A comparative assessment of information recall and comprehension between conventional leaflets and an animated video in adolescent patients undergoing fixed orthodontic treatment: A single-center, randomized controlled trial

Do parents of adolescent patients undergoing fixed appliance treatment recall more information using written material or an animated video? A randomized controlled trial

Objectives

This "2-arm parallel" trial investigated the recall of information pertinent to obtaining informed consent of parents of orthodontic patients using; either written material and verbal support or an animation.

Materials and methods

Parents of patients, aged 12-18 years, about to undergo fixed applaince treatment, were randomized to either receive information by leaflet or by watching an animation. The parents were asked a series of open-ended questions immediately and one year later. The outcome measure was the total median questionnaire score immediately (T₀) and one year later (T₁). A Mann Whitney U test was performed to test for differences between T₀ and T₁.

Results

31 parents were randomized into the leaflet group and 33 in to the animation group. The median leaflet group score was 81 (IQR = 27) at the time of consent (T₀) and 87 (IQR = 29) a year later (T₁), compared to a median score of 76 (IQR = 23) for the animation group at T₀ and 87 (IQR = 32) at T_1. Statistically, there was no difference in the questionnaire score at (T₀) (p = 0.567) and at (T₁) (p = 0.522). The average time spent with the clinician in the leaflet group was an additional 9 min in the animation group.

Conclusion

The use of a leaflet and verbal information or an animation are equivalent in providing information to the parents of orthodontic patients. The use of an animation reduces the clinical time needed to deliver the information.

Construção e validação de vídeo educativo para estudantes de enfermagem sobre a parada cardiorrespiratória obstétrica

RESUMO Objetivo construir, validar e avaliar vídeo educativo para estudantes de enfermagem sobre a parada cardiorrespiratória obstétrica. Método estudo metodológico, composto pela construção do vídeo, validação de conteúdo por 22 especialistas em parada cardiorrespiratória obstétrica e avaliação por 21 estudantes de graduação em enfermagem. Utilizou-se o Instrumento de Validação de Conteúdo Educacional em Saúde, para validação com os especialistas, e o questionário adaptado do Suitability Assessment of Materials, para avaliação dos estudantes. Na validação com juízes e com o público-alvo, foi considerado válido o item com concordância mínima de 80%, obtida a partir do Índice de Validação de Conteúdo e do Teste Binomial. Resultados o vídeo, com duração de 8 minutos e 53 segundos, contemplou as etapas da assistência de enfermagem na realização do suporte básico de vida à gestante acometida por parada cardiorrespiratória. Na validação de conteúdo, dos 18 itens avaliados, 16 tiveram concordância de 100%, um obteve 95% e o item restante obteve 81%. Na avaliação dos estudantes, dos 13 itens avaliados, 12 possuíram concordância de 100% e o item restante possuiu 95%. Conclusão e implicações para a prática o vídeo foi considerado válido pelos especialistas em parada cardiorrespiratória obstétrica e compreensível pelos estudantes de enfermagem, assim, trata-se de recurso educativo viável para contribuir com a formação da enfermagem.

Construction and validation of an educational video for nursing students about obstetric cardiopulmonary arrest

ABSTRACT Objective to construct, validate and assess educational video for nursing students about obstetric cardiopulmonary arrest. Method this is a methodological study consisting of video construction, content validation by 22 experts in obstetric cardiopulmonary arrest and assessment by 21 undergraduate nursing students. The Health Educational Content Validation Instrument was used for validation with experts, and a questionnaire adapted from the Suitability Assessment of Materials, for student assessment. In the validation with judges and the target audience, the item with a minimum agreement of 80% was considered valid, obtained from the Content Validation Index and the binomial test, was considered valid. Results video, lasting 8 minutes and 53 seconds, contemplated nursing care stages in carrying out basic life support to pregnant women affected by cardiac arrest. In content validation, of the 18 items assessed, 16 had 100% agreement, one had 95% and the remaining item had 81%. In students’ assessment, of the 13 items assessed, 12 had 100% agreement, and the remaining item had 95%. Conclusion and implications for practice the video was considered valid by experts in obstetric cardiopulmonary arrest and understandable by nursing students, thus it is a viable educational resource to contribute to nursing education.