Tecnologia educacional voltada para a transição do cuidado do paciente após o transplante renal para domicílio

Abstract

Kidney transplantation, by freeing patients with chronic kidney disease from the hemodialysis machine, provides better survival, autonomy, and quality of life. Although it is the best therapeutic choice, it imposes certain dietary restrictions, continuous medication use, and the risk of rejection. Therefore, after kidney transplantation, patients must adapt to a new lifestyle. In this context, the present study aimed to develop and validate the appearance and content of a technological tool (an educational video) designed to support the transition of care from hospital to home following kidney transplantation. This is a methodological study conducted in two stages: (1) video development, based on Roy’s Adaptation Model and content derived from a previous scoping review; and (2) testing for evidence of appearance and content validity. In the first stage, the development of the educational technology was subdivided into the following phases: (1) pre-production, consisting of selecting the video topics, creating the video script and storyboard; (2) production, consisting of video creation; and (3) editing of scenes. This stage took place between August and November 2024, using the paid version of the Animaker® software. In the second stage, appearance and content validity testing was performed with 15 participants (10 healthcare professionals and 5 kidney transplant recipients). The professionals participated in a focus group meeting held in December 2024, while the target audience took part in a group interview in January 2025. The professionals completed two adapted instruments: the health educational technology appearance validation instrument and the educational and health content validation instrument. The target audience completed only the appearance validation instrument. Data were analyzed using descriptive statistics, content validity index (CVI), appearance validity index (AVI), Cronbach’s alpha, the binomial test, and content analysis. The results showed that an educational video titled “Life after Kidney Transplantation” was developed based on the literature. The video addresses topics related to medication management, diet, vaccination, infection risk, and general care, following Callista Roy’s framework. Regarding the second stage, all items of the educational and health content validation instrument achieved an individual CVI of 1.00, a global CVI of 1.00, a 100% agreement rate, and p > 0.05 in the binomial test. For appearance analysis, all items achieved an individual and total AVI of 1.00, a 100% agreement rate, and p = 0.349; however, Cronbach’s alpha was 0.525, indicating weak internal consistency. Among the target audience, appearance evaluations also showed total agreement, with a total AVI of 1.00, a 100% agreement rate, and p = 0.590. In this group, Cronbach’s alpha was 0.561 for appearance. The focus group reinforced acceptance of the video in terms of clarity, applicability, and its potential to encourage behavior change and treatment adherence. In conclusion, the educational technology “Life after Kidney Transplantation” was developed based on scientific evidence and supported by Roy’s theoretical framework. It proved to be a valid tool in terms of both appearance and content. Its use is expected to significantly contribute to patient empowerment, improved treatment adherence, and self-care.