Construction and validation of a distance Basic Life Support Course

methodological study, developed through literature review, outlined in the light of the Bloom's Taxonomy and Ausubel's Meaningful Learning Theory. For validation, the analysis was performed with judges, using a structured tool.

Results:

the construction of the distance course was complex and challenging, since it was tried to develop it with logical-methodological coherence, considering the constructivist perspective, representing an advance in the process of dissemination of the Urgency and Emergency teaching culture. As for the content validation process, it was verified that of the 16 suggestions made by the judges, 14 were accepted and two rejected.

Conclusion:

the course had its contents validated by experts.

Descriptors:
Cardiopulmonary Resuscitation; Validation Studies; Distance Education; Teaching; Educational Technology; Emergency Nursing

Unit	Overall Objective	Items/contents	Didactic resources
I - Main concepts and historical evolution of Basic Life Support.	To identify the main concepts in BLSC ^* * BLS: Basic Life Support; and its different methods over the years.	- Main concepts of BLSC ^* * BLS: Basic Life Support; ; - The BLSC ^* * BLS: Basic Life Support; through the ages; - Evolution of guidelines in BLSC ^* * BLS: Basic Life Support; over the years; - The 2015 Chain of Survival.	- Timeline infographic (added after the judges' suggestions); - Problem situation; - "Learn more"; - Activity of hunting words; - Library (folder); - Hyperlink.
II - Cardiopulmonary Resuscitation.	To apply the concepts in the performance and suspension of CPR^‡ ‡ CPR: Cardiopulmonary Resuscitation; efforts.	- CRA^† † CRA: Cardiorespiratory Arrest; ; - CPR^‡ ‡ CPR: Cardiopulmonary Resuscitation; ; - Suspension of resuscitation efforts.	- "Learn More"; - Problem situation; - Learning issues with clinical cases; - Simulated videos; - Illustrative figures; - Library (folder).
III - Cardiac rhythms of Cardiopulmonary Arrest and Automated External Defibrillator.	To learn how to coordinate actions between CPR^‡ ‡ CPR: Cardiopulmonary Resuscitation; and AED ^§ § AED: Automated External Defibrillator; .	- CRA^† † CRA: Cardiorespiratory Arrest; heart rhythms; - AED^§ § AED: Automated External Defibrillator; .	- Problem situation; - "Learn More"; - Simulated videos; - Illustrative Figures; - Infographic (added after the judges' suggestions); - Resuscitation; - Clinical cases.
IV - Actions for care in choking relief.	Identify the signs of choking and clearing techniques of the airways.	- Care in the relief of choking on adults and children; - Care in the relief of choking on babies.	- Vídeos simulados; - Figuras ilustrativas; - Questões de aprendizagem com casos clínicos; - Biblioteca (pasta)- "Saiba Mais".
Final activity of BLSC^‡ ‡ CPR: Cardiopulmonary Resuscitation; .	To assess knowledge learned at BLSC^׀׀ ׀׀ BLSC: Basic Life Support Course. ,	- Knowledge and satisfaction questionnaire; - Educational game.	- 10 questions with validated clinical cases; - Validated satisfaction questionnaire; - Simulated educational game.

Assessment requirements	Unit 1	Unit 2	Unit 3	Unit 4	Final opinion
Assessment requirements	CVI^* * CVI: Content Validity Index.	CVI^* * CVI: Content Validity Index.	CVI^* * CVI: Content Validity Index.	CVI^* * CVI: Content Validity Index.	CVI^* * CVI: Content Validity Index.
Overall content assessment	0.67	1.00	1.00	0.83	0.83
Organization	1.00	1.00	1.00	1.00	1.00
Presentation	1.00	1.00	1.00	1.00	1.00
Usefulness/pertinence	0.67	1.00	1.00	1.00	1.00
Consistency	1.00	1.00	1.00	1.00	1.00
Clarity	1.00	1.00	0.83	1.00	1.00
Objectivity	1.00	1.00	0.83	1.00	1.00
Reliability	1.00	1.00	1.00	1.00	1.00
Feasibility	1.00	1.00	1.00	1.00	1.00
Update	1.00	1.00	1.00	1.00	1.00
Vocabulary	0.50	0.67	0.67	0.67	0.33
Instructional sequence	1.00	1.00	1.00	1.00	1.00
Learning assessment	1.00	0.83	1.00	1.00	1.00
CVI Mean^* * CVI: Content Validity Index.	0.91	0.96	0.95	0.96	0.94

Unit	Suggestions (n)/ Main requirements changed (<90%)	Changes
I - Main concepts and historical evolution of Basic Life Support.	- To synthetize historical evolution (2)/Usefulness/Relevance; - To make the chapter more dynamic (1)/Overall content assessment; - To place the chapter and verse of the biblical citation about 1st episode of Resuscitation (1)/Usefulness/Relevance; - To remove the evolution of the guidelines in BLSC ^* * BLS: Basic Life Support; (1)/Usefulness/Relevance; - Grammar corrections (2) /Vocabulary; - To insert the missing references (1).	- The historical evolution of BLSC ^* * BLS: Basic Life Support; was taken from the text and transformed into a link as "timeline"; - Inserted chapters and Bible verses into quotations; - Withdrawal of the evolution of the guidelines was not accepted; - Corrections of textual agreement; - Revised all references and inserted the faults.
II - Cardiopulmonary Resuscitation (CPR).	- Add in the item "attention", which the student should investigate if the pulse is below 1 pulse / second (1)/ Learning assessment; - To add in the technique of chest compression in babies the location of the hands and fingers of the resuscitator (1)/ Learning assessment; - Grammar corrections (2)/ Vocabulary.	- It was not accepted; - The location of the resuscitator's hands and fingers has been described to be demonstrated more closely in the simulated videos of this unit; - Corrections of textual agreement were made.
III - Cardiac Rhythms of Cardiopulmonary Arrest and Automated External Defibrillator	- To dynamize the content of the "AED ^† † AED: Automated External Defibrillator. in special situations" (1)/ Objectivity; - In the item "AED ^† † AED: Automated External Defibrillator. in special situations review the topic "drug / hormonal patches" (2)/ Clarity; - To choose to leave the step by step of using the AED ^† † AED: Automated External Defibrillator. described in the text or leave as simulated video (1)/ Objectivity; - Grammar corrections (1)/ Vocabulary;	- Made infographic to energize this theme; - Added the information to remove the excess medication after removal of the patch; - It was decided to leave only as simulated video; - Corrections of textual agreement were made;
IV - Actions for the care in choking relief	- To withdraw the report on the discovery of the Heimlich maneuver of the text and introduce it to the course library (2)/ Overall content assessment; - To include the presentation of the professional to the victim the steps of the Heimlich maneuver (1); - Grammar corrections (2)/ Vocabulary.	- The content of the report as placed in the library; - Added the need to present quickly to the victim the steps of the Heimlich maneuver (in the script of the simulated video); - Corrections of textual agreement were made.

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[1] CORRESPONDING AUTHOR Rodrigo Assis Neves Dantas E-mail: rodrigoenf@yahoo.com.br