Validez de las reglas de un análisis estadístico implicativo según juicio de expertos

Introducción: una nueva metodología para el empleo del análisis estadístico implicativo contextualizado a las investigaciones médicas de causalidad brinda reglas y meta-reglas que deben corresponderse con la práctica médica, lo cual se desconoce. Objetivo: evaluar la calidad de las reglas derivadas de la aplicación del análisis estadístico implicativo en las investigaciones médicas de causalidad. Métodos: se realizó un estudio observacional con la aplicación de técnicas cualitativas de tipo criterio de expertos. Los 33 expertos de mayor puntuación emitieron su juicio, mediante una escala Likert de cinco puntos, acerca de la frecuencia con que se cumplen en la práctica médica 23 reglas derivadas de la aplicación del análisis estadístico implicativo en tres estudios para la identificación de factores pronósticos en cáncer de mama. Las opiniones se procesaron mediante el método Delphi en dos rondas y se trianguló con la validez racional de estas reglas. Resultados: los expertos consideraron que cerca del 74 % de las reglas se cumplen en la práctica médica siempre o frecuentemente y sólo una regla resultó absurda. En la segunda ronda se trataron las tres reglas en las que no existió un acuerdo perfecto, en la cual se ratificó una regla como absurda y aumentó el nivel de acuerdo. La triangulación permitió encontrar contradicciones literatura-experto que facilitaron la identificación de problemas en la redacción de la interpretación de las reglas. Conclusiones: las reglas evaluadas reflejan, en general, lo que ocurre en la práctica médica y aquellas que resultan absurdas alertan al investigador sobre un posible sesgo de confusión.

Introduction: A new methodology for the use of contextualized statistical implicative analysis in causality medical research provides rules and meta-rules that must correspond to medical practice, which is unknown. Objective: To evaluate the quality of the rules derived from the application of the statistical implicative analysis in causality medical research. Methods: An observational study was carried out applying qualitative techniques based on expert judgement. Using a five-point Likert scale, the 33 experts with the highest score expressed their judgment about the frequency of the fulfilment of the 23 rules derived from the application of the statistical implicative analysis in three studies in order to identify prognostic factors for breast cancer. Opinions were processed using the two-round Delphi method, and the rational validity of these rules was triangulated. Results: The experts considered that about 74% of the rules are always or frequently followed in medical practice; only one rule was absurd. In the second round, the three rules in which there was no perfect agreement were discussed; one rule was ratified as absurd and there was an increase in the level of agreement. The triangulation allowed us to find contradictions between literature and experts, which facilitated the identification of problems in the drafting of the interpretation of the rules. Conclusions: The rules evaluated generally reflect what happens in medical practice and those that are absurd warn the researcher about the possibility of a confusion bias.

Face and Content Validity of a Handwriting Program for Children With Handwriting Difficulties

@#Introduction: Occupational therapists have been developing various handwriting intervention that has fundamental occupational goals with known validity to guide professional practice in the treatment of children with handwriting difficulties. This study aimed to explore the development and content validation of a developed handwriting intervention programme for children with handwriting difficulties. Methods: This study employed a combination of qualitative and quantitative methodology based on the sequential exploratory design in two main stages. The first stage is the focus group discussion and followed by a validation procedure using face and content validity scored by the expert reviewers. A total of thirteen experts participated in this study. Results: The findings were analyzed thematically according to physical appearance, language used, and content in the developed programme. The face and content validity report a convincing value, ranging from 0.99 to 1.00 of S-CVI values on four aspects, relevancy, clarity, simplicity, and ambiguity in the developed programme. Conclusion: This study provided preliminary approval for the development and validation of a handwriting intervention programme for children with handwriting difficulties to support the demand in the Malaysian school curriculum.

Protocolo virtual autodirigido de Activación Conductual para la Depresión "ACTÍVATE"

La depresión es un trastorno psicológico de alta prevalencia a nivel mundial, tanto en hombres como en mujeres, que puede presentarse a lo largo el ciclo de vida y que requiere un tratamiento efectivo que se ajuste a las necesidades de cada persona, como lo hace la Activación Conductual en modalidad presencial o virtual. El objetivo de esta investigación de tipo instrumental fue establecer el diseño e Índice de Validez de Contenido de un protocolo virtual autodirigido de Activación Conductual para la Depresión. El diseño del protocolo se realizó con base en una revisión sistemática de la literatura y una revisión teórica de la temática, y para la validación por contenido se utilizó la evaluación por jueces expertos. Los datos de las evaluaciones se analizaron con base al modelo de Lawshe (1975), modificado por Tristán-López (2008). Los resultados indicaron la validez de contenido del protocolo virtual autodirigido de Activación Conductual para la Depresión, coincidiendo con los referentes teóricos y empíricos actuales. Emerge la necesidad de crear una guía de uso para terapeuta y de identificar la efectividad del protocolo.

Depression is a psychological disorder with a high prevalence worldwide, both in men and women, which can occur throughout the life cycle and requires effective treatment that adjusts to the needs of each person, as it does Behavioral Activation in face-to-face or virtual mode. The objective of this instrumental type research was to establish the design and Content Validity Index of a self-directed virtual protocol of Behavioral Activation for Depression. The design of the protocol was carried out based on a Systematic Review of the Literature and a theoretical review of the subject, and for content validation, evaluation by expert judges was used. The data from the evaluations were analyzed based on the model of Lawshe (1975), modified by Tristán-López (2008). The results indicated the content validity of the self-directed virtual protocol of Behavioral Activation for Depression, coinciding with the referents current theoretical and empirical. The need to create a user guide for therapists and to identify the effectiveness of the protocol emerges.

Diseño y Validación de Contenido de una Guía de Análisis Funcional para Población con Depresión / Design and Validation of Content of a Guide for Functional Analysis for Population with Depression

Resumen El objetivo de esta investigación fue establecer el diseño y la validez de contenido de una Guía de Práctica Clínica (GPC) de análisis funcional (AF) para población con trastorno depresivo mayor (TDM). Se realizó por medio de una metodología cuantitativa de tipo instrumental, implementando la técnica de validación por jueces expertos, con la participación de seis jueces con experiencia en psicología clínica y cuatro en análisis del comportamiento. Resultado de la evaluación de los jueces, se obtuvo un índice de validez de contenido de 0.85, permitiendo establecer la validez de la GPC de análisis funcional para evaluar el TDM. Se concluye que los procedimientos para realizar AF en TDM corresponden con los referentes teórico-prácticos disponibles y con la tradición del enfoque conductual en psicología.

Abstract The objective of this research was to establish the design and content validity of a Clinical Practice Guideline (CPG) for Functional Analysis (FA) for a population with Major Depressive Disorder (MDD). It was carried out by means of an instrumental quantitative methodology, implementing the validation technique by expert judges, with the participation of six judges with experience in clinical psychology and four in behavior analysis. Result of the evaluation of the judges, a Content Validity Index of 0.85 was obtained, allowing to establish the validity of the Functional Analysis CPG to evaluate the TDM. It is concluded that the procedures to perform FA in TDM correspond with the available theoretical-practical references and with the tradition of the behavioral approach in psychology.

Validação de conteúdo do teste de conhecimento tático declarativo para o futsal / Content validation of the declarative tactical knowledge test for futsal / Validez de contenido del test de conocimiento táctico declarativo para el fútbol de salón

RESUMO Objetiva-se demonstrar os indícios de validade de conteúdo de 125 cenas de ataque que foram extraídas de partidas oficiais de futsal masculino para compor o Teste de Conhecimento Tático Declarativo para o futsal (TCTD-FS). Cinco treinadores de futsal com no mínimo 10 anos de experiência avaliaram as cenas no que se refere à qualidade e pertinência, bem como a melhor tomada de decisão e sinais relevantes. Recorreu-se ao Coeficiente de Validade de Conteúdo (CVC), Concordância Entre Observadores (CEO), análise de conteúdo e validade ecológica. Os resultados indicaram 21 cenas com valores médios de CVC > 0,90 e CEO = 1,0. Conclui-se que as cenas selecionadas apresentaram evidências de validade de conteúdo e poderão compor a versão preliminar do TCTD-FS.

ABSTRACT The aim is to demonstrate the evidence of content validation for 125 offensive scenes extracted from official men's futsal matches to compose the declarative tactical knowledge test for futsal (TCTD-FS). Five coaches with at least 10 years of experience evaluated the scenes in terms of quality and relevance, the best tactical decision, and relevant cues. The Content Validity Coefficient (CVC), the agreement between observers (AO), the content analysis, and the ecological validity were used. The results indicated 21 scenes with mean values of CVC > 0.90 and AO = 1.0. It is concluded that the selected scenes present content validity and may compose the preliminary version of the TCTD-FS.

RESUMEN Demostar los indícios de validez de contenido de 125 escenas de ataque extraídas de partidos oficiales de fútbol de salón masculino para hacer parte del test de conocimiento táctico declarativo para el fútbol de salón (TCTD-FS). Cinco entrenadores con al menos 10 años de experiencia evaluaron las escenas en términos de calidad y relevancia, selección de la mejor toma de decisión y pistas relevantes. Se utilizó el coeficiente de validez de contenido (CVC), el acuerdo entre observadores (AEO), el análisis de contenido y la validez ecológica. Los resultados determinaron 21 escenas con valores medios de CVC > 0.90 y AEO = 1.0. Se concluye que las escenas seleccionadas presentan evidencias de validez de contenido y se incluirán en la primera versión del TCTD-FS.

Content analysis of clinical indicators for Impaired gas exchange / Análisis de contenido de indicadores clínicos para Deterioro del intercambio gaseoso / Análise de conteúdo dos indicadores clínicos para Troca de gases prejudicada

ABSTRACT Objective To analyze the relevance of clinical indicators and the clarity and precision of conceptual and operational definitions of the diagnosis Impaired gas exchange. Methods Content analysis, by 39 nurse judges, divided into the phases of conceptual definition of the phenomenon of interest, construction of the structure of the phenomenon of interest and analysis of the judges on the built structure. Results From the 22 indicators, 21 were considered relevant Impaired gas exchange. The indicators that obtained absolute relevance were Cyanosis, Hypercapnia, Hypoxemia and Tachycardia. The indicator Headache upon waking did not show any statistically significant relevance for the diagnosis. All conceptual and operational definitions were clear and precise. Conclusion The indicators listed for Impaired gas exchange were relevant to the phenomenon, except Headache upon waking because it does not correspond to a safe manifestation to identify the diagnosis, according to the analysis of the judges. Each conceptual and operational definition was adequate for its indicator.

RESUMEN Objetivo Analizar la relevancia de los indicadores clínicos y la claridad y precisión de las definiciones conceptuales y operativas del diagnóstico Deterioro del intercambio gaseoso. Métodos Análisis de contenido, realizado por 39 jueces enfermeros, dividido en las fases de definición conceptual del fenómeno de interés, construcción de la estructura del fenómeno de interés y análisis de los jueces sobre la estructura construida. Resultados De los 22 indicadores, 21 fueron considerados relevantes Deterioro del intercambio gaseoso. Los indicadores que obtuvieron relevancia absoluta fueron Cianosis, Hipercapnia, Hipoxemia y Taquicardia. El indicador Cefalea al despertar no mostró relevancia estadísticamente significativa para el diagnóstico. Todas las definiciones conceptuales y operativas fueron claras y precisas. Conclusión Los indicadores enumerados para Deterioro del intercambio gaseoso fueron relevantes para el fenómeno, excepto Cefalea al despertar porque no corresponde a una manifestación segura para identificar el diagnóstico, según el análisis de los jueces. Cada definición conceptual y operativa fue adecuada para su indicador.

RESUMO Objetivo Analisar a relevância dos indicadores clínicos e a clareza e precisão das definições conceituais e operacionais do diagnóstico Troca de gases prejudicada. Métodos Análise de conteúdo, por 39 juízes enfermeiros, dividida nas fases de definição conceitual do fenômeno de interesse, construção da estrutura do fenômeno de interesse e análise dos juízes sobre a estrutura construída. Resultados Dos 22 indicadores, 21 foram considerados relevantes Troca de gases prejudicada. Os indicadores que obtiveram relevância absoluta foram Cianose, Hipercapnia, Hipoxemia e Taquicardia. O indicador Cefaleia ao acordar não apresentou relevância estatisticamente significante para o diagnóstico. Todas as definições conceituais e operacionais foram claras e precisas. Conclusão Os indicadores elencados para Troca de gases prejudicada foram relevantes ao fenômeno, exceto Cefaleia ao acordar pois não corresponde a uma manifestação segura para identificar o diagnóstico, conforme a análise dos juízes. Cada definição conceitual e operacional foi adequada para seu referido indicador.

Escala de avaliação da qualidade do ensino de enfermagem em saúde mental e psiquiátrica: validação de conteúdo / Quality assessment scale of mental and psychiatric health nursing education: content validation

Introdução: As Diretrizes Curriculares Nacionais para os cursos de Enfermagem (DCN/ENF) consideram que as escolas devem reconhecer as formas de organização social, transformações e expressões. Concomitantemente, a Reforma Psiquiátrica (RP) brasileira busca substituir o modelo centralizado na assistência no hospital. Embora o paradigma psicossocial seja o norteador das políticas públicas de saúde mental no Brasil, o histórico da hegemonia do modelo hospitalocêntrico, em relação ao psicossocial, sugere que ensino ainda seja pautado no modelo asilar. Pergunta de pesquisa: Uma escala de avaliação de qualidade padronizada poderá identificar se o ensino de Saúde Mental e Psiquiatria nos cursos de graduação em Enfermagem brasileiros está pautado na reabilitação psicossocial; se atende aos dispostos da lei 10.216/2001 e das DCN/ENF/2001; e se ajuda nas reformulações necessárias ao n.o processo de ensinar Enfermagem em Saúde Mental e Psiquiatria na perspectiva da RP? Objetivo Geral: Construir e validar o conteúdo de uma escala que avalie o ensino de Saúde Mental e Psiquiatria nos cursos de graduação em Enfermagem brasileiros, na perspectiva da reabilitação psicossocial, dos dispostos da Lei n.o 10.216/2001 e das DCN/ENF. Objetivos Específicos: Caracterização as IES brasileiras; realizar um censo dos cursos de graduação em Enfermagem em IES brasileiras; identificar e caracterizar as disciplinas de Saúde Mental e Psiquiatria dos cursos de Enfermagem de escolas brasileiras; identificar as dimensões necessárias para o ensino desta disciplina nos cursos de graduação em Enfermagem, na Lei n.o 10.216, no capítulo A reabilitação como cidadania do livro Libertando Identidades, de Benedetto Saraceno (2001), no texto das DCN/ENF/2001 e nas opiniões de professores de disciplinas de Enfermagem em Saúde Mental e Psiquiatria de cursos de graduação em Enfermagem; elaborar itens de uma escala contendo as dimensões necessárias para o ensino de Saúde Mental e Psiquiatria nos cursos de graduação em Enfermagem; validar o conteúdo da escala; realizar teste-piloto da escala com professores de disciplinas de Saúde Mental e Psiquiatria de cursos de Enfermagem brasileiros. Materiais e Métodos: Estudo de abordagem quantitativa e psicométrica (quando se construiu e validou o conteúdo da escala de avaliação de qualidade do ensino de Saúde Mental e Psiquiatria de cursos de graduação em Enfermagem - E-Mental). Resultados e Discussões: A maioria das IES e dos cursos de Enfermagem brasileiros são privados. A variação em relação à quantidade de disciplinas de Enfermagem em Saúde Mental e Psiquiatria foi alta por não haver uma legislação específica para a padronização das disciplinas. A escala E-Mental apresentou evidências de validade de sua estrutura interna pelo conteúdo. Considerações Finais: Para que o ensino seja coerente com as políticas de saúde mental e que os cursos formem profissionais aptos para atuarem de acordo com as demandas do sistema público de saúde, é necessário que pesquisas se dediquem à temática.

Introduction: The National Curriculum Guidelines for Nursing Courses (DCN / ENF) consider that schools should recognize forms of social organization, transformations, and expressions. Concomitantly, the Brazilian Psychiatric Reform (PR) seeks to replace the centralized model of in-hospital care. Although the psychosocial paradigm is the guiding principle of public mental health policies in Brazil, the history of hospital- centered hegemony regarding the psychosocial model suggests that teaching is still based on the asylum model. Research question: A standardized quality assessment scale will identify whether the Mental Health and Psychiatry teaching in Brazilian Nursing undergraduate courses is based on psychosocial rehabilitation and meets the provisions of Law no 10.216/2001 and DCN/ENF/2001, and to help in necessary reformulations to the process of teaching Nursing in mental and psychiatric health from the PR perspective? General Objective: To construct and to validate the content of a scale that evaluates the teaching of Mental Health and Psychiatry in Brazilian Nursing undergraduate courses from the perspective of psychosocial rehabilitation, according to the provisions of Law no 10.216/2001 and DCN/ENF/2001. Specific Objectives: Brazilian HEIs characterization; to conduct a census of undergraduate nursing courses in Brazilian HEIs; to identify and characterize the disciplines of Mental Health and Psychiatry in Nursing courses of Brazilian schools; to identify the necessary dimensions for the teaching of this subject, based on Law no 10.216/2001, in the chapter The rehabilitation as citizenship from the book Libertando Identidades, by Benedetto Saraceno (2001), the DCN/ENF/2001 text and teachers opinions of Nursing disciplines in Mental and Psychiatric Health of undergraduate Nursing courses; to elaborate items of a scale containing the necessary dimensions for the teaching of Mental Health and Psychiatry in undergraduate Nursing courses; to validate the content of the scale; to conduct a pilot-scale test with Mental Health and Psychiatry teachers from Brazilian Nursing courses. Materials and Methods: To study the quantitative and psychometric approaches (when the content of the quality assessment scale of the teaching of Mental Health and Psychiatry of undergraduate Nursing - E-Mental) was constructed and validated. Results and Discussion: Most Brazilian HEIs and Nursing courses are private. The variation in disciplines in Mental and Psychiatric Health Nursing was high because there is no specific legislation for discipline standardization. The E-Mental scale showed evidence of its internal structure validity by content. Final Considerations: For the teaching to be coherent with the mental health policies and the courses train fit professionals to work by following the public health system demands, it is necessary to research this theme properly.

Escala de avaliação da qualidade do ensino de enfermagem em saúde mental e psiquiátrica: validação de conteúdo / Quality assessment scale of mental and psychiatric health nursing education: content validation

Introdução: As Diretrizes Curriculares Nacionais para os cursos de Enfermagem (DCN/ENF) consideram que as escolas devem reconhecer as formas de organização social, transformações e expressões. Concomitantemente, a Reforma Psiquiátrica (RP) brasileira busca substituir o modelo centralizado na assistência no hospital. Embora o paradigma psicossocial seja o norteador das políticas públicas de saúde mental no Brasil, o histórico da hegemonia do modelo hospitalocêntrico, em relação ao psicossocial, sugere que ensino ainda seja pautado no modelo asilar. Pergunta de pesquisa: Uma escala de avaliação de qualidade padronizada poderá identificar se o ensino de Saúde Mental e Psiquiatria nos cursos de graduação em Enfermagem brasileiros está pautado na reabilitação psicossocial; se atende aos dispostos da lei 10.216/2001 e das DCN/ENF/2001; e se ajuda nas reformulações necessárias ao n.o processo de ensinar Enfermagem em Saúde Mental e Psiquiatria na perspectiva da RP? Objetivo Geral: Construir e validar o conteúdo de uma escala que avalie o ensino de Saúde Mental e Psiquiatria nos cursos de graduação em Enfermagem brasileiros, na perspectiva da reabilitação psicossocial, dos dispostos da Lei n.o 10.216/2001 e das DCN/ENF. Objetivos Específicos: Caracterização as IES brasileiras; realizar um censo dos cursos de graduação em Enfermagem em IES brasileiras; identificar e caracterizar as disciplinas de Saúde Mental e Psiquiatria dos cursos de Enfermagem de escolas brasileiras; identificar as dimensões necessárias para o ensino desta disciplina nos cursos de graduação em Enfermagem, na Lei n.o 10.216, no capítulo A reabilitação como cidadania do livro Libertando Identidades, de Benedetto Saraceno (2001), no texto das DCN/ENF/2001 e nas opiniões de professores de disciplinas de Enfermagem em Saúde Mental e Psiquiatria de cursos de graduação em Enfermagem; elaborar itens de uma escala contendo as dimensões necessárias para o ensino de Saúde Mental e Psiquiatria nos cursos de graduação em Enfermagem; validar o conteúdo da escala; realizar teste-piloto da escala com professores de disciplinas de Saúde Mental e Psiquiatria de cursos de Enfermagem brasileiros. Materiais e Métodos: Estudo de abordagem quantitativa e psicométrica (quando se construiu e validou o conteúdo da escala de avaliação de qualidade do ensino de Saúde Mental e Psiquiatria de cursos de graduação em Enfermagem - E-Mental). Resultados e Discussões: A maioria das IES e dos cursos de Enfermagem brasileiros são privados. A variação em relação à quantidade de disciplinas de Enfermagem em Saúde Mental e Psiquiatria foi alta por não haver uma legislação específica para a padronização das disciplinas. A escala E-Mental apresentou evidências de validade de sua estrutura interna pelo conteúdo. Considerações Finais: Para que o ensino seja coerente com as políticas de saúde mental e que os cursos formem profissionais aptos para atuarem de acordo com as demandas do sistema público de saúde, é necessário que pesquisas se dediquem à temática.

Introduction: The National Curriculum Guidelines for Nursing Courses (DCN / ENF) consider that schools should recognize forms of social organization, transformations, and expressions. Concomitantly, the Brazilian Psychiatric Reform (PR) seeks to replace the centralized model of in-hospital care. Although the psychosocial paradigm is the guiding principle of public mental health policies in Brazil, the history of hospital- centered hegemony regarding the psychosocial model suggests that teaching is still based on the asylum model. Research question: A standardized quality assessment scale will identify whether the Mental Health and Psychiatry teaching in Brazilian Nursing undergraduate courses is based on psychosocial rehabilitation and meets the provisions of Law no 10.216/2001 and DCN/ENF/2001, and to help in necessary reformulations to the process of teaching Nursing in mental and psychiatric health from the PR perspective? General Objective: To construct and to validate the content of a scale that evaluates the teaching of Mental Health and Psychiatry in Brazilian Nursing undergraduate courses from the perspective of psychosocial rehabilitation, according to the provisions of Law no 10.216/2001 and DCN/ENF/2001. Specific Objectives: Brazilian HEIs characterization; to conduct a census of undergraduate nursing courses in Brazilian HEIs; to identify and characterize the disciplines of Mental Health and Psychiatry in Nursing courses of Brazilian schools; to identify the necessary dimensions for the teaching of this subject, based on Law no 10.216/2001, in the chapter The rehabilitation as citizenship from the book Libertando Identidades, by Benedetto Saraceno (2001), the DCN/ENF/2001 text and teachers opinions of Nursing disciplines in Mental and Psychiatric Health of undergraduate Nursing courses; to elaborate items of a scale containing the necessary dimensions for the teaching of Mental Health and Psychiatry in undergraduate Nursing courses; to validate the content of the scale; to conduct a pilot-scale test with Mental Health and Psychiatry teachers from Brazilian Nursing courses. Materials and Methods: To study the quantitative and psychometric approaches (when the content of the quality assessment scale of the teaching of Mental Health and Psychiatry of undergraduate Nursing - E-Mental) was constructed and validated. Results and Discussion: Most Brazilian HEIs and Nursing courses are private. The variation in disciplines in Mental and Psychiatric Health Nursing was high because there is no specific legislation for discipline standardization. The E-Mental scale showed evidence of its internal structure validity by content. Final Considerations: For the teaching to be coherent with the mental health policies and the courses train fit professionals to work by following the public health system demands, it is necessary to research this theme properly.

Validação de resultados de enfermagem e seus indicadores para pacientes com risco de perfusão tissular cardíaca diminuída secundário à doença arterial coronária / Validation of nursing outcomes and indicators for patients with risk of decreased cardiac tissue perfusion secondary to coronary artery disease

Introdução: Para analisar a efetividade das intervenções de enfermagem no cuidado de pacientes com Risco de perfusão tissular cardíaca diminuída (00200) (RPTCD) secundário à Doença arterial coronária (DAC) é necessária a seleção de Resultados do paciente sensíveis à enfermagem (RPSE) relevantes e capazes medir estado, percepção ou comportamento do paciente. Objetivo: Estimar a relevância clínica dos resultados e a sensibilidade de seus indicadores às intervenções de enfermagem para pacientes com RPTCD secundário à DAC em unidade de terapia intensiva (TI) e clínica médico-cirúrgica (CMC). Método: Estudo desenvolvido em três etapas. Na primeira, RPSE claramente não pertinentes foram descartados a priori. Os demais foram analisados quanto à pertinência por nove expertos, representantes de seis disciplinas da saúde por meio de escala de 3 pontos. Calculou-se o índice de concordância (IC); RPSE com IC 50% foram considerados pertinentes. Expertos enfermeiros participaram da segunda e terceira etapas. Na segunda, a relevância dos RPSE pertinentes foi determinada por meio de escala Likert de 5 pontos, variando de não relevante a extremamente relevante. Atribuiu-se pesos a cada ponto da escala Likert para o cálculo da média ponderada. RPSE com média 0,80 em pelo menos um cenário clínico foram considerados relevantes. Na terceira etapa, a sensibilidade dos indicadores dos RPSE pertinentes foi estimada por meio de escala de 3 pontos. Calculou-se o IC; indicadores com IC 0,80 foram considerados sensíveis. Todos os expertos forneceram dados de caracterização que foram descritos por medidas de tendência central e dispersão. Testes Wilcoxon-Mann-Whitney, exato de Fisher e Qui-quadrado de Pearson foram utilizados para comparar os expertos que participaram das etapas 2 e 3 com aqueles que não participaram da etapa 3. O estudo foi aprovado pelo Comitê de Ética da Escola de Enfermagem da Universidade de São Paulo. Resultados: Na primeira etapa, foram analisados 245 RPSE, dos quais 116 obtiveram IC > 50%. Na segunda etapa, 25 RPSE foram considerados relevantes, de modo que 509 indicadores foram analisados na terceira etapa. Recuperação cirúrgica: pós- operatório imediato (2305) foi considerado relevante apenas na TI e 80,6% de seus indicadores foram considerados sensíveis. RPSE do domínio IV foram considerados relevantes apenas na CMC. Dentre estes, o percentual de indicadores sensíveis variou de 13,3% para Participação nas decisões sobre cuidados de saúde (1606) a 100% para Conhecimento: regime de tratamento (1813). Em relação aos RPSE relevantes na TI e na CMC, Perfusão tissular (0422) apresentou o menor percentual (30,0% e 20,0%, respectivamente) e Sinais vitais (0802) o maior percentual (90,0% e 80,0%, respectivamente) de indicadores sensíveis concomitantemente. Houve indicadores considerados sensíveis em apenas um dos cenários. Conclusão: RPSE relevantes para pacientes com RPTCD secundário à DAC assistidos em TI e CMC pertencem aos domínios II-Saúde fisiológica, III-Saúde psicossocial, IV-Conhecimento em saúde e comportamento e V-Saúde percebida. Os indicadores sensíveis parecem refletir as especificidades do cuidado prestado em cada cenário de prática. Entretanto, é necessária a confirmação desses achados em estudos de validação clínica.

Introduction: Effectiveness analysis of nursing interventions in caring of patients with Risk of decreased cardiac tissue perfusion (00200) (RDCTP) secondary to Coronary artery disease (CAD), it is important to select relevant Nursing Sensitive Patient Outcomes (NSPO) and able to measure the patient's status, perception or behavior. Objective: To estimate the clinical relevance of the outcomes and the sensitivity of their indicators to nursing interventions for patients with RDCTP secondary to CAD in the intensive care (IC) and medical-surgical ward (MSW). Method: This study was developed in three steps. In the first, clearly non-pertinent NSPO were discarded. The others NSPO were analyzed by nine experts considering relevance, representing six health disciplines through a 3-point scale. The agreement index (AI) was calculated; NSPO with AI 50% were considered pertinent. Expert nurses participated in the second and third stages. In the second, the relevance of the pertinent NSPO was determined by a 5-point Likert scale, ranging from not relevant to extremely relevant. Scores were assigned to each point on the Likert scale for measure average calculation. NSPO with a mean 0.80 in at least one clinical setting were considered relevant. In the third stage, the indicators sensitivity of the relevant RPSE was estimated using a 3-point scale. AI was calculated; indicators scored 0.80 were considered sensitive. All of the experts provided characterization data that was described by measures of central tendency and dispersion. Wilcoxon-Mann-Whitney, Fisher's exact, and Pearson's chi-square tests were used to compare the experts who participated in steps 2 and 3 with those who did not participate in step 3. The study was approved by the School of Nursing Ethics Committee of University of Sao Paulo. Results: In the first stage, 245 NSPO were analyzed, of which 116 obtained AI 50%. In the second stage, 25 NSPO were considered relevant, then 509 indicators were analyzed in the third stage. Surgical recovery: immediate postoperative (2305) was considered relevant only in IC and 80.6% of its indicators were considered sensitive. NSPO of Domain IV were considered relevant only in MSW. Among these, the percentage of sensitive indicators ranged from 13.3% for Participation in Health Care Decisions (1606) to 100% for Knowledge: Treatment Regimen (1813). Regarding the relevant RPSE in IC and MSW, Tissue perfusion (0422) presented the lowest percentage (30.0% and 20.0%, respectively) and Vital signs (0802) the highest percentage of sensitive indicators (90.0% and 80.0%, respectively). There were indicators considered sensitive in only one of the scenarios. Conclusion: Relevant NSPO for patients with RDCTP secondary to CAD assisted in IC and MSW belong to Domains II-Physiological Health, III-Psychosocial Health, IV- Health Knowledge and Behavior, and V-Perceived Health. Sensitive indicators might reflect the specifics of care provided in each practice setting. However, confirmation of these findings is required in clinical validation studies.

Validación y confiabilidad del Cuestionario AQ-27 de actitudes estigmatizadoras hacia pacientes con esquizofrenia en un Hospital General - 2015 / Validation and reliability of the AQ -27 Questionnaire on stigmatizing attitudes towards patients with schizophrenia, in a General Hospital - 2015

Objetivos: Estudio piloto para determinar la validez de contenido y la confiabilidad de un cuestionario que mide actitudes estigmatizadoras de trabajadores de un hospital general hacia pacientes con esquizofrenia, como base para la ejecución de trabajos de investigación más elaborados. Material y métodos: El proceso de validación incluyó consultas con expertos en el tema de estigmatización, acerca del Cuestionario de atribución AQ-27, modificado por los investigadores y aplicado luego a una muestra piloto. Se usó la escala de calificación para juez experto y se procedió al análisis respectivo mediante el coeficiente V. de Aiken; la confiabilidad se determinó mediante el coeficiente alfa de Cronbach. La muestra estuvo conformada por 25 trabajadores del Departamento de Emergencia del Hospital Nacional Guillermo Almenara Irigoyen (HNGAI), mediante un procedimiento aleatorio simple. Resultados: La consulta a 5 jueces expertos arrojó un coeficiente V. de Aiken de 0,94 y el coeficiente alfa de Cronbach en la muestra fue de 0,702. Conclusiones: El Cuestionario AQ-27 para medir actitudes estigmatizadoras en trabajadores de salud, fue validado tanto en su contenido como en su consistencia interna.

Objectives: Pilot study aimed at the validation and reliability of a questionnaire that measures stigmatizing attitudes of workers of ageneral hospital towards patients with schizophrenia, as the basis for further development of a more elaborated research work. Material and methods: The validation process of the Attribution Questionnaire AQ-27,modified by the researchers, was first implemented through consultationswithfive experts on the subject of stigma, followed by its application to a random pilot sample of 25 hospital workers in the Emergency Department of the Hospital Nacional Guillermo Almenara Irigoyen (HNGAI), using simple random sampling; the scale used was the expert judge qualification, and the respective analysis was carried out by the coefficient V. of Aiken; reliability was determined by means of the Cronbach alpha coefficient. Results: An Aiken V. coefficient of 0.94 was obtained from the five expert judges consulted. The pilot sample, in turn, yielded a Cronbach alpha coefficient of 0.702. Conclusions: The AQ-27 questionnaire to measure stigmatizing attitudes in health workers was validated both in its content and in its internal consistency.

Validación de apariencia, contenido y consistencia interna de la Escala de Apreciación de Agencia de Autocuidado (ASA) para Costa Rica, segunda versión en español para población conocida sana / Validation appearance, content and internal consistency of the scale Appraisal of Self-care Agency (ASA) to Costa Rica, for second Spanish version known population healthy

ResumenIntroducción. Este artículo presenta los resultados obtenidos del proceso de validación de apariencia, contenido y consistencia interna al que fue sometida la segunda versión en español de la escala ASA con población costarricense conocida sana.Metodología. Se trata de un estudio descriptivo, transversal, de enfoque cuantitativo, diseño no experimental y psicométrico, realizado con una muestra de 105 personas en etapa de adultez temprana, intermedia y tardía.Resultado. La investigación determinó que el estudio factorial (método ACP) con rotación Varimax sugirió el análisis con cinco ejes factoriales que explican el 60,03% de la varianza total en Costa Rica. Del resultado de los dominios anteriores, se destaca que en la mayoría de ellos predomina la categoría relacionada al requisito universal de prevención de peligros contra la vida, el funcionamiento y bienestar humano.Conclusión.En Costa Rica, la enfermería puede contar con un instrumento válido y confiable para medir la capacidad de agencia de autocuidado en las personas conocidas sanas que se encuentran en la etapa de la adultez.

AbstractIntroduction. This article presents the results of the validation process of appearance, content and internal consistency that was submitted the second version in Spanish of the ASA scale known Costa Rican population healthy.Methodology. This is a transversal, descriptive study of quantitative approach, not experimental and psychometric design, conducted with a sample of 105 people on stage early, middle and late adulthood.Result. The investigation determined that the factorial study (ACP method) with Varimax rotation analysis suggested five factorial axes that explain 60.03% of the total variance in Costa Rica. The outcome of the above domains highlighted that in most of them the universal requirement category related to prevention of hazards to life, the functioning and human well-being prevails.Conclusion. In Costa Rica, the nurse may have a valid and reliable to measure the ability of self-care agency known in healthy people who are at the stage of adulthood instrument

Validación de apariencia, contenido y consistencia interna de la Escala de Apreciación de Agencia de Autocuidado (ASA) para Costa Rica, segunda versión en español / Validation of appearance, content and internal consistency of the scale Appraisal of Self-care Agency (ASA) to Costa Rica, second versión in Spanish

Resumen:Introducción:Este artículo presenta los resultados obtenidos del proceso de validación de apariencia, contenido y consistencia interna al que fue sometida la segunda versión en español de la escala ASA aplicada a población costarricense.Método:Este estudio es descriptivo, transversal, con un enfoque cuantitativo, con un diseño no experimental y psicométrico, realizado con una muestra de 211 personas en la etapa de la adultez temprana, intermedia y tardía, según su condición de salud conocidas como sanas o con diagnóstico de enfermedad crónica.Resultados:La investigación determinó que el análisis factorial con la aplicación de métodos estadísticos, la prueba de Kaiser-Meyer-Olkin (KMO) con resultado de 0,79, evidenció la viabilidad de la escala, en la que las variables miden factores comunes con una varianza total del 64,14%.Conclusión:El análisis factorial arrojó siete ejes factoriales y obtuvo valores adecuados que demuestran su validez.

Abstract:Introduction:This paper presents the results of the validation process of appearance, content and internal consistency that was submitted the second versión in Spanish of the ASA scale Costa Rican population.Method:It is a descriptive, cross-sectional non-experimental and psychometric study with a quantitative approach, design, conducted with a sample of 211 people at the stage of early, middle and late adulthood, according to your health condition and healthy known or diagnosed disease chronic.Results:The investigation determined that the factor analysis with the application of statistical methods, testing Kaiser-Meyer-Olkin (KMO) resulting in 0.79, showed the feasibility of the scale, which measured variables with a common variance factors Total 64.14%.Conclusion:Factor analysis showed seven factorial axes, appropriate values obtained demonstrate the validity of the same reflecting that is able to measure what it claims.

Evidências de validade da escala “Student Alienation and Trauma Survey – R" / Validity evidence of the “Student Alienation and Trauma Survey – R” scale / Evidencias de validez de la escala “Student Alienation and Trauma Survey – R"

Objetivou-se buscar evidências de validade de conteúdo e de construto da escala Student Alienation and Trauma Survey – R. Para a validação de conteúdo, foram feitas: tradução, retrotradução, equivalência semântica, análise do instrumento por profissionais da área e avaliação por amostra da população alvo; para validação de construto foi realizada análise fatorial exploratória e cálculo do alfa de Cronbach das partes I (experiências de vitimização escolar) e II (sintomas decorrentes da vitimização) do instrumento. O estudo piloto com 46 estudantes universitários e as demais etapas da validação de conteúdo possibilitaram alterações no instrumento que, posteriormente, foi aplicado a 691 estudantes. Foram obtidos 4 fatores na parte I e 10 na II (61 itens no total) e os alfas de Cronbach das duas subescalas foram aceitáveis. Os resultados do estudo apontam para a viabilidade da utilização do instrumento no contexto brasileiro, no entanto ainda são necessários estudos de validação externa...

This study’s goal was to investigate content and construct validity evidence of the Student Alienation and Trauma Survey – R scale. In terms of content validity the following procedures were conducted: translation, back-translation, semantic equivalence, instrument analysis by area experts and a sample assessment of target population; for construct validity exploratory factor analysis and calculation of Cronbach's alpha of instrument’s part I (school victimization experiences) and II (victimization symptoms) were conduct. A pilot with 46 university students, and other content validity steps enabled changes in the instrument which was subsequently applied to 691 students. Four factors were obtained in part I, and ten in part II (total: 61 items), and the two subscales Cronbach's alphas were acceptable. The results indicate the instrument’s feasibility to the Brazilian context, although additional studies on external validity are needed...

Este estudio buscó evidencias de validez de contenido y de constructo de la escala Student Alienation and Trauma Survey – R. Para la validación de contenido se realizaron: traducción, traducción inversa, equivalencia semántica, análisis del instrumento por los profesionales y evaluación por la muestra de la población objetivo; y para la validación de constructo se llevó a cabo un análisis factorial exploratorio y el cálculo del alfa de Cronbach de las Partes I (experiencias de victimización escolar) y II (síntomas de victimización) del instrumento. Participaron 46 universitarios y otras medidas de validación de contenido produjeron cambios en el instrumento que fue aplicado posteriormente a 691 estudiantes. Fueron obtenidos cuatro factores en la parte I y diez en la parte II (61 en total) y los alfas de Cronbach de las subescalas fueron aceptables. Los resultados obtenidos indican la viabilidad de utilización del instrumento en el contexto brasileño, sin embargo se necesitan más estudios de validación externa...

Propiedades psicométricas de un instrumento de las competencias genéricas del egresado de una universidad privada de Cali, Colombia / Psychometric Properties of the Generic Competencies Test of Graduates from a Private University of Cali, Colombia

El presente estudio tiene como propósito elaborar y validar un instrumento de autopercepción de las competencias genéricas del egresado de una universidad privada de la ciudad de Cali, necesarias para enfrentar las demandas del entorno laboral actual. Se identificaron y se seleccionaron 37 competencias comunes a once carreras de pregrado mediante la revisión de los antecedentes empíricos y teóricos; estas fueron sometidas a validación de contenido por once jueces expertos, y a una prueba piloto con 22 egresados de las carreras de pregrado. Se aplicó a una muestra de 574 egresados pertenecientes a las once carreras, obteniendo un instrumento final con 33 competencias genéricas, con un coeficiente alfa de Cronbach de 0,912 y se aceptan los 33 ítems del instrumento.

This article describes the development and validation of an instrument to assess the self-perception of generic competencies in graduates of a private university in the city of Cali, Colombia. Initially, the common competences from 11 undergraduate careers were selected based on the review of academic programs, empirical and theoretical backgrounds. Then, competencies were defined to build the instrument, which was evaluated by 11 expert judges, in a process of content validation. The questionnaire was applied to 22 graduates of undergraduate programs in a pilot application. Subsequently, it was applied to a sample of 574 graduates of the 11 careers, obtaining a final instrument composed of 33 generic competencies. A Cronbach alpha coefficient of 0.912 was obtained and all 33 items were accepted.

Construcción y validación de contenido de un diccionario de las competencias genéricas del psicólogo: Académicas, profesionales y laborales / Design and validation of contents for a dictionary of academic, professional, and work-related generic competencies for psychologist

El trabajo que se informa presenta los resultados finales del diseño y validación de contenido de un diccionario de competencias genéricas para el profesional en Psicología. Se hace un recuento de las diferentes definiciones dadas al concepto de competencia, desde el enfoque sociolingüístico de Hymes (1972) y del desempeño en el trabajo (McClelland, 1973). Se concluye que éstas integran el saber ser (automotivación, iniciativa y trabajo colaborativo con otros), el saber conocer (observar, explicar, comprender y analizar) y el saber hacer (desempeño basado en procedimientos y estrategias) (Braslavsky & Acosta, 2006; Cejas, 2003; Echeverría, 2002; Ibarra, 2000; Tobón, 2004). Se propone una clasificación teórica del concepto de competencia, retomando autores como Álvarez, Gómez y Ratto (2004), Peiró (2003) y Roe (2003), entre otros, la cual realiza una distinción entre competencias académicas, profesionales y laborales. Se utilizan los planteamientos de Montero y León (2005), así como los de Carretero y Pérez (2007), quienes proveen las herramientas y criterios metodológicos para la validación del diccionario de competencias mediante la evaluación de seis jueces expertos y la aplicación piloto de un instrumento a siete estudiantes y 16 egresados de la Carrera de Psicología. Los resultados de la investigación permitieron la creación de un diccionario de competencias para uso público, el cual constituye una herramienta oportuna para afrontar los retos, demandas y posibilidades para el desempeño del psicólogo, dados los cambios socioeconómicos, demográficos y culturales del Siglo XX1 que influyen sobre la formación y funciones del profesional.

The following article presents the final results of the design and content validation of a generic competencies dictionary for the trained psychologist. Different authors, such as Collazos and Garcia (1999), argue that the research and identification of competencies have helped to solve the weakness of traditional psychometric tests used to predict worker's productivity. Moreover, Peiró (2003) mentions that in defining the objectives to be achieved by education, it is required to determine the qualifications or competencies that should have a professional. However, in the field of Psychology, there is little research leading to the development of tools for identifying and evaluating competencies among students and professionals (ANECA, 2005; Castro Solano, 2004; González, 2007; Herrera, Restrepo & Uribe, 2008; Pérez-Santamarina & López, 2006; Ruiz, Jaraba & Romero, 2005; Uribe, Aristizábal, Barona & López, 2009). A theoretical overview of the concept of competency has been made, taking in to account different approaches, like the sociolinguistic (Hymes, 1972) and the job performance (McClelland, 1973). From the revised definitions and interpretations given to the concept of competence, it is concluded that they integrate self-knowledge (motivation, initiative, and teamwork with others), self-teaching (observation, explanation, comprehension, and analysis), and ‘know-how' (performance based on strategies and procedures) (Braslavsky & Acosta, 2006; Cejas, 2003; Echeverría, 2002; Ibarra, 2000; Tobón, 2004). Different classifications to the concept of competencies that have been applied to different contexts were also reviewed. For instance, Gordillo (2003) argues that competencies can be grouped into methodological, technical, social, and individual. Álvarez, Gómez, and Ratto (2004) classify them in technique and general competencies, similar to the one proposed by Ruiz, Jaraba, and Romero (2008) and the Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA, 2005), whoever divide them in general (or transverse) and specific competencies. For the purpose of this research and taking in to account these classifications, it is proposed for this work a distinction between academic, professional, and work-related generic competencies. The creation of the generic competencies dictionary for the trained psychologists followed the guidelines for instrumental studies as suggested by Montero and León (2005) and Carretero and Pérez (2007): the conceptual outline of the evaluation subject, and the design and qualitative evaluation of the items. In the content validation by expert evaluators, participated six professional psychologists with expertise in the fields of research methodology and Organizational Psychology, who are teachers of the Department of Social Sciences from a private university in Cali (Colombia). Subsequently, the pilot application of the instrument was attended by 23 people: 7 final year students of the Career of Psychology and 16 graduates of the same university. These research findings led to the creation of a generic competencies dictionary for public use, composed by 13 academic competencies, 12 professional competencies, and 10 work-related competencies. This dictionary is the result of a research aimed to identify the most significant competencies, as well as the definitions that fit these best, to ensure the recognition of crucial requirements in the field and their adequate implementation among psychologists. It is concluded that this dictionary is useful to understand standards and determine competencies that a professional psychologist must obtain from educational institutions, at least in the work and academic contexts where the research was conducted. It also constitutes a timely contribution to meet the challenges, demands, and possibilities of professional performance, given the socio-economic, demographic, and cultural changes of the 21st century, which impact the training and functions of a professional psychologist.