EDUCATIONAL TECHNOLOGY VALIDITY AS A TEACHING RESOURCE IN MENTAL HEALTH NURSING TEACHING

Silva, Felicialle Pereira da; Alves, Beatriz Mendonça Morais; Silva, Darine Marie Rodrigues da; Frazão, Iracema da Silva; Brandão Neto, Waldemar; Pinto, Isla Daniela da Silva; Pereira, Emanuela Batista Ferreira e; Ventura, Carla Aparecida Arena

doi:10.1590/1980-265X-TCE-2023-0248en

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Texto & Contexto - Enfermagem

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Special Section • Texto contexto - enferm. 33 • 2024 • https://doi.org/10.1590/1980-265X-TCE-2023-0248en copy

EDUCATIONAL TECHNOLOGY VALIDITY AS A TEACHING RESOURCE IN MENTAL HEALTH NURSING TEACHING

VALIDACIÓN DE LA TECNOLOGÍA EDUCATIVA COMO RECURSO DIDÁCTICO EN LA EDUCACIÓN DE ENFERMERÍA EN SALUD MENTAL

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objective:

to validate an educational technology as a teaching resource for teaching mental health nursing.

Method:

this is a methodological study, carried out through agreement among expert judges and the target audience, for content validity and appearance assessment of an educational game. A total of 11 expert judges and 114 students from two universities participated in the study. For validity, the Content Validity Index was used.

Results:

the teaching-pedagogical resource assessment reached an overall Content Validity Index equal to 88.5%. Items 7 and 9 obtained an Individual Content Validity Index of less than 78%. In view of this, these items were reassessed and adjusted according to suggested changes. For the domains assessed regarding educational game appearance, percentages were obtained that were between 85.9% and 97.3%.

Conclusion:

the assessments triggered adjustments to the game’s theoretical-scientific content, making it capable of being used as an educational resource for the mental health discipline in nursing courses.

DESCRIPTORS:
Mental health; Validation study; Educational technology; Gamification; Psychiatric nursing

Suggestions from expert judges	Adjustments in the final version
Insert references to encourage consultation by students.	The references were inserted into the game rules card.
Insert a more objective answer in the card “What does mental health support mean?”	More objective answer inserted.
In the card “What is social stigma?”, mention the interrelationship of elements such as labeling, stereotypes, loss of status, social distance and discrimination.	Mentioned the interrelationship between social stigma and the aforementioned elements.
Cite more concrete examples of delusions of grandeur.	Examples cited, such as “believing that it is God or a very powerful being”.
Detail the number of participants and the average time of each round.	The number of participants and the average time of each round are detailed on the game rules card.

Answers	Sum of responses with:		I-CVI
Answers	Value 4	Value 5	I-CVI
01. The game is important for teaching mental health at undergraduate level.	1	9	90.9%
02. The information contained in the game contributes to the understanding of mental health content.	1	8	81.8%
03. The game can circulate in scientific circles.	4	7	100.0%
04. The game can help improve mental health teaching.	2	8	90.9%
05. The game meets the proposed objectives.	3	7	90.9%
06. The game is appropriate for teaching mental health at undergraduate level.	3	7	90.9%
07. The texts present in the game are clear and objective.	4	4	72.7%
08. The information present in the game is scientifically correct.	5	5	90.9%
09. There is a logical sequence of the content presented.	3	5	72.7%
10. Information is structured in agreement and spelling.	3	7	90.9%
11. The information contained in the game is coherent.	3	7	90.9%
12. Font size is suitable.	3	7	90.9%
13. Illustrations are expressive and convey information about the topic.	3	6	81.8%
14. The material is appropriate.	4	6	90.9%
15. The topics covered in the game are important for the mental health discipline.	1	8	81.8%
16. The material allows the understanding of mental health content.	4	6	90.9%
17. The game allows knowledge construction.	2	7	81.8%
18. The game addresses important issues.	1	9	90.9%
19. The game is suitable for use in other academic institutions.	3	7	90.9%
20. The game motivates the search for knowledge.	4	6	90.9%
21. The game takes on a playful and innovative character.	2	9	100.0%
22. The game helps to strengthen mental health teaching.	2	8	90.9%
23. The game contributes to reducing deficits in mental health teaching.	2	8	90.9%
Overall	Mean		88.5%
	Standard deviation		6.8%
	Coef. Variation		7.7%

Universidade Federal de Santa Catarina, Programa de Pós Graduação em Enfermagem Campus Universitário Trindade, 88040-970 Florianópolis - Santa Catarina - Brasil, Tel.: (55 48) 3721-4915 / (55 48) 3721-9043 - Florianópolis - SC - Brazil
E-mail: textoecontexto@contato.ufsc.br

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[1] CORRESPONDING AUTHOR
Felicialle Pereira da Silva felicialle.pereira@upe.br