Escuela promotora de salud y trabajo docente: desarrollo y validación de una tecnología de formación profesional
DOI:
https://doi.org/10.36517/2175-6783.20262796464Palabras clave:
Educación en salud, Actividades de formación, Tecnología educativa, Estudio de validaciónResumen
Objective: to develop and validate the content and appearance of a self-learning course grounded in the Health-Promoting Schools approach. Methods: a methodological study based on Instructional Design, developed in three stages—analysis and planning, content development, and validity—by 40 judges using specific predefined instruments (Instrumento de Validação de Conteúdo Educacional em Saúde and Instrumento de Validação de Aparência de Tecnologia Educacional em Saúde). Results: the course was structured into four modules based on World Health Organization guidelines and Brazilian curricula. Validity showed high agreement, with Content Validity Indices>0.80 and Appearance Validity Indices>0.78. Validity ratios were also satisfactory. Conclusion: the course created demonstrates strong evidence of validity, serving as a reliable educational technology to develop teachers’ skills in school health promotion. Contributions to practice: this training technology may support schoolteachers to strengthen their competencies on health promotion into curricular and extracurricular activities, enhancing the potential of Health-Promoting Schools.
Descargas
Referencias
1. Pan American Health Organization. Transforming every school into a health-promoting school: global standards and indicators [Internet]. 2022 [cited Mar 2, 2026]. Available from: https://iris.paho.org/handle/10665.2/55710
2. Pan American Health Organization. Transform every school into a health-promoting school: implementation guide [Internet]. 2022 [cited Mar 2, 2026]. Available from: https://iris.paho.org/handle/10665.2/55812
3. Barbosa Filho VC, Streb AR, Muniz EA, Façanha TCC, Florencio RS, Pontes Júnior JA, et al. Co-creation of the logic model for a health-promoting school program in vulnerable areas in a Brazilian capital: ProMOVE Escolas + Saudáveis. BMC Prim Care. 2025;26(1):395. doi: https://dx.doi.org/10.1186/s12875-025-03054-y
4. Ministério da Saúde (BR). Plano Nacional de Saúde 2024-2027 [Internet]. 2024 [cited Mar 2, 2026]. Available from: https://www.gov.br/saude/pt-br/acesso-a-informacao/gestao-do-sus/instrumentos-de-planejamento/pns/plano-nacional-de-saude-pns-2024-2027/view
5. Fernandes LA, Shimizu HE, Prado Neto PF, Cavalcante FVSA, Silva JRM, Parente RCM. T Trajectory of the 15 years of implementation of the School Health Program in Brazil. Saúde Debate. 2022; 46(spe3):13-28. doi: https://dx.doi.org/10.1590/0103-11042022E301I
6. Oliano VJ, Bandeira JR, Rodrigues LB, Lara S. Ensino de saúde na escola: barreiras e dificuldades enfrentadas por professores dos anos iniciais em um município do sul do Brasil. Rev Ciênc Ideias. 2023;14:e23142150. doi: https://dx.doi.org/10.22407/2176-1477/2023.v14.2150
7. Felício JF, Teixeira INP, Araújo LL, Florêncio RS, Oliveira VJM, Catrib AMF, et al. Viabilidade e aceitabilidade de ações de promoção da atividade física e saúde sob ótica de diferentes atores da escola. Cienc Saúde Colet [Internet]. 2025 [cited Mar 2, 2026]. Available from: http://cienciaesaudecoletiva.com.br/artigos/viabilidade-e-aceitabilidade-de-acoes-de-promocao-da-atividade-fisica-e-saude-sob-otica-de-diferentes-atores-da-escola/19722
8. Wei Y, Kutcher S, Baxter A, Heffernan A. The program evaluation of “Go-To Educator Training” on educators’ knowledge about and stigma toward mental illness in six Canadian provinces. Early Interv Psychiatry. 2021;15(4):922-31. doi: https://doi.org/10.1111/eip.13037
9. Husseini MN, Zwas DR, Donchin M. Teacher training and engagement in health promotion mediates health behavior outcomes. Int J Environ Res Public Health. 2022;19(5):3128. doi: https://doi.org/10.3390/ijerph19053128
10. Vieira SCC, Silva ACS, Bento IC, Barcelos HR, Pinho L, Murta NMG, et al. Curso de Educação Alimentar e Nutricional para professores: uma oportunidade de promoção da saúde no ambiente escolar. Nutrivisa. 202414;11(1):e14085. doi: http://doi.org/10.52521/nutrivisa.v11i1.14085
11. Boettcher S, Santos MM, Leonhardt GB, Mallon M, Vidal EF, Souza LM, et al. Construction and validity of an online course for nurses on central venous catheters in children at home. Esc Anna Nery. 2023;27:e20220343. doi: https://dx.doi.org/10.1590/2177-9465-EAN-2022-0343en
12. Jago R, Salway R, House D, Beets M, Lubans DR, Woods C, et al. Rethinking children’s physical activity interventions at school: a new context-specific approach. Front Public Health. 2023;11:1149883. doi: https://doi.org/10.3389/fpubh.2023.1149883
13. Filatro A. Design instrucional para professores. São Paulo: Senac; 2023.
14. Presidência da República (BR). Lei nº 9.394, de 20 de dezembro de 1996. Estabelece as diretrizes e bases da educação nacional [Internet]. 1996 [cited Mar 2, 2026]. Available from: https://www.planalto.gov.br/ccivil_03/leis/l9394.htm
15. Vieira ARR, Meurer MI, Cruz GS, Reses MLN, Castilhos ED, Mello ALSF. Older adults’ oral health follow-up in primary care: a teledentistry feasibility exploratory study. Saúde Debate. 2025; 49(spe1):e9901. doi: http://dx.doi.org/10.1590/2358-28982025E19901I
16. Almanasreh E, Moles R, Chen TF. Evaluation of methods used for estimating content validity. Res Social Adm Pharm. 2019;15(2):214-21. doi: https://doi.org/10.1016/j.sapharm.2018.03.066
17. Rocha SP, Farias QLT, Vasconcelos MIO, Lopes SMB, Castro-Silva II, Silva KKD, et al. Mental health in adolescence: Elaboration and validation of an educational technology for health promotion. Rev Bras Enferm. 2021;74(5):e20201023. doi: https://doi.org/10.1590/0034-7167-2020-1023
18. Leite SDS, Áfio ACE, Carvalho LVD, Silva JMD, Almeida PCD, Pagliuca LMF. Construction and validation of an Educational Content Validation Instrument in Health. Rev Bras Enferm. 2018;71(suppl 4):1635-41. doi: https://doi.org/10.1590/0034-7167-2017-0648
19. Souza ACCD, Moreira TMM, Borges JWP. Development of an appearance validity instrument for educational technology in health. Rev Bras Enferm. 2020;73(suppl 6):e20190559. doi: https://dx.doi.org/10.1590/0034-7167-2019-0559
20. Ayre C, Scally AJ. Critical values for Lawshe’s content validity ratio: revisiting the original methods of calculation. Meas Eval Couns Dev. 2014;47(1):79-86. doi: http://doi.org/10.1177/0748175613513808
21. Pérez-Jorge D, González-Luis MA, Rodríguez-Jiménez MC, Ariño-Mateo E. Educational programs for the promotion of health at school: a systematic review. Int J Environ Res Public Health. 2021;18(20):10818. doi: https://dx.doi.org/10.3390/ijerph182010818
22. Linde I, Sarva E, Daniela L. The impact of an online professional development course on teachers’ comprehension and self-efficacy in developing students’ self-regulated learning skills. Sustainability. 2023;15(12):9408. doi: https://doi.org/10.3390/su15129408
23. Ong SGT, Quek GCL. Enhancing teacher-student interactions and student online engagement in an online learning environment. Learn Environ Res. 2023;26(3):681-707. doi: https://doi.org/10.1007/s10984-022-09447-5
24. Fabriz S, Mendzheritskaya J, Stehle S. Impact of synchronous and asynchronous settings of online teaching and learning in higher education on students’ learning experience during COVID-19. Front Psychol. 2021;12:733554. doi: https://doi.org/10.3389/fpsyg.2021.733554
25. Reyes PC, Viviani M, Robles CM. Strengthening capacities in Latin America by designing teacher professional development programmes for climate change education. J Prof Cap Community. 2025;10(1):6-19. doi: https://doi.org/10.1108/JPCC-12-2023-0098
26. Bragg LA, Walsh C, Heyeres M. Successful design and delivery of online professional development for teachers: a systematic review of the literature. Comput Educ. 2021;166:104158. doi: https://doi.org/10.1016/j.compedu.2021.104158
27. Salvo D, Crochemore-Silva I, Wendt A, Tarp J, Shiroma EJ, Simpson RJ, et al. Physical activity for public health in the 21st century. Nat Med. 2026;32(4):1479-89. doi: https://dx.doi.org/10.1038/s41591-026-04237-5
Descargas
Publicado
Declaración de disponibilidad de datos
The dataset supporting the results of this study, including the course structure and detailed qualitative assessment by expert and teacher judges, is publicly available in a Google Drive digital repository at the following URL: https://drive.google.com/drive/folders/18zgRJjANMdtW1I6QxkANMahX9_QBUcz0?usp=sharing.
Número
Sección
Licencia
Derechos de autor 2026 Magna Leilane da Silva, Allana Kelly Cerqueira Lima de Carvalho, Evelyne Ferreira de Castro, Lucas Soares Pereira, Danusa de Souza Maciel, Patrícia Neyva da Costa Pinheiro, Valter Cordeiro Barbosa Filho
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Cómo citar
