Faria, Camila Cialdini; Horta, Tatiane Géa; Reis, Janice Sepúlveda; Soares, Aleida Nazareth; Moreira, Alexandra Dias

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ORIGINAL ARTICLE • Rev. Bras. Enferm. 75 (3) • 2022 • https://doi.org/10.1590/0034-7167-2020-0711 copiar

Elaboration and validation of an e-book with the laws about diabetes in schools

Autoría SCIMAGO INSTITUTIONS RANKINGS

RESUMEN

Objetivos:

elaborar y validar un libro electrónico sobre los derechos y deberes de niños y adolescentes con diabetes en las escuelas.

Métodos:

es un estudio metodológico desarrollado en nueve etapas: definición del proceso de creación, levantamiento bibliográfico, elaboración del libro digital, cálculo de la legibilidad y percepción, ilustración, validación por el comité de jueces y público objeto (madres de alumnos con diabetes y equipo escolar), reuniones de especialistas y discusión final. Se consideró aceptable el Coeficiente de Validez de Contenido mínimo de 0,80.

Resultados:

se obtuvo el Coeficiente de Validez de Contenido promedio de 0,97 para claridad y relevancia y las imágenes obtuvieron un 94% de aprobación. En la prueba presencial, el público objeto consideró el material claro y adecuado para la finalidad propuesta. Conclusiones: el libro electrónico fue elaborado y validado según contenido y relevancia, pudiendo utilizarse para instruir a la población sobre las leyes de la diabetes en las escuelas.

Descriptores:
Materiales Didácticos; Diabetes Mellitus; Estudio de Validación; Niños; Legislación como Asunto

Steps	Steps description
1^st Step: Definition of the items related to the creation process.	• Identification of targeted audience; • Definition of the material objective; • Theoretical framework: search for the main Brazilian legislation regarding the rights and duties of children and adolescents.
• 2^nd Step: Elaboration of the.	• We elaborated the e-book content through the Brazilian legislation survey: Federal Constitution 1988(¹¹11 Congresso Nacional (BR). Constituição da República Federativa do Brasil: 1988. Brasília, DF: Centro Gráfico; 1988 [cited 2018 Jul 06]. Available from: http://www.planalto.gov.br/ccivil_03/constituicao/constituicao.htm http://www.planalto.gov.br/ccivil_03/con... ), Statute for Children and Adolescents(¹²12 Congresso Federal (BR). Estatuto da criança e do adolescente: lei n° 8.069, de 13 de julho de 1990 e legislação correlata [Internet]. 16a ed. Brasília, DF: Edições Câmara; 2017[cited 2018 Feb 17]. Available from: https://central3.to.gov.br/arquivo/407632/ https://central3.to.gov.br/arquivo/40763... ), Law of Directives and Bases of National Education(¹³13 Congresso Federal (BR). Brasil. Lei de diretrizes e bases da educação nacional: lei nº 9.394, de 20 de dezembro de 1996 [Internet]. 14a ed. Brasília, DF: Edições Câmara; 2017[cited 2018 Feb 17]. Available from: https://bd.camara.leg.br/bd/handle/bdcamara/19339 https://bd.camara.leg.br/bd/handle/bdcam... ), Consumer Code, and directives of the main diabetes associations (ADA, SBD)(¹⁴14 Congresso Federal (BR). Código de defesa do consumidor: lei nº 8.078, de 11 de setembro de 1990 e legislação correlata [Internet]. 9a ed. Brasília, DF: Edições Câmara; 2016[cited 2017 Feb 19]. Available from: https://www2.senado.leg.br/bdsf/bitstream/handle/id/496457/000970346.pdf https://www2.senado.leg.br/bdsf/bitstrea... ).
• 3^rd Step: Determination of readability and apprehensibility.	• Calculation and analysis of the formula results: Flesch Reading Ease, Flesch Kincaid, and Coleman Liau index.
• 4^th Step: Illustration and layout.	• We created the illustrations especially for the e-book through a graphic designer, which utilized the Corel Draw•^®• X8 and Adobe Ilustrador•^®• program. For the layout, we utilized the PowerPoint Microsoft•^®• 2016.
• 5^th Step: Meeting with the experts committee.	• Correction and adjustments for better comprehension, respecting the Flesch Reading Ease, Flesch Kincaid, and Coleman Liau index calculation. • Content and graphic art approval.
• 6^th Step: Material evaluation by the judge committee.	• Validation of the e-book by the committee of judges through the e-surv, an online platform. • Content Validity Coefficient calculation and analysis.
• 7^th Step: Meeting with the experts committee.	• Discussion among experts to evaluate the suggestions given by the judges and pertinent changes on the e-book.
• 8^th Step: Validation of the material by the targeted audience.	• Face-to-face test with the targeted audience aiming to evaluate the clarity, relevance and utility of the content. • Evaluation of material images.
• 9^th Step: Final discussion among experts committee.	• Final discussion among experts to evaluate the suggestions of the targeted audience and pertinent changes. • Final adaptation process and material completion.

Judges	n	%
Sex
Female	6	66.67
Male	3	33.33
Age
Till 30 years old	2	22.22
30 to 40 years old	5	55.56
40 years old or older	2	22.22
Education level
Undergraduate Complete	1	11.11
Post-graduation / Specialization	1	11.11
Master’s degree on course	1	11.11
Completed master's	4	44.45
Doctorate’s on course	1	11.11
Completed doctorate	1	11.11
Profession
Layer	1	11.11
Nurse	1	11.11
Linguist	1	11.11
Physician (endocrinologist)	1	11.11
Physician (other specialities)	2	22.22
Nutritionist	2	22.23
Pedagogue (college graduated)	1	11.11
Time of graduation
≤ 05 years	2	22.22
> 05 years and ≤ 10 years	3	33.34
> 10 years and ≤ 20 years	3	33.33
More than 20 years	1	11.11
Practice area
Outpatient care	3	33.33
Clinic	3	33.34
Primary health care	1	11.11
School	1	11.11
Scientific research	1	11.11
Do you hold or are attending a master's degree in diabetes education?
Yes	5	55.56
No	4	44.44
Have you already participated in a committee of judges for the evaluation of educational materials?
Yes	3	33.33
No	6	66.67

Item	CVC_{i -} Clarity	CVC_{i -} Relevance
Cover	1.00	1.00
Presentation	0.97	1.00
Page 6	0.93	0.96
Page 7	0.97	1.00
Page 8	0.86	0.97
Page 9	0.92	0.94
Page 10	0.94	1.00
Page 11	0.83	0.97
Page 13	1.00	1.00
Page 14	0.90	0.99
Page 15	0.94	0.99
Page 16	1.00	1.00
Page 17	1.00	1.00
Page 18	1.00	1.00
Page 19	0.97	0.97
Total CVC	0.95	0.99
Average CVC	0.97

Item	Judges’ suggestions	Accepted
Item	Judges’ suggestions	Yes	No
Cover	Add images that correspond to diabetes in the cover.	X
Page 6	Remove the word “all”, as the expression generates redundancy.	X
Page 6	Remove the term crime from the affirmation.	X
Page 7	Add the word “staff” for the better understanding of the subject that must be protected		X
Page 8	Change the expression “in what is allowed” to “in what is possible” and “If is not possible” to “otherwise.”	X
Page 9	Highlight the word “no” in capital letters, reinforcing and bold.	X
Page 10	Use the word “obligation” instead of “duty”		X
Page 10	Change the term ‘do not/does not have the duty” to “should have”		X
Page 11	Change the period punctuation to comma in the initial phrase.	X
Page 14	Substitution of the period to comma uniting the two clauses.	X
Page 14	Change the term “in condition” to “in conditions.”	X
Page 15	Substitute the word “give” to “offer.”	X
Page 15	The use of “and” is unnecessary and should be removed.	X
Page 16	Explain what would be the term “Kit.”	X
Page 16	Add the word “food” to better describe the term “source of sugar.”	X

Item	Targeted audience suggestion	Accepted		Change
Item	Targeted audience suggestion	Yes	No	Change
Cover	They did not assimilate the hammer to the laws	X		• Creation of a new cover • Remove the hammer.
Cover	• They suggested a more playful illustration for the child.		X	• It is not relevant to the theme.
Presentation	• Highlight the explanation about the links of the laws.	X		• We highlighted the sentence of the links with the blue color
Page 6	• Add a wheelchair user to the drawing of the students.		X	• It is not relevant to the theme.
Page 7	• Add a law referring to the student, besides the school.		X	• The theme will be addressed throughout the e-book
Page 8	• Add the emergency number (SAMU).		X	• The number is not standardized in brazilian studies.
Page 8	• Reinforce the message that the school must contact the family.		X	• The school's responsibility is to help the student.
Page 9	• Although it is not the duty of the school, we can suggest that the school must learn to measure blood glucose.		X	• It is not the school's duty, as the law says.
Page 10	• Change the drawing to reflect less of a hospital or infirmary.	X		• Develop a new drawing that refers more to the school environment
Page 11	• Although they understand that the image is about the medical prescription, they did not relate it to the insulin.	X		• Add insulin to the recipe. • We added the word "physician" to better characterize the recipe
Page 16	• The school must certify the presence of prescription.		X	• It is the subject of the next page.
Page 16	• Add the syringe to the drawing.	X		• Add the syringe as a form of treatment. • Remove the red cross from the suitcase and replace it with “Diabetes Kit”.
Page 17	• Reinforce that the school must have this private place for the student.		X	• We considered the suggestion redundant to the content.
	• They found the message contradictory to page 10 because if the school does not have a health professional why would it have an infirmary.	X		• Change the environment to an empty classroom. • Remove the red cross from the suitcase and replace it with “Diabetes Kit” as previously done.
Page 18	• Specify that the term “treatment” refers to the application of insulin.		X	• The word treatment does not only refer to the application of insulin
	• EClarify the ideal type of treatment for high blood glucose.		X	• The sentence refers to the symptoms and not to the treatment • We removed the word “to go”

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[1] Corresponding author: Alexandra Dias Moreira E-mail: alexandradm84@gmail.com