Development and validation of children’s stories as a health education strategy in speech, language, and hearing sciences

Abstract

Purpose Developing and validating children’s stories focused on health education in Speech, Language, and Hearing Sciences. Methods Cross-sectional, descriptive, quali-quantitative two-step study. 1st) elaboration of 10 children’s stories, guiding questions, explanatory notes, and illustrations. 2nd) validation by judges (speech therapists, educators, and familiar) in two phases. In the first, the sample consisted of 42 judges and in the second, 28. To access the materials and the validation questionnaire, a website was made available. The questionnaire investigated the judges’ personal data and the judges’ perceptions regarding the contents, vocabulary, illustrations, structure, and motivation of the materials. A five-point Likert scale of the agreement was used, with spaces for suggestions in each question. The quantitative analysis was done using the Content Validity Index and the Content Validity Coefficient. The qualitative analysis was based on the comments of the judges. The minimum rate of agreement among the judges on the decision to change or not change the materials was 80%. Results The first phase pointed out the need for modifications in three titles and two vocabularies (bullying and dyke), and the need for increasing to five years of age the minimum age for access to the materials. The second phase revealed good acceptability in all changes made. Conclusion The materials developed were validated and can be used as health education tools by speech therapists and educators, as well as parents.

Acesso e qualidade da Atenção Primária à Saúde no Brasil

“…Os trabalhos de Caregnato, Mutti e Martini (2009), Costa et al (2013 e Sousa et al (2016) discorrem sobre a formação e prática de profissionais da saúde, respectivamente. O primeiro buscou compreender os efeitos de sentidos produzidos no discurso dos sujeitos docentes de enfermagem e medicina sobre a questão ético-moral na formação dos discentes e evidenciou que a memória discursiva do objeto "ética" no ensino na área da saúde está em processo de consolidação (Caregnato, Mutti & Martini, 2009).…”