Pássaro A.1, Serrão C.2, Regra M.1, Marques A.1, Yuan S.L.K.3
1University of São Paulo, Department of Physiotherapy, Speech Therapy and Occupational Therapy of School Medicine, São Paulo, Brazil, 2Polytechnic Institute of Porto, School of Education, Porto, Portugal, 3University of São Paulo, São Paulo, Brazil
Background: In Brazil, the School Health Program, established in 2007, has the purpose of the overall development of students in Basic Education through the "promotion, prevention and health care". In 2011, Resolution No. 401 regulates the Physical Therapy Specialization in Women´s Health, through "health promotion strategies and disease prevention at all levels of care to women´s health" and "education activities". In Portugal, the legal provisions that address the issue are diverse and emerged at the end of the last century. Developing sex education programs became mandatory. In this context, the Questionnaire of Sex Education in School (QUSES) was created to analyze the socio-cognitive variables predictors of involvement of teachers in promoting sexual health. In Brazil the studies with sex education are scarce and mainly qualitative. Therefore, the validation of this questionnaire may be an important contribution to the identification of knowledge and following up of sex education.
Purpose: The aims of the study were to cross-culturally adapt the QUSES for Brazilian elementary school teachers, and to assess the reliability of this Brazilian version of the questionnaire.
Methods: The QUSES is a self-report questionnaire with 27 questions that assesses four areas: knowledge, comfort, motivation and involvement of teachers regarding sex education. For cultural adaptation, an expert committee validated the content, and the preliminary version was pilot-tested by 20 teachers. To assess the reliability of the final version, respecting the exploratory factor analysis of the original instrument, 57 elementary school teachers filled in the questionnaire.
Results: During the phase of cultural adaptation, there was no change in 21 of the 27 questions. Due to regulatory differences of countries, the question of knowledge about the law and ministerial orientation changed the most. For example, "situação conjugal" was substituted for "estado civil", "habilitações acadêmicas" for "formação acadêmica", and "faço educação sexual" for "abordo educação sexual". The term SIDA replaced AIDS because Brazilian culture incorporated this American English term. The reliability values were: 1. Comfort Scale α= 0,981; 2. Motivation Scale: i) importance: α= 0,973; ii) self-efficacy: α= 0,978; iii) efficacy results: factor 1/ α= 0,938 and fator 2/ α= 0,771; 3. Involvement Scale: i) behavioural: factor 1/ α= 0,948; ii) cognitive: factor 2/ α= 0,783 and factor 3/ α= 0,765.
Conclusion(s): The QUSES was culturally adapted to Brazilian elementary school teachers showing good reliability, similar to the original instrument. For future studies we intend to conduct confirmatory factor analysis and check the predictive factors for promoting sex education among Brazilian teachers.
Implications: The QUSES can be an excellent instrument to assist the physiotherapist in the implementation and monitoring of public policies related to health promotion in schools in Brazil, because the analyzed socio-cognitive variables can be facilitators or not for teacher´s involvement in sex education programs.
Funding acknowledgements: none
Topic: Education
Ethics approval: Approved by Research Ethics Commitee of the Hospital das Clinicas, University of São Paulo, (CAAE:48385715.7.0000.0065/ Number: 1.360.769), Brazil.
All authors, affiliations and abstracts have been published as submitted.
