VALIDACIÓN DE LA TECNOLOGÍA EDUCATIVA COMO RECURSO DIDÁCTICO EN LA EDUCACIÓN DE ENFERMERÍA EN SALUD MENTAL

Silva, Felicialle Pereira da; Alves, Beatriz Mendonça Morais; Silva, Darine Marie Rodrigues da; Frazão, Iracema da Silva; Brandão Neto, Waldemar; Pinto, Isla Daniela da Silva; Pereira, Emanuela Batista Ferreira e; Ventura, Carla Aparecida Arena

doi:10.1590/1980-265X-TCE-2023-0248en

person Felicialle Pereira da Silva

Study design · Data collection · Data analysis and interpretation · Discussion of the results · Review and final approval of the final version

schoolUniversidade de Pernambuco, Programa Associado de Pós-Graduação de Enfermagem. Recife, Pernambuco, Brasil.

0000-0002-2805-7506

person Beatriz Mendonça Morais Alves

Data collection · Data analysis and interpretation

schoolUniversidade de Pernambuco. Recife, Pernambuco, Brasil.

0000-0003-4520-8588

person Darine Marie Rodrigues da Silva

Data analysis and interpretation · Discussion of the results

schoolUniversidade de Pernambuco, Programa Associado de Pós-Graduação de Enfermagem. Recife, Pernambuco, Brasil.

0000-0001-9111-6380

person Iracema da Silva Frazão

Writing and/or critical review of the content

schoolUniversidade Federal de Pernambuco, Programa de Pós-Graduação de Enfermagem. Recife, Pernambuco, Brasil.

0000-0002-4690-3753

person Waldemar Brandão Neto

Writing and/or critical review of the content

schoolUniversidade de Pernambuco, Programa Associado de Pós-Graduação de Enfermagem. Recife, Pernambuco, Brasil.

0000-0003-4786-9961

person Isla Daniela da Silva Pinto

Discussion of the results

schoolUniversidade de Pernambuco, Programa Associado de Pós-Graduação de Enfermagem. Recife, Pernambuco, Brasil.

0000-0003-4703-979X

person Emanuela Batista Ferreira e Pereira

Review and final approval of the final version

schoolUniversidade de Pernambuco, Programa Associado de Pós-Graduação de Enfermagem. Recife, Pernambuco, Brasil.

0000-0003-4665-4379

person Carla Aparecida Arena Ventura

Writing and/or critical review of the content

schoolUniversidade de São Paulo, Programa de Pós-Graduação em Enfermagem Psiquiátrica. São Paulo, São Paulo, Brasil.

0000-0003-0379-913X

personCORRESPONDING AUTHOR Felicialle Pereira da Silva
emailfelicialle.pereira@upe.br

CONFLICT OF INTEREST

There is no conflict of interest.

EDITORS

Associated Editors: José Luís Guedes dos Santos, Maria Lígia Bellaguarda Editor-in-chief: Elisiane Lorenzini

Suggestions from expert judges	Adjustments in the final version
Insert references to encourage consultation by students.	The references were inserted into the game rules card.
Insert a more objective answer in the card “What does mental health support mean?”	More objective answer inserted.
In the card “What is social stigma?”, mention the interrelationship of elements such as labeling, stereotypes, loss of status, social distance and discrimination.	Mentioned the interrelationship between social stigma and the aforementioned elements.
Cite more concrete examples of delusions of grandeur.	Examples cited, such as “believing that it is God or a very powerful being”.
Detail the number of participants and the average time of each round.	The number of participants and the average time of each round are detailed on the game rules card.

Answers	Sum of responses with:		I-CVI
Answers	Value 4	Value 5	I-CVI
01. The game is important for teaching mental health at undergraduate level.	1	9	90.9%
02. The information contained in the game contributes to the understanding of mental health content.	1	8	81.8%
03. The game can circulate in scientific circles.	4	7	100.0%
04. The game can help improve mental health teaching.	2	8	90.9%
05. The game meets the proposed objectives.	3	7	90.9%
06. The game is appropriate for teaching mental health at undergraduate level.	3	7	90.9%
07. The texts present in the game are clear and objective.	4	4	72.7%
08. The information present in the game is scientifically correct.	5	5	90.9%
09. There is a logical sequence of the content presented.	3	5	72.7%
10. Information is structured in agreement and spelling.	3	7	90.9%
11. The information contained in the game is coherent.	3	7	90.9%
12. Font size is suitable.	3	7	90.9%
13. Illustrations are expressive and convey information about the topic.	3	6	81.8%
14. The material is appropriate.	4	6	90.9%
15. The topics covered in the game are important for the mental health discipline.	1	8	81.8%
16. The material allows the understanding of mental health content.	4	6	90.9%
17. The game allows knowledge construction.	2	7	81.8%
18. The game addresses important issues.	1	9	90.9%
19. The game is suitable for use in other academic institutions.	3	7	90.9%
20. The game motivates the search for knowledge.	4	6	90.9%
21. The game takes on a playful and innovative character.	2	9	100.0%
22. The game helps to strengthen mental health teaching.	2	8	90.9%
23. The game contributes to reducing deficits in mental health teaching.	2	8	90.9%
Overall	Mean		88.5%
	Standard deviation		6.8%
	Coef. Variation		7.7%