Abstract
Introduction: in 2023, professors from the Academic Unit of Pediatrics C, School of Medicine, developed informative material on relevant health topics.
Objectives: validate this material aimed at primary caregivers of hospitalized children at the Pereira Rossell Hospital Center.
Methodology: cross-sectional observational study that included primary caregivers over 18 years old of hospitalized children and adolescents from July to September 2024. Participants evaluated the material in terms of attractiveness, acceptance, understanding, identification, and inducement to change through closed (dichotomous and Likert scale) and open-ended questions.
Results: 220 interviews were conducted. The median age of caregivers was 30 years; 198 (90%) were women and 176 (80%) were mothers. 215 (98%) found the material interesting, and 179 (81.4%) considered it likely to read on their own. Researchers interpreted that 90.9% of the participants’ expressions aligned with the message. Caregivers understood the message in 92.7% of cases and 191 (86.8%) considered the situation presented in the material as likely. Additionally, 40% mentioned that it was very likely that this material would modify their actions.
Conclusions: the results showed that the majority, meeting the objectives based on the five criteria used, approved the validated educational material. Feedback during the validation process identified areas for improvement, providing a solid foundation for future research and enhancements in educational material, aiming to promote optimal health practices and improve the quality of childcare.
References
Hahn R, Truman B. Education Improves Public Health and Promotes Health Equity. Int J Health Serv 2015; 45(4):657-78. doi: 10.1177/0020731415585986.
Müller M, Jürgens J, Redaèlli M, Klingberg K, Hautz W, Stock S. Impact of the communication and patient hand-off tool SBAR on patient safety: a systematic review. BMJ Open 2018; 8(8):e022202. doi: 10.1136/bmjopen-2018-022202.
Mendoza Y, Barría M. La comunicación en salud y la necesidad de integración interdisciplinaria. Rev Cuba Inf En Cienc Salud 2021; 32(3):e1692.
Franco A, Alzate T, Granda D, Hincapié L, Muñoz L. Validación de material educativo del programa "Niñ@s en Movimiento" para el tratamiento de la obesidad infantil. Rev Fac Nac Salud Pública 2018; 36(3):109-19. doi: 10.17533/udea.rfnsp.v36n2a11.
Tavares P, Hamamoto P, Ferreira A, Avila M. Construction and Validation of Educational Material for Children with Hydrocephalus and Their Informal Caregivers. World Neurosurg 2018; 114:381-90. doi: 10.1016/j.wneu.2018.03.082.
Sena J, Silva I, Lucena S, Oliveira A, Costa I. Validation of educational material for the care of people with intestinal stoma. Rev Lat Am Enfermagem 2020; 28:e3269. doi: 10.1590/1518-8345.3179.3269.
Fritsch T, Bueno K, Silva L, Saraiva T, Silva U, Rabin E. Validação de "podcast" como meio de promoção de saúde na oncologia. Rev Recien 2023; 13(41):158-69. doi: 10.24276/rrecien2023.13.41.158-169.
Protheroe J, Estacio E, Saidy S. Patient information materials in general practices and promotion of health literacy: an observational study of their effectiveness. Br J Gen Pract 2015; 65(632):e192-7. doi: 10.3399/bjgp15X684013.
Ziemendorff S, Krause A. Guía de validación de materiales educativos (con enfoque en materiales de educación sanitaria). Chiclayo: Programa de Agua y Saneamiento PROAGUA/GTZ, 2003.
Awaisu A, Mohamed M, Noordin N, Mohamad N. Impact of a pharmacy continuing education (CE) intervention on self-reported implementation of knowledge and skills gained in tobacco cessation services: application of the theory of planned behaviour. BMC Health Serv Res 2014; 14(1):1-8.
Patel S, Cain J, Townsend K, Thomson L, Black E. Ensuring that instructional materials are effective and relevant to learners: The Design Process at the Center for Online Teaching and Learning (COTL). J Contin Educ Nurs 2016; 47(6):269-75.
Davis D, Mazmanian P, Fordis M, Van Harrison R, Thorpe K, Perrier L. Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. JAMA 2006; 296(9):1094-102. doi: 10.1001/jama.296.9.1094.
Glanz K, Bishop D. The role of behavioral science theory in development and implementation of public health interventions. Annu Rev Public Health 2010; 31:399-418. doi: 10.1146/annurev.publhealth.012809.103604.
Organización Panamericana de la Salud. Guía para el diseño, utilización y evaluación de materiales educativos de salud. Washington, DC: OPS, 2009.
Coulter A, Ellins J. Effectiveness of strategies for informing, educating, and involving patients. BMJ 2007; 335(7609):24-7. doi: 10.1136/bmj.39246.581169.80.
Campbell M, Fitzpatrick R, Haines A, Kinmonth A, Sandercock P, Spiegelhalter D, et al. Framework for design and evaluation of complex interventions to improve health. BMJ 2000; 321(7262):694-6. doi: 10.1136/bmj.321.7262.694.
Krueger R, Casey M. Focus groups: a practical guide for applied research. 5 ed. Thousand Oaks: Sage, 2015.
Feinberg M. The internal structure and ecological context of coparenting: a framework for research and intervention. Parent Sci Pract 2003; 3(2):95-131. doi: 10.1207/S15327922PAR0302_01.
Hochschild A, Machung A. The second shift: Working families and the revolution at home. New York: Penguin Books, 2012.

This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Archives of Pediatrics of Uruguay

