Evidências da construção e validação de um curso a distância de suporte básico de vida
The objective of this research was to analyze the evidences of validation of a Basic Life Support (BLS) course in distance education for academics and health professionals of a University Hospital. It is a methodological and quantitative research that used as theoretical reference the psychometric t...
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| Format: | doctoralThesis |
| Jezik: | por |
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Brasil
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| Online pristup: | https://repositorio.ufrn.br/jspui/handle/123456789/24121 |
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| Sažetak: | The objective of this research was to analyze the evidences of validation of a Basic Life Support (BLS) course in distance education for academics and health professionals of a University Hospital. It is a methodological and quantitative research that used as theoretical reference the psychometric theory of Pasquali. The study was developed in two stages: construction and validity of the content of three tools: tool for knowledge assessment in BLS; contents of the BLS course and simulated educational game on BLS. The sample for validation of the knowledge assessment instrument was composed by 29 judges and six judges for the course and script of the game. Data collection was performed between August and September 2016. The study was approved (Opinion No. 1.709.004 and CAAE: 58511516.0.0000.5292) by the Research Ethics Committee of Onofre Lopes University Hospital. The data were analyzed using descriptive and inferential statistics, using Microsoft Excel and SPSS 20.0 softwares, using Kappa (K) index and Content Validity Index (CVI), being considering acceptable K≥0,65 and CVI>0,80. The level of statistical significance established for the value of ρ was <0,05. The knowledge assessment on BLS initially contained 13 questions. In the validation of the knowledge assessment on BLS, it was verified that of the 33 suggestions made, 18 were accepted, 3 were rejected and 12, after analysis of values of CVI and Kappa, served as guidance for the exclusion of three questions. Thus, it were removed the questions (5, 6 and 13) with a K or CVI values lower than the one established in this study, being clarity the requirement with lower values of adequacy. In the overall evaluation, after the removal of the three questions, the final instrument had 10 questions and obtained a CVI of 0,95 and K of 0,81. As for the BLS course validation process, it was verified that of the 16 suggestions made, 14 were accepted and only 2 rejected. Most suggestions were related to the general evaluation requirements of content, usefulness, clarity, objectivity and vocabulary. Thus, the BLS course was validated with satisfactory indexes by the judges (CVI 0,94, K 0,87, mean score 9,50). As for the educational game on BLS, it was developed in 13 screens, of which 9 presented BLS contents, and the other, general orientations for the advancement in the game. The elaboration of the script prioritized the gradual complexity of the BLS knowledge with meticulous care in the organization of the texts and the proposal of the animations. Of the five suggestions made, all were followed, most of them related to the requirements of organization, clarity and vocabulary. No item was considered inappropriate, with the game presenting an average value of 0,95 of CVI, 0,81 of Kappa and a mean score of 9,67. The development of all the tools that composed the BLS course in distance education, despite having proved to be a complex and challenging process, is valid to support emergency education (in this theme) for academics and health professionals. |
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