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

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

Brasil

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

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

Autoría SCIMAGO INSTITUTIONS RANKINGS

RESUMEN

Objetivo: validar una tecnología educativa como recurso didáctico para la enseñanza de enfermería en salud mental.

Método: estudio metodológico, realizado mediante acuerdo entre jueces expertos y el público objetivo, para validar el contenido y evaluar la apariencia de un juego educativo. En el estudio participaron 11 jueces expertos y 114 estudiantes de dos universidades. Para la validación se utilizó el Índice de Validez de Contenido.

Resultados: la evaluación del recurso docente-pedagógico alcanzó un Índice Global de Validez de Contenido igual al 88,5%. Los ítems 7 y 9 obtuvieron un Índice de Validez de Contenido Individual inferior al 78%. Ante lo anterior, dichos ítems fueron reevaluados y ajustados de acuerdo a los cambios sugeridos. Para los dominios evaluados respecto a la apariencia del juego educativo se obtuvieron porcentajes que estuvieron entre 85,9% y 97,3%.

Conclusión: las evaluaciones provocaron ajustes en el contenido teórico-científico del juego, haciéndolo apto para su uso como recurso educativo para la disciplina de salud mental en cursos de enfermería.

DESCRIPTORES: Salud mental; Estudio de validación; Tecnología educacional; Gamificación; Enfermería psiquiátrica

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%

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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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