; construção e validação de materiais educativos, tecnologias em saúde e assistência pré-natal.…”