Introduction:

Self-care is one of the concepts to be strengthened in future nurses from a learner centered education perspective.

Objective:

To estimate the validation of an educational strategy through both experts and the target population judgment.

Materials and Methods:

The research followed a convergent parallel sequential mixed qualitative-quantitative approach. In the qualitative phase, analysis of lexical similarities and hermeneutic phenomenological analysis was carried out with six students. The quantitative phase included opinions from ten experts; CVI and arithmetic mean were calculated to assess pertinence, coherence, relevance, and clarity. The Brennan-Prediger coefficient was used for measuring agreement.

Results:

Relationships between action inducement and introspection of self-care behaviors are identified. Overall CVI was 0.96, with a mean of 3.7±0.4. Regarding agreement, the item ‘specific objectives' was the one that showed a p-value of 0.054 and a coefficient of 0.37. Concerning clarity, the lowest mean (3.4±0.8) and CVI (0.8) values were observed. The remaining items have a p-value >0.05.

Discussion:

In validating the educational intervention by the experts, a content validity index was obtained with values higher than desirable. This result is similar to that reported by other authors whose information was rated as sufficient and necessary.

Conclusion:

The educational intervention has the criteria for content validity according to both experts and the target population, as manifested by the reflection on the transformation of some self-care behaviors in nursing students.

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