Construction and validation of educational videos for adolescents with Down Syndrome based on health literacy - LISA Down Program / Construção e validação de vídeos educativos para adolescentes com síndrome de down fundamentados no letramento em saúde - Programa LISA Down

Abstract Objectives: to construct and validate educational videos as part of the LISA Down Program - Literacy and Innovation in Health for Adolescents with Down Syndrome. Methods: this is a methodological study of construction and validation of educational videos based on health literacy designed for adolescents with Down syndrome, assisted by an Associação de Pais e Amigos dos Excepcionais (APAE) (Association of Parents and Friends of the Exceptional) located in the Northeast of Brazil. The stages of construction and validation of the vídeos were: pre-production, production and post-production. The storyboards were prepared according to the fundamentals of health literacy and validated by seven expert judges. Subsequently, the storyboards were transformed into videos (production) and these were evaluated by 13 adolescents with Down Syndrome (postproduction). Results: the storyboards totaled 248 scenes, ranging from 39 to 67 scenes each, were approved by the judges with percentages of agreement ranging from 94% to 100%. The vídeos recorded were approved by adolescentes with Down syndrome, in agreement of percentages ranging from 79.17% to 83.33%. Conclusion: the educational vídeos were validated and well evaluated and, therefore, can be used among adolescents in social spaces in which the focus of attention is adolescentes with Down syndrome.

Resumo Objetivos: construir e validar vídeos educativos como parte do Programa LISA Down- Letramento e Inovação em Saúde para Adolescentes com Síndrome de Down. Métodos: trata-se de estudo metodológico de construção e validação de vídeos educativos fundamentados no letramento em saúde arquitetados para adolescentes com síndrome de Down, atendidos por uma Associação de Pais e Amigos dos Excepcionais (APAE), localizada no Nordeste brasileiro. As etapas da construção e validação dos vídeos foram: pré-produção, produção e pósprodução. Os storyboards foram elaborados de acordo com os fundamentos do letramento em saúde e validados por sete juízes especialistas. Na sequência os storyboards foram transformados em vídeos (produção) e estes foram avaliados por 13 adolescentes com Síndrome de Down (pós-produção). Resultados: os storyboards totalizaram 248 cenas, variando de 39 a 67 cenas cada um, foram aprovados pelos juízes com percentuais de concordância que variaram de 94% a 100%. Os vídeos gravados foram aprovados pelos adolescentes com síndrome de Down, com percentuais de concordância que variaram de 79,17% a 83,33%. Conclusão: os vídeos educativos foram validados e bem avaliados e, portanto, podem ser utilizados entre adolescentes em espaços sociais nos quais o foco da atenção sejam os adolescentes com síndrome de Down.

Desenvolvimento de vídeo educativo para educação da equipe de enfermagem sobre a norma regulamentadora - 32 riscos biológicos / Development of an educational video to educate the nursing team about regulatory norm 32 - biological risks

Os profissionais da equipe de enfermagem são os profissionais da saúde mais expostos a Acidente de Trabalho com exposição a Material Biológico (ATMB) no ambiente hospitalar. O tipo mais frequente é relacionado aos materiais perfurocortantes, seguidos da contaminação por contato da pele e da mucosa com sangue, fluidos e/ou secreções. Os ATMB representam um problema de saúde pública mundial, tanto pela frequência com que ocorrem, quanto pela gravidade da repercussão na saúde dos profissionais. A Norma Regulamentadora 32 preconiza diretrizes básicas para a implementação de medidas de proteção à segurança e à saúde dos trabalhadores dos serviços de saúde, porém estudos evidenciam baixa ou parcial adesão a essas diretrizes. Objetivo: Desenvolver e avaliar vídeo educativo para instruir a equipe de enfermagem sobre a NR 32 - Riscos biológicos Método: Trata-se de um estudo metodológico, de construção e validação de um vídeo educativo. Para a construção do vídeo foi utilizado o Design Instrucional Contextualizado que é composto por cinco etapas: análise, design, desenvolvimento, implementação e avaliação. Na etapa de Análise foi realizado o levantamento dos dados das Comunicações de Acidente de Trabalho (CAT) dos profissionais da enfermagem na instituição em que o estudo foi desenvolvido, no design foi elaborado o roteiro do vídeo, definido o formato de animação, na etapa de desenvolvimento ocorreu a elaboração propriamente do vídeo tendo como referencial a Teoria Cognitiva da Aprendizagem Multimídia (TCAM) de Richard Mayer (2009). Na fase da Implementação, o vídeo foi disponibilizado na plataforma do Google Drive para que o material fosse avaliado. Na etapa de avaliação, deu-se a validação do conteúdo do vídeo, primeiramente, por juízes especialistas na área de saúde ocupacional e de profissionais de saúde e, posteriormente, pelo público-alvo. Resultados: No período analisado, os técnicos de enfermagem foram os profissionais que mais registraram ATMB, média de 64%, porém foi observado aumento de 80% dos registros das CATs com o profissional enfermeiro quando comparado o período anterior à pandemia (2019) e durante a pandemia (2020). Dos acidentes, 80% foram do tipo percutâneos, 17% envolvendo mucosas e 3% cutâneos. Foi considerado aceitável para validação de conteúdo o valor de Índice de Validação de Conteúdo (IVC) mínimo de 80%. Dessa forma, o vídeo foi considerado válido pelos juízes especialistas com IVC geral de 91% e pelo público-alvo IVC geral de 100%. Conclusões: O vídeo educativo elaborado "NR 32 a sua segurança em primeiro lugar" demonstrou-se válido tanto pelos juízes quanto pelo público-alvo, com potencial para contribuir com ações educativas em contexto hospitalar, podendo integrar programas de promoção da saúde do trabalhador e incentivar a adesão da equipe de enfermagem às recomendações e diretrizes da NR 32

Nursing team professionals are the health professionals most exposed to Occupational Accidents with exposure to Biological Material (ATMB) in the hospital environment. The most frequent type is related to sharps, followed by contamination by contact of the skin and mucosa with blood, fluids and/or secretions. ATMBs represent a global public health problem, both because of the frequency with which they occur and the severity of the repercussions on the health of professionals. The Regulatory Norm 32 recommends basic guidelines for the implementation of measures to protect the safety and health of health service workers, but studies show low or partial adherence to these guidelines. Objective: To develop and evaluate an educational video to instruct the nursing team on NR 32 - Biological Risks Method: This is a methodological study, for the construction and validation of an educational video. Contextualized Instructional Design was used, which is composed of five stages: analysis, design, development, implementation and evaluation. In the Analysis stage, data from the Work Accident Reports (CATs) of nursing professionals at the institution where the study was developed were collected, the video script was designed in the design, the animation format, the actual video was elaborated using the Cognitive Theory of Multimedia Learning (TCAM) by Richard Mayer (2009) as a reference. In the Implementation phase, the video was made available on the Google Drive platform so that the material could be evaluated first. The evaluation stage involved the validation of the video content, firstly, by expert judges in the field of occupational health and health professionals, and later by the target audience. Results: An 80% increase in CAT records with nurses was observed when comparing the period before the pandemic (2019) and during the pandemic (2020). Of the accidents analyzed, 80% were percutaneous, 17% involved mucosal and 3% cutaneous. A minimum Content Validation Index (CVI) value of 80% was considered acceptable for content validation. Thus, the video was considered valid by the expert judges with an overall CVI of 91% and by the target audience with a general CVI of 100%. Conclusions: The educational video "NR 32 your safety in the first place" proved to be valid both by the judges and by the target audience, with the potential to contribute to educational actions in a hospital context, being able to integrate programs to promote the health of the worker and encourage the adherence of the nursing team to the recommendations and guidelines of NR 32

Educando en epilepsia a escolares de enseñanza básica y secundaria: mediante un video / Video Training elementary and high school students on Epilepsy

Resumen: Existe gran desinformación sobre epilepsias; mitos, prejuicios y estigma institucionalizado en el sistema escolar. Además, dificultades de participación social en las personas con epilepsia. Todo esto produce un impacto negativo en la calidad de vida de las personas con epilepsia. El objetivo de este trabajo es probar un método para educar en Epilepsias a escolares, mediante técnicas audiovisuales adecuadas a su lenguaje, intereses, nivel de atención y comprensión. Capacitación directa de 1.000 niños. Se realiza, por expertos en epilepsia y profesionales con experiencia en material audiovisual, un guión de 4 capítulos, sobre una historia de crisis de epilepsia en un niño, representado por marionetas. Se presenta el video a establecimientos educacionales públicos y privados. Se aplica Pre y Post test de 10 preguntas, para medir nivel de conocimientos y aprendizajes básicos en epilepsias. Un año post presentación de video, se mide en una muestra de estudiantes, la persistencia de conocimientos enseñados. Hubo un total de 1.111 escolares. Las respuestas pre-test correctas, incorrectas y que no sabían fueron en un 44%, 37% y 19% respectivamente. Las respuestas post-test correctas, incorrectas y que no sabían fueron en un 94%, 5% y 1% respectivamente. El análisis estadístico con las pruebas de McNemar mostraron diferencias altamente significativas entre el pre y post test en cada una de las 10 preguntas (p<0.0001). El estudio de persistencia, un año después (2011) fueron las siguientes: Correctas: 74%. Incorrectas: 8%. No sabe: 18%.Hubo cambios significativos de adquisición de conocimientos entre el pre y post test, con niveles de persistencia de conocimientos aceptables, un año después. El mensaje que la epilepsia puede afectar a cualquier persona, se visualiza como potente para sensibilizar y mejorar las actitudes sociales. Palabras Claves: Video educacional, epilepsia, convulsiones, estigma, estudiantes de escuelas primarias

There is a lack of information on Epilepsies, myths, prejudices and stigma institutionalized in the school system. In addition, people with epilepsy face a difficult time when trying to engage socially. All these produce a negative impact on the quality of life of people with epilepsy. The objective of this study is to test a method to educate schoolchildren in elementary and high school by audiovisual techniques appropriate to their language, interests, level of care and understanding in Epilepsies. Direct training of 1,000 children was performed by epilepsy experts and professionals with experience in audiovisual material through 4 chapters on a history of epileptic seizure in a child represented by puppets. The video was screened at public and private schools. A 10-item questionnaire was applied before and after the video, to measure level of knowledge and basic learning about Epilepsies. The knowledge about epilepsy was retested one year later in a sample of students. A total of 1,111 schoolage children participated. The results before the video screening were: correct 44%, incorrect 37%, and "I don't know" 19%. After the screening, there was a marked improvement, where correct answers were 94%, incorrect 5% and "I don't know" 1%. Statistical analysis with McNemar tests showed highly significant differences between the questionnaires before and after the video screening in each of the 10 questions (p < 0.0001). The test was repeated a year later (2011), with the following results: correct: 74%. Incorrect: 8%. I don't know: 18%. There was significant acquisition of knowledge after the video screening, with persistence of knowledge at acceptable levels a year later. The message that epilepsy can affect anyone is seen as potent to raise awareness and improve social attitudes. Key Words: educational video, epilepsy, seizures, stigma, elementary school students.

The Feasibility, Awareness, Knowledge And Attitudes Towards Animated Epilepsy Educational Video (Aneev) Among Family Caregivers

The educational needs of epilepsy family caregivers vary depending on their relationship to the patients, their role in providing care and their emotional needs. Carers often have lack of confidence in their ability to seek information, resulting in barriers to receive information. Various educational programmes / materials about epilepsy were designed to improve the awareness, knowledge and attitudes (AKA) of patients and their families. Therefore, this study aimed to assess the feasibility, acceptability and practicality of Animated Epilepsy Educational Video (AnEEV) and AKA of family caregivers (FCGs). This part of a randomized, controlled study included a sample of 32 epilepsy FCGs who were recruited from the Neurology and Paediatric Clinics of Hospital Sultanah Nur Zahirah (HSNZ), Kuala Terengganu. Descriptive statistics were employed for data analyses (SPSS 17.0). Most were women (59.46%), married (65.6%), earning between RM1001 - RM2000 (34.4%), receiving secondary level education (65.6%) and were patients’ parents (65.6%). The AnEEV was highly acceptable (97.0%), easy to understand (90.9%), attractive (93.9%) and useful (87.9%). Almost all carers recommended AnEEV to other carers (97.0%) and were hoping to receive such educational materials in the future (93.9%). The Total AKA score was generally good (median=125.0; range=75.0-155.0) with awareness being moderate (median=30.0; range=0.0-50.0), knowledge was good (median=60.0; range=40.0-75.0) and attitudes were positive (median=35.0; range=10.0-40.0). The overall outcomes signified that AnEEV were well-received by the family caregivers and these favourable findings suggested that AnEEV could help in improving AKA for carers, which could ultimately assist epilepsy treatment, management and rehabilitation process

Perception of the use of teaching videos in preclinical training of Chilean dentistry students, 2013 / Percepción del uso de video didáctico en la formación preclínica de estudiantes chilenos de odontología, 2013

The use of educational videos is a valuable tool in preclinical dental training, as long as the pedagogical objectives match the appropriate learning stage. Accordingly, this teaching innovation suggests the realization of three types of didactic videos inserted in a specially designed pedagogical methodology for the preclinical cycle. After half a semester of use, quantitative results yielded a positive perception in relation to the promotion of evaluation criteria and conflictual tone development. On the other hand, perception of negotiation promotion and reaching consensus was divided into positive and negative. Both the analysis of frequency access to online videos and category formation clearly highlight the importance students give to demonstrative videos as well as the teacher’s role when using them. By way of conclusion, it can be said that students considered educational videos, especially the demonstrative type, as a useful tool for developing conflictual tone and evaluation criteria, being always complementary to the role that the teacher who guides their preclinical training plays.

El uso del video didáctico es una herramienta valiosa en la formación preclínica del odontólogo, siempre y cuando logre hacer coincidir los objetivos pedagógicos con la etapa de aprendizaje adecuada. En esta línea, esta innovación docente plantea la realización de tres tipos de video didácticos insertados en una metodología docente especialmente diseñada, en el ciclo de preclínica. Luego de un semestre de utilización los resultados cuantitativos arrojaron una percepción positiva en relación al fomento del desarrollo del criterio de evaluación y tono conflictual, mientras que la percepción del fomento de la negociación y toma de acuerdo estuvo dividida en positivas y negativas. Tanto el análisis de frecuencia de acceso a los videos en línea como el levantamiento de categorías dejan de manifiesto la importancia que le dan los estudiantes a los videos demostrativos como también al rol docente durante su utilización. A modo de conclusión se puede decir que los estudiantes consideraron al video didáctico, especialmente los de tipo demostrativo, como una herramienta útil para el desarrollo del tono conflictual y criterio evaluador, siendo siempre complementaria al rol docente que guía su formación preclínica.

Educational video to improve the knowledge of health care providers in pain assessment of preschool children.

Objective: To evaluate the effect of pain assessment with preschool children educational video to assist healthcare providers’ ability to assess pain using CHEOPS and FLACC scores. Methods: A randomized controlled study was conducted in healthcare providers having less than one year experience in pediatric pain management. Participants were randomized into study group and control. Participant’s demographic data, existing experience and knowledge in pain assessment, pre-test and post-test’s corrected scores and time required were recorded. Results: One hundred healthcare providers were recruited. There were no differences between groups in pre-test score, the percentage of correct scoring in treatment decision and time required for assessment using CHEOPS and FLACC scores. Improvements in post-test scores were found in both groups with no statistical significance. However, the difference in time needed to compare the pre-post test results was lower in the control group. Twenty nine participants in the study group evaluated the educational video. They stated it to be informative, easy to understand and conveyed confidence about preschool pediatric pain assessment. Conclusion: A pain assessment education video is one of the media that can possibly be used for assisting pain assessment education. It could improve confidence and understanding in healthcare providers treating pain in preschool children.

O Vídeo Educativo Produzido pelo Núcleo de Tecnologia Educacional para a Saúde/UFRJ: uma Visão Critica

Resumo: A partir da reconstrução histórica da produção de vídeos educativos no Nutes/CCS/UFRJ e de sua articulação com diferentes correntes educacionais e com o contexto sócio-econômico maior, busca-se um entendimento das ideologias subjacentes ao trabalho do núcleo ao longo de seus 20 anos de existência.

Summary: Based on a historical review of Nutes/CCS/UFRJ e educational video production, and of its connection with the major educational trends and the larger social context, this article attempts to identify the underlying ideologies of this educational technology center throughout its' 25 years of existence.