CONSTRUCTION AND VALIDATION OF A PODCAST FOR THE PREVENTION OF METABOLIC SYNDROME IN ADOLESCENTS

Sousa, Antônia Sylca de Jesus; Amorim Júnior, José de Siqueira; Moura, Ionara Holanda de; Silva, Ana Roberta Vilarouca da; Andrade, Elaine Maria Leite Rangel

doi:10.1590/1980-265X-TCE-2023-0360en

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Original Article • Texto contexto - enferm. 33 • 2024 • https://doi.org/10.1590/1980-265X-TCE-2023-0360en copy

CONSTRUCTION AND VALIDATION OF A PODCAST FOR THE PREVENTION OF METABOLIC SYNDROME IN ADOLESCENTS

CONSTRUCCIÓN Y VALIDACIÓN DE UN PODCAST PARA PREVENIR EL SÍNDROME METABÓLICO EN ADOLESCENTES

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objectives:

to create a podcast for the prevention of metabolic syndrome in adolescents and to validate its content, face and agreement with the target audience.

Method:

a methodological and quantitative study carried out in three stages from August 2022 to November 2023, after approval by an Ethics Committee. Stage 1: Pre-production - Construction of the storyboard based on a validated booklet and the principles of the Cognitive Theory of Multimedia Learning. This was followed by content validation with 22 nurses that are experts in adolescents' health, using the Health Education Content Validation Instrument. Stage 2: Production - adjustments and recording. Stage 3: Post-production: face validation with 12 nurses that are experts in the construction of educational technology, using a validated instrument and agreement validation with the target audience, using the Educational Podcast Evaluation Instrument. The Content Validity Index, Cronbach's α and Aiken's V were calculated and considered valid for values ≥0.80, ≥0.70 and ≥0.81, respectively.

Results:

the global Content Validity Index for the storyboard was 0.985, and 0.985 for face, with Cronbach's α values of 0.896 and 0.901, respectively. In the agreement validation with the target audience, Aiken's V was greater than 0.81 for 18 of the 20 items in the Educational Podcast Evaluation Instrument.

Conclusion:

the podcast can be considered valid in terms of content, face and agreement with the target audience and may be used for health education in the prevention of metabolic syndrome in adolescents.

DESCRIPTORS:
Adolescents' health; Education in health; Educational technology; Metabolic Syndrome; Validation study; Nursing

Topic, length in time and link of the podcast episodes

Overview of the podcast episodes

Episode 1: Metabolic Syndrome and its characteristics (2:58s) https://youtu.be/pjd8LljggAg

OPENING (Narrator): Hello, in this podcast, we're going to tell the story of Pedro, a teenager who found out that he was at risk of developing MS a few months ago. [...] DEVELOPMENT (Guest Nursing professional): MS can be called insulin resistance or X syndrome. [...] END (Narrator): Therefore, as you can see, MS is a combination of several problems. [...]

Episode 2: Diagnosis, ways of acquiring and preventing metabolic syndrome (3:57s) https://youtu.be/lNmWJCQIhiU

OPENING (Narrator): Hi guys, in the previous episode we told you how Pedro discovered HIS risk of developing MS and explained what it is. But first, I want to know if you know who can get it and how we can prevent it? DEVELOPMENT (Guest Nursing professional): All adolescents that don't eat a healthy diet, don't exercise frequently or make excessive use of screens (such as computers, cell phones, laptops, video games) may be at risk of developing MS.[...] END (Narrator): [...] Following this healthy lifestyle will only bring benefits. [...] Then just enjoy life and be happy.

Variables	Inadequate	Partially Adequate	Adequate	CVI*
Variables	n (%)	n (%)	n (%)	CVI*
Objectives: purposes, goals or aims				0.982
It addresses the topic proposed		2 (9.1)	20 (90.9)	1.00
It is suitable to the teaching-learning process		2 (9.1)	20 (90.9)	1.00
It clears doubts about the topic addressed		5 (22.7)	17 (77.3)	1.00
It provides a reflection on the topic		3 (13.6)	19 (86.4)	1.00
It encourages a change in behavior	2 (9.1)	4 (18.2)	16 (72.7)	0.91
Structure/Presentation: organization, structure, strategy, coherence and sufficiency				0.982
Adequate language for the target audience		4 (18.2)	18 (81.8)	1.00
Appropriate language for the educational material		3 (13.6)	19 (86.4)	1.00
Interactive language, allowing for active involvement in the educational process	3 (13.6)	3 (13.6)	16 (72.7)	0.86
Correct information	1 (4.5)	3 (13.6)	18 (81.8)	0.95
Objective information		1 (4.5)	21 (95.5)	1.00
Enlightening information		4 (18.2)	18 (81.8)	1.00
Necessary information		3 (13.6)	19 (86.4)	1.00
Logical sequence of ideas		2 (9.1)	20 (90.9)	1.00
Current topic			22 (100.0)	1.00
Adequate text size		4 (18.2)	18 (81.8)	1.00
Relevance: significance, impact, motivation and interest				1.000
It stimulates learning		6 (27.3)	16 (72.7)	1.00
It contributes to knowledge in the area		3 (13.6)	19 (86.4)	1.00
It arouses interest in the topic		5 (22.7)	17 (77.3)	1.00
Global CVI				0.985

Variables	SA^†	A^‡	NN^§	D^\|\|	SD^¶	CVI*
FUNCTIONALITY						0.958
1.1 The podcast is a suitable tool for its intended purpose	8 (66.7)	3 (25.0)		1 (8.3)		0.917
1.2 The podcast can generate positive results in the teaching-learning process on the theme	7 (58.3)	5 (41.7)				1
USABILITY						0.944
2.1 The podcast is easy to use	7 (58.3)	4 (33.3)	1 (8.3)			0.917
2.2 It is easy to learn the theoretical concepts used and their applications	3 (25.0)	8 (66.7)		1 (8.3)		0.917
2.3 It allows the user to ease into the concepts in their routine	5 (41.7)	7 (58.3)				1
EFFICIENCY						0.917
3.1 The podcast length (time used) is adequate for the user to understand the content	9 (75.0)	2 (16.7)		1 (8.3)		0.917
3.2 The number of episodes is consistent with the time proposed for the podcast	7 (58.3)	4 (33.3)		1 (8.3)		0.917
AUDIOVISUAL TECHNIQUE						0.972
4.1 The narrator's tone and voice are clear and appropriate	7 (58.3)	4 (33.3)			1 (8.3)	0.917
4.2 The podcast narration is used efficiently and is understandable to the clientele	5 (41.7)	7 (58.3)				1
4.3 Users can return to any part of the episode whenever they wish	10 (83.3)	2 (16.7)				1
ENVIRONMENT						0.750
5.1 The podcast reflects adolescents' everyday life	5 (41.7)	4 (33.3)	2 (16.7)	1 (8.3)		0.75
5.2 The images used for the scenes are adequate to guarantee transmission of the content proposed by the podcast	5 (41.7)	4 (33.3)	2 (16.7)	1 (8.3)		0.75
Global IVC						0.917

Suggestions from the nurses that are experts in adolescents' health	Changes made to the podcast storyboard
Specify whose voice is in the script	Inclusion in the script of the 'narrator's voice and of the 'Guest Nursing professional'.
Add informal language descriptions to technical terms	Included in the first episode the phrase “blood sugar”, when referring to fasting glucose.
Remove words and/or phrases that describe MS as a disease	Words and phrases that treat MS as a disease and the description as a set of characteristics were excluded.
Add information about the risk of screen overuse	A recommendation on the risk of screen overuse was included.
Exclude recommendations about not smoking and drinking too much alcohol	Exclusion of all texts referring to smoking and drinking habits among adolescents.
Incorporate dietary recommendations for adolescents	Guidance on lactose intolerance or cow's milk allergy was included; A recommendation to eat eggs, meat and fish was included; The recommendation regarding eating pasta and bread was excluded.
Exclude phrases that refer to aesthetic terms	The phrase "it will look really cool” was excluded.
Suggestions from the nurses that are experts in constructing educational technology	Changes made to the podcast face
Improve the background of some images	Exclusion of background images, making the information conveyed visibly ‘cleaner’.
Incorporate new characters and change the environment where the podcast takes place	A crosswalk in the street in front of the school was included; Backpacks and notebooks in the adolescents' hands were included and the weight of one of them was changed; Addition of two community agents to the health team, with their profession and name identified on their coats.
Modify the soundtrack	Changing the soundtrack to a more neutral sound in order to maintain concentration.
Add terms in the podcast speech and description	Inclusion of terms that are more routine to the adolescents' reality, in order to bring the content closer to them.
Describe the coat of arms' abbreviations	Inclusion of a description of the coats of arms at the end of the podcast, in order to make them more didactic and comprehensible.

IAPE items	Mean	Standard Deviation	V*	95%CI^†
IAPE items	Mean	Standard Deviation	V*	LL^‡	UL^§
Factor 1. Access and use
1. Was it easy to access the podcast?	4.53	0.59	0.88	0.87	0.90
2. I was able to view the podcast on several devices (cell phone, computer, tablet, notebook, etc.).	4.32	0.75	0.83	0.81	0.85
3. I was able to view the podcast in various places (home, street, work, bus, shopping mall, etc.).	4.09	0.86	0.77	0.75	0.79
4. Was it easy to find the podcast online?	4.29	0.7	0.82	0.80	0.84
Factor 2. Design and structure
5. Is the podcast length appropriate for understanding its content?	4.35	0.72	0.84	0.82	0.86
6. Is the podcast cover (design) appealing?	4.07	0.83	0.77	0.75	0.79
7. Is the podcast presentation format good?	4.41	0.65	0.85	0.83	0.87
8. Is the podcast audio clear?	4.53	0.57	0.88	0.86	0.90
9. Are the audio and video well synchronized?	4.55	0.58	0.89	0.87	0.90
Factor 3. Content adequacy
10. Does the podcast offer a good summary of the subject matter?	4.52	0.62	0.88	0.86	0.89
11. Are the words used in the podcast appropriate?	4.53	0.61	0.88	0.87	0.90
12. Are the examples used in the podcast appropriate?	4.46	0.62	0.86	0.85	0.88
13. Is the podcast content relevant to the subject matter?	4.53	0.61	0.88	0.87	0.90
Factor 4. Importance as a learning tool
14. Did the podcast help you learn about the subject matter?	4.45	0.65	0.86	0.85	0.88
15. Did the podcast improve my understanding of the subject matter?	4.35	0.70	0.84	0.82	0.86
16. Has the podcast made the subject matter enjoyable?	4.34	0.71	0.83	0.82	0.85
17. Was the podcast useful for learning about the subject matter?	4.42	0.70	0.86	0.84	0.87
18. Am I satisfied with the podcast as a resource for learning this subject matter?	4.38	0.68	0.84	0.83	0.86
19. Does the podcast encourage listeners to learn on their own?	4.22	0.87	0.80	0.78	0.82
20. Did as the podcast improve my understanding of the content of each subject matter?	4.4	0.73	0.85	0.83	0.87

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
Antônia Sylca de Jesus Sousa. sylcasousa@ufpi.edu.br