ABSTRACT
Aims and Objectives
To develop and validate the content of an educational podcast on intestinal stoma care and ostomy bags.
Background
Need to develop a validated educational resource aimed at people with intestinal stomas in order to provide reliable and safe information on the necessary care.
Design
A methodological study.
Methods
A methodological study conducted from May 2022 to March 2023, following four stages: analysis of podcast productions through a scoping review with technological prospecting to support content development; podcast creation based on the review findings; content validation by expert judges using the Delphi technique; and recording and publishing the podcast on streaming platforms. Data analysis was performed using a content validation instrument via Google Forms, considering the Content Validity Index. Data were compiled in spreadsheets using Microsoft Office Excel 2016, with results presented in tables and charts.
Results
A script was developed for the episode ‘Care for hygiene, emptying, and changing intestinal ostomy bags’, achieving an overall Content Validity Index of 0.97. After validation and content adjustments, the podcast, titled EstomaCast, was recorded and made freely available on Spotify and Deezer.
Conclusion
The study enabled the development and validation of an educational podcast for self‐care in intestinal stomas.
Relevance to Clinical Practice
The resource facilitates access to reliable information, supports health education, and improves communication between patients and professionals, promoting adherence to best practices in stoma care.
Patient or Public Contribution
Six judges evaluated the content.
Keywords: health education, people with stomas, podcast, validation studies
1. Introduction
Intestinal stomas are among the most common types of stomas in the population, with causes linked to physical injuries or diseases that lead to intestinal function loss, such as gunshot wounds, inflammation, obstruction, or cancer in any part of the intestine. Given the complexity of this surgical procedure, individuals undergoing it require adaptation to their new condition, which involves physical, emotional, and social changes. These changes may contribute to mental distress, causing feelings of anguish, incapacity, anxiety, and sadness (Collet et al. 2016; Selau et al. 2019).
Healthcare professionals play an essential role in this adaptive process and in improving the quality of life of individuals with stomas. They are responsible for providing self‐care guidance and developing educational support strategies to address patients' concerns and those involved in their care. In this regard, the integration of healthcare professionals with Information and Communication Technologies (ICTs) is crucial, as these technologies facilitate the dissemination of information on prevention, health promotion, and self‐care (Silva 2019).
Health education serves as a tool for information sharing and can be enhanced through ICTs, which expand content accessibility, making the learning process dynamic, innovative, and capable of overcoming time and space barriers. When applied to health education, these technologies can encourage behavioural changes in patients with chronic diseases, promoting a new lifestyle and fostering active participation in their learning process (Gomes et al. 2020; Arnemann et al. 2018).
Among these technological innovations, podcasts—media disseminated through oral communication—are increasingly being used in health education. They enable the distribution of information through lectures or interviews that can be accessed anytime and anywhere via smartphones or computers (Coradini et al. 2020). Furthermore, this approach is effective because it allows individuals to immerse themselves in stories, facilitating information processing and overcoming behavioural barriers (Brooks et al. 2022). Since podcast narratives reflect listeners' daily experiences, they create a deeper connection with the topic, enhancing attention and engagement. Consequently, podcasts elicit stronger emotional responses than the mere presentation of data, improving content assimilation and retention (Kearns and Kearns 2020).
Although podcasts have gained prominence in health education due to their accessibility and capacity for engagement, the scientific literature still lacks content specifically designed for individuals with intestinal stomas. A scoping review conducted in 2022 identified only one study—comprising four episodes in Portuguese in interview format—and a small number of related podcasts available on platforms such as Spotify and Deezer, highlighting the scarcity of media addressing this topic (Nascimento et al. 2023).
Studies on eHealth focused on the self‐care of people with stomas emphasise the use of apps and websites, with no mention of podcasts as an educational strategy (Soares‐Pinto et al. 2023). Furthermore, broader systematic reviews on health technologies indicate that, while digital tools have the potential to improve self‐management and self‐efficacy, audio‐based applications targeting this population remain rare (Moulaei et al. 2023).
Thus, a clear gap exists in the literature regarding the use of podcasts specifically targeted at individuals with intestinal stomas—a population that faces unique challenges related to self‐care and adaptation, requiring tailored educational approaches. Therefore, it is essential to address this gap by promoting health education strategies that are more inclusive, effective, and aligned with technological advancements and patient‐centered care (Selau et al. 2019; Brooks et al. 2022).
In this context, the present study is based on the need to develop an educational podcast technology, grounded in current literature and followed by a content validation process. This podcast is designed for individuals with intestinal stomas, aiming to promote health education through a reliable and validated informational resource. As a result, it seeks to strengthen autonomy and self‐management of care among those involved in this process. Thus, the objective of this study was to develop and validate the content of an educational podcast on intestinal stoma.
2. Data Sources
This is a methodological study conducted from May 2022 to March 2023, involving the development and content validation of an educational podcast. The study was guided by the research questions: ‘What is the ideal content for developing an educational podcast for people with intestinal ostomies? Is this content considered valid by expert judges in the field?’
To develop the research, four stages were followed: an analysis of podcast productions through a scoping review with technological prospecting (Brooks et al. 2022) to assist in content development; podcast construction based on the review results; content validation by experts in the field; and podcast recording and publication on streaming platforms. Figure 1 details the research stages and the methodological frameworks used.
FIGURE 1.
Flowchart of the methodological process. Natal/RN, 2023.
2.1. First Stage: Analysis of Podcast Productions
In the first stage, to support the research and aid in the construction of educational materials, a scoping review was conducted between June and September 2022, following the theoretical framework provided by the Joanna Briggs Institute—JBI (2020). Additionally, a technological prospecting phase was carried out through a search for health‐related podcasts for people with ostomies available on music streaming platforms, aiming to identify the characteristics of health podcasts for individuals with intestinal ostomies (Nascimento et al. 2023).
The scoping review followed the five recommended JBI steps: I. Identifying the guiding question; II. Mapping relevant studies; III. Selecting studies; IV. Data analysis; V. Data synthesis and presentation (JBI 2020). It also adhered to the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for Scoping Reviews (PRISMA‐ScR) checklist (Tricco et al. 2018). A research protocol was created to assist in the review, comprising 12 items, and was registered in the Open Science Framework (OSF) database, generating the following DOI: 10.17605/OSF.IO/KYJ9R.
The descriptors used in the search were selected through an initial search of indexed terms from Medical Subject Headings (MeSH) and Health Sciences Descriptors (DeCS). Additionally, keywords from studies available in the Medical Literature Analysis and Retrieval System Online (MEDLINE) and Latin American and Caribbean Health Sciences Literature (LILACS) databases were used. This resulted in the following search strategy: [(Ostomy OR Colostomy OR Ileostomy OR Enterostomal Therapy) AND (Health Education OR Educational Technology OR Education) AND (Webcast OR Podcast)], applied in Portuguese, English, and Spanish.
The search was conducted in pairs across data sources such as MEDLINE, LILACS, the Nursing Database (BDENF), the Spanish Bibliographic Index in Health Sciences (IBECS), Web of Science, and the Scientific Electronic Library Online (SciELO). For gray literature (dissertations and theses), the databases used were the Brazilian Digital Library of Theses and Dissertations (BDTD), the Open Access Scientific Repository of Portugal (RCAAP), Theses Canada, and the DART‐Europe E‐Theses Portal.
The technological prospecting phase was developed by searching music streaming platforms in June of the same year, specifically on Deezer and Spotify. The search terms ‘Ostomy’, ‘Estomía’, and ‘Ostomy’ (indexed in DeCS) were used in the search fields of these websites. The search was filtered using the ‘Episodes’ and ‘Podcasts’ options on both platforms.
The final sample of this review was selected based on a full reading of the materials and an analysis of podcast channels on music streaming platforms. The data were fully transcribed and organised into a spreadsheet using Microsoft Office Excel 2016, with analyses conducted through descriptive statistics, including absolute and relative frequencies.
2.2. Second Stage: Podcast Development
For the development of the educational podcast, the methodological framework developed by Silva (2019) was followed (Silva, n.d.). This framework details the technical procedures involved in creating a podcast program, which includes the following steps: (1) defining the topic; (2) selecting participants; (3) determining necessary equipment; (4) creating the script/outline; (5) recording the episode; (6) editing the podcast; and (7) publishing the episode.
The topics covered in the episodes were determined based on the scoping review and technological prospecting developed in the first phase of this study. Additionally, Silva et al. (2023) study, which presents a scoping review on the main self‐care recommendations in the adaptive process of people with intestinal ostomies, was used as a reference (Silva 2021). Thus, the episode was planned with the central theme ‘Care for Hygiene, Emptying, and Changing of Ostomy Collection Bags’ as the guiding topic of the program.
The discussion format for the episodes was interviews. This choice was made because, according to Miro (2013), most podcasts begin as a conversation among people (Miro 2013). Therefore, the research author was chosen as the host to lead the conversation on self‐care guidelines for individuals with intestinal ostomies, and a specialist nurse was invited to participate.
Participant selection was based on the researcher's personal network and prior knowledge of the participants on the subject, as suggested by Miro (2013). To support the podcast development, a suitable recording space was provided, equipped with ambient microphones for all participants, audio recorders, a mixing console, and a computer. Technical sound production services were also utilised.
To record the podcast, an outline was created to guide participants during the recordings and serve as a basis for content validation by expert judges. The scripts were developed as transcribed outlines using Microsoft Word 2016, containing the episode title, episode information, and 15 pre‐established questions with answers on the topics, along with the references used for theoretical foundation.
2.3. Third Stage: Podcast Content Validation
For the validation stage, the psychometric propertie of the podcast scripts were assessed using the Content Validity Index, applying the Delphi technique (Pasquali 2010). The scripts underwent content validation by nurses working in the field of care for people with ostomies, through two rounds of evaluation.
The selection of judges was carried out through non‐probabilistic convenience sampling. Pasquali (2010) suggests that at least six judges should be chosen for each content evaluation segment, with an agreement of at least 80% among them (Pasquali 2010).
The selection process involved an advanced search on the Lattes Platform of the National Council for Scientific and Technological Development (CNPq) (www.buscatextual.cnpq.br). This platform integrates the academic profiles of researchers affiliated with various institutions across Brazil and was chosen because it allows for the identification of the judges' full qualifications and ensures sample diversity. Health Sciences Descriptors (DeCS) with the following search strategy: Nursing AND Ostomy AND Stomatherapy AND Validation study AND Health education. This search initially identified 86 judges.
Regarding eligibility criteria, at least five points were required for specialists to participate, according to adapted criteria from Joventino (2010). After applying the eligibility criteria, 33 specialist judges were selected. Additionally, the snowball sampling strategy was used, in which initial participants referred other judges according to pre‐established inclusion criteria (Polit and Beck 2018). This added 10 more judges to the sample, resulting in a final sample of 43 specialist judges. Frame 1 details the selection criteria for the content validation judges.
Frame 1. Selection criteria for judges participating in the content validation process.
| Selection criteria | Score |
|---|---|
| Holding a doctoral degree | 4 points |
| Having a dissertation in the field of stomatherapy | 1 point |
| Holding a master's degree | 3 points |
| Having a thesis in the field of stomatherapy | 2 points |
| Having a published article in an indexed journal on the topic of stomatherapy | 1 point |
| Having at least two years of professional experience (clinical, teaching, or research) as a nurse in the field of stomatherapy | 1 point |
| Being a certified stomatherapy specialist* | 2 points |
| Participating in research groups/projects involving the topic of stomatherapy | 1 point |
Note: The asterisk (*) in Frame 1 is used to indicate explanatory notes related to specific items in the figure. It highlights additional information or clarifications that are essential for proper understanding of the content but are not part of the main structure of the frame.
Source: Adapted from Joventino (2010).
To minimise bias and ensure impartiality in the judges' evaluations, the selection process involved a wide range of academic backgrounds, recruiting professionals with proven expertise on the subject. In addition, a standardised instrument with well‐defined criteria was used, as recommended in the literature (Pasquali 2010).
The content evaluation of the podcast by specialist judges was conducted using the Health Educational Content Validation Instrument (IVCES), via Google Forms, adapted for the study's objective. The instrument was divided into two sections: the first, containing 12 items, referred to the professional profile of the specialist judges; the second consisted of 18 items divided into three domains: Objectives (purpose, goals, or aims); Structure/Presentation (organization, structure, strategy, coherence, and sufficiency); and Relevance (significance, impact, motivation, and interest). Each domain contained items evaluated using a Likert scale ranging from 0 to 2 points, where ‘disagree’ was assigned a value of 0, ‘partially agree’ a value of 1, and ‘totally agree’ a value of 2.
The selected participants were contacted via email with an invitation letter. Judges who agreed to participate received the Informed Consent Form (ICF), the initial version of the podcast scripts, and the validation instrument via Google Forms.
For the first Delphi round, which began in October 2022, a 15‐day deadline was set for completing and returning the evaluated instruments with improvement suggestions. For those who did not respond within the indicated period, a follow‐up contact was made, providing further clarifications, emphasising the importance of the evaluation, and extending the deadline by an additional 10 days. Judges who failed to return the evaluated script within the established deadline were excluded from the sample, resulting in a final sample of seven (07) specialist judges, according to the quantity recommended by Pasquali (2010).
For the second Delphi round, which began in December 2022, the same strategy was used. However, if no response was received by the deadline, a follow‐up email was sent requesting the completion of the instrument until the minimum desired sample size was reached. This resulted in a final sample of six (06) judges for the second round.
For content validation, judges' responses were compiled into a database using Microsoft Office Excel 2016, where the scores assigned to each item of the instrument were verified. The collected data were analyzed considering the Content Validity Index (CVI) for each analyzed item, as well as for the entire instrument. The minimum acceptable agreement index among the study judges for each item was 0.78, and for the instrument as a whole, it was 0.80, as recommended in the literature (Grant and Davis 1997; Alexandre and Coluci 2011).
After reaching a consensus among the majority of judges in the second round of the Delphi technique evaluation, the podcast scripts were not forwarded for an additional round. The tabulated data underwent analysis through reflective reading, descriptive statistics with absolute and relative frequencies, and the results were presented in tables and charts, as described in the results section of this research.
This study was conducted in strict accordance with Resolution No. 466/2012 of the Brazilian National Health Council (CNS), and was approved by a Research Ethics Committee of the Federal University of Rio Grande do Norte, under opinion No. 5.521.293, CAAE 59714122.8.0000.5537. No ethical issues arose during or after the conduct of the research. All participants previously received an information letter containing the objectives, procedures, possible risks and benefits of the study, as well as the right to withdraw at any time without penalty. After reading the document, any questions were clarified by the research team, and only then was the Free and Informed Consent Form signed.
To ensure confidentiality and anonymity, all data were anonymized before analysis and identified only by codes. The information was stored on a password‐protected computer, with access restricted exclusively to the research team. The results are presented collectively, without any individual identification of the participants.
2.4. Fourth Stage: Podcast Recording and Publication
Finally, after validation and refinement, the educational podcast episode ‘Care for Hygiene, Emptying, and Changing of Ostomy Collection Bags’ was recorded and edited in an audio studio and published on digital music platforms. It can be accessed through the following links: Spotify (https://open.spotify.com/show/22h7QwDy7Wo91XYjBb81Jj?si=d70bee31f8704278) and Deezer (https://deezer.com/show/5877977).
3. Overview of the Issue
The increasing use of innovative technological tools in health education has led to the adoption of podcasts as a powerful resource for disseminating reliable and accessible information. Podcasts, as oral media, provide flexible and engaging content that can be accessed at any time and from any location, making them an ideal platform for reaching individuals with specific health needs, such as those with intestinal stomas. Despite the growing use of podcasts in healthcare education, there is a gap in the development of validated, evidence‐based content tailored to the needs of people with stomas. Addressing this gap, this study aims to create and validate an educational podcast focused on stoma care, empowering patients to manage their own health and improving communication between healthcare providers and individuals living with stomas.
4. Findings
The content validation was conducted in two stages using the Delphi method. In the first round, seven expert judges participated, while in the second round, six professionals reviewed the material. All participants were women with nursing degrees, aged between 27 and 58 years, and thad academic publications in the field of stomas. Most participants held doctoral degrees with four (57.2%) in the first phase. Among professionals specialising in enterostomal therapy, three (42.8%) participated in the first round and two (33.3%) in the second. Overall, all judges had some form of experience in the field of stomatherapy—whether in clinical practice, teaching, or research—and met the minimum requirement of five points according to the established criteria. The average experience in enterostomal therapy was 21.6 years for round I and 17.5 years for round II. Table 1 presents the characterisation of the judges' professional and sociodemographic profiles.
TABLE 1.
Characterisation of the judges participating in the Delphi I and II rounds. Natal/RN, 2023.
| Characteristics | Delphi I n (%) | Delphi II n (%) |
|---|---|---|
| Sex | ||
| Female | 7 (100%) | 6 (100%) |
| Male | 0 | 0 |
| Academic background | ||
| Nursing | 7 (100%) | 6 (100%) |
| Years since graduation | ||
| 5–10 anos | 4 (57.2%) | 4 (66.7%) |
| > 10 anos | 3 (42.8%) | 2 (33.3%) |
| Education level | ||
| PhD | 4 (57.2%) | 3 (50%) |
| Master's Degree | 3 (42.8%) | 3 (50%) |
| Specialisation in enterostomal therapy | ||
| Yes | 3 (42.8%) | 2 (33.3%) |
| No | 4 (57.2%) | 4 (66.7%) |
| Years of experience in enterostomal therapy | ||
| 5–10 anos | 1 (14.3%) | 1 (16.7%) |
| > 10 anos | 2 (28.5%) | 1 (16.7%) |
| Role | ||
| Assistance | 1 (14.3%) | 1 (16.7%) |
| Teaching | 3 (42.8%) | 3 (50%) |
| Research | 2 (28.6%) | 2 (33.3%) |
| Other | 1 (14.3%) | 0 |
| Total | 7 (100%) | 6 (100%) |
Source: Research data, 2023.
Regarding the validation of the content of the script titled ‘Care with hygiene, emptying, and changing of intestinal ostomy collection bags’, in the first Delphi round, seven items from the ‘Structure/Presentation’ domain presented CVI values lower than 0.78. Consequently, this led to a lower CVI value for this domain, resulting in an overall CVI of 0.88, indicating agree.
In the second Delphi round, the items that had insufficient values to be considered valid were modified in order to achieve greater agreement among the evaluators at this stage. As a result, all items in the instrument were evaluated with CVI values above 0.80, and an overall CVI of 97% agreement among the judges was reached. The details of the content analysis results by expert judges can be found in Table 2.
TABLE 2.
Analysis of the podcast script content in the first (n = 7) and second (n = 6) Delphi rounds. Natal/RN, 2023.
| Item | CVI 1 | CVI 2 |
|---|---|---|
| Objectives: purposes, goals or aims | ||
| 1. The script covers the proposed theme | 1 | 1.00 |
| 2. Appropriate for the health education process | 0.85 | 0.83 |
| 3. Clears up doubts about the addressed theme | 0.85 | 1.00 |
| 4. Provides reflection on the topic | 1 | 1.00 |
| 5. Encourages behaviour change in the listener | 1 | 1.00 |
| Mean CVI domain | 0.94 | 0.96 |
| Structure/presentation: organization, structure, strategy, coherence, and sufficiency | ||
| 6. Language appropriate for the target audience | 0.42 | 0.83 |
| 7. Language suitable for the script | 0.71 | 0.83 |
| 8. Interactive language, allowing active involvement in the educational process | 0.57 | 1.00 |
| 9. Correct information | 0.57 | 1.00 |
| 10. Objective information | 0.71 | 1.00 |
| 11. Clarifying information | 0.57 | 1.00 |
| 12. Necessary information | 1 | 1.00 |
| 13. Logical sequence of ideas | 0.85 | 1.00 |
| 14. Current topic | 1 | 1.00 |
| 15. Script length appropriate for the episode time (30–40 min) | 0.71 | 1.00 |
| Mean CVI domain | 0.71 | 0.96 |
| Relevance: significance, impact, motivation, and interest | ||
| 16. Stimulates learning | 1 | 1 |
| 17. Contributes to knowledge in the area | 1 | 1 |
| 18. Sparks interest in the topic | 1 | 1 |
| Mean CVI domain | 1 | 1 |
| General CVI | 0.88 | 0.97 |
Abbreviations: CVI 1, Content Validity Index Delphi Round I; CVI 2, Content Validity Index Delphi Round II.
Source: Elaborated by the author, 2023.
With regard to the items of the validation instrument that were classified with partial agreement in their domains in both rounds, these were revised according to the judges' suggestions. Frame 2 describes the summary of the suggestions presented by the judges.
Frame 2. Summary of the judges' suggestions for the adjustment of protocol II ‘Care with hygiene, emptying, and changing of intestinal ostomy collection bags’. Natal/RN, 2023.
| Suggestions for content adjustment: |
|---|
| Replace ‘Eliminated by ostomies’ with ‘through the ostomies’ |
| Regarding the question of how the correct collector should be chosen, I believe the answer should first emphasize that the specialist professional should preferably make the recommendation after a comprehensive evaluation of the person with the ostomy, followed by addressing preferences |
| Do not mention deadlines for changing, as is done by stating it could occur 4 (four) days after the last change |
| In selecting the collection bag, the preferences of the person with the ostomy should also be taken into consideration |
| It would be helpful to advise the patient to carry a kit for cleaning/changing the bag. Although you mention the necessary items for performing this procedure, it could be emphasized that the person with the ostomy should carry the kit |
| In the recommendations about physical activity, include the physical education professional |
| Some terms may need revision: opaque, odor, content (for feces) |
| It would be interesting to add that the adjuncts are also offered free of charge, including collection equipment and protection and safety adjuncts, emphasizing the prevention of ostomy complications |
| In response 1, add that the choice is made jointly, considering the people with ostomies as well, since they will actively participate in this choice, sharing their experiences with the collector with the professionals |
| In response 3: Explain that ideally the patient should be followed by a stoma care nurse, but the selection of the collection bag, as well as other guidelines, can be made by nurses who are not specialists but have knowledge and training in the area |
| In response 14, add that there are strategies such as adjusting diet before going out, carrying extra materials and clothing, such as belts and ostomy bag covers, which help with body image and also with sexual aspects |
Source: Elaborated by the author (2023).
Regarding the recording and publication of the educational podcast after the validation and adjustment of the script content, it can be accessed in the podcast titled ‘EstomaCast’, available on the music streaming platforms Spotify and Deezer. Figures 2 and 3 present an access code to the recorded and published content when scanning the camera of a cellphone.
FIGURE 2.
Access code for ‘EstomaCast’ on Spotify. Natal, RN, Brazil, 2023. Source: EstomaCast (2023).
FIGURE 3.
Access code for ‘EstomaCast’ on Deezer. Natal, RN, Brazil, 2023. Source: EstomaCast (2023).
5. Discussion
The use of technologies in healthcare has been widely adopted, and digital media formats have gained prominence in the education process on a variety of topics. Podcasts are audio media innovations that evolved from older media, such as radio (Perks and Turner 2019).
Podcasts combine technological evolution with mobility and the potential for mental expansion. While radio was not customizable and often repetitive, and television is not mobile enough, in addition to requiring screen visualisation, a phone can play podcast content of the user's choice while they perform other tasks, such as cleaning the house, doing laundry, or commuting to work. The idea of multitasking was frequently mentioned by interviewees in a study, and the combination of entertainment with education or learning appears as a benefit provided by podcasts (Perks and Turner 2019).
The use of podcasts has proven to be a low‐cost, simple, and complementary educational tool that allows listeners to replay information when necessary. Additionally, their portability and accessible language make them a valuable resource for educators as an ally in the teaching‐learning process (Black et al. 2021).
A study on the development of podcasts in the field of oncology found that the ideal podcast duration ranged from 10 to 15 min, with interviews being the most engaging format. The developed podcast had a longer duration due to the need to include complete and relevant information on the topic. However, its format aligns with findings in the literature (Fritsch et al. 2023).
Authors developed and validated a podcast on sexual and reproductive health for adolescents and emphasised the element of discretion that this technology can provide, especially when addressing topics that may cause embarrassment (Leite et al. 2022).
The limited number of studies addressing the development, validation, impact, and usability of such audio resources hinders the generalisation of results. However, the available reports demonstrate their effectiveness in achieving positive outcomes, such as behavioural and attitudinal changes that contribute to improved well‐being and quality of life across diverse populations (Amador et al. 2024).
Podcasts are accessible to a large portion of the population, including individuals with low levels of education or even those who are illiterate. However, they present accessibility challenges for people with hearing impairments. As an alternative, the release of the podcast scripts is recommended (Leite et al. 2022).
Podcasts can target diverse audiences and address various topics, with the present study focusing on individuals with ostomies. The issues associated with having an ostomy are numerous, as the impact of the stoma affects individuals in all their biopsychosocial aspects (Cruz and Taveira 2020).
Regarding the content covered in the script/episode, ‘Care for Hygiene, Emptying, and Changing Intestinal Ostomy Collection Bags’, the information is based on literature‐reviewed guidelines. The episode begins by discussing collection bags, their types, and characteristics.
Collection devices are essential equipment for individuals with ostomies, responsible for storing intestinal waste, as the person no longer has voluntary control over excretion. The types and characteristics of these devices vary, and the ideal choice is made by the nurse (preferably an enterostomal therapist) in collaboration with the individual, considering their specific needs. The market offers opaque and transparent, drainable and non‐drainable bags, one‐piece and two‐piece systems, flat and convex plates, with or without activated charcoal, among other features and materials (Amador et al. 2024; Berti‐hearn and Elliott 2019; Lira et al. 2019).
Regarding basic care for collection devices, the podcast highlights key considerations such as storage and cutting of the bag. These guidelines are crucial to maintaining the effectiveness of these devices and preventing their deterioration.
Continuing the interview, the episode explains when and how local emptying should be performed, as well as the most appropriate timing. These details are essential to avoid accidents such as leakage of effluents and premature detachment of the bag, which can cause embarrassment for the person with an ostomy. Ideally, individuals should be prepared to empty, clean, and change the bag as needed. Authors highlight that these measures contribute to the development of self‐care, autonomy, and the resumption of daily activities (Berti‐hearn and Elliott 2019).
The use of adjuvants for collection devices, hygiene care while wearing the device, and engaging in physical activities are also addressed in this podcast episode. These aspects must be communicated to individuals with ostomies, as adjuvants facilitate the proper removal and placement of bags. Additionally, attention to moisture in the bag during showers, swimming in the sea or pool helps clarify doubts (Berti‐hearn and Elliott 2019). Moreover, engaging in physical activities is recommended, provided it is guided by a specialised professional (Silva et al. 2023).
Topics related to clothing, social life, and intimacy were discussed in the episode. The literature, through the interview included in the episode, demonstrates that there is no need for significant changes in clothing; only adjustments such as avoiding tight clothing or elastic bands positioned in a way that reduces the storage space of the bag may be necessary (Berti‐hearn and Elliott 2019).
With regard to social life and sexuality—the latter being a rarely discussed topic—the podcast highlights the importance of social engagement after ostomy surgery. The support of a partner, family, friends, and support groups serves as a foundation for the individual to regain confidence and resume their daily activities. In terms of sexuality, authors emphasise the importance of this topic being addressed by nurses, who establish a stronger bond with patients, to demystify incorrect beliefs (Amador et al. 2024; Brasil. Ministério da Saúde 2021).
At the conclusion of the episode, the interview addresses the guaranteed right of individuals with ostomies to receive collection devices and adjuvants free of charge through healthcare services. They should seek information at healthcare units and specialised associations for individuals with ostomies to obtain the necessary supplies for self‐care (Brasil. Ministério da Saúde 2009).
Regarding the validation of the podcast, a high Content Validity Index (CVI) was achieved in expert evaluation rounds. Authors point out that the development of podcasts, especially in the healthcare field, requires the involvement of researchers and specialists in the construction and validation of the content produced, as incorrect or dubious information can pose health risks. This highlights the importance of quality, reliability, and up‐to‐date knowledge dissemination (Fritsch et al. 2023).
The importance of constructing and validating the script for composing the podcast episode was recognised, as it aids individuals with ostomies in better understanding their needs, both in terms of care materials and issues related to daily life. Additionally, it provides information about individuals with ostomies to family members, friends, and anyone interested in learning more about the subject.
Limitations included the minimal number of studies on the development of this technology in the audio media format for this audience, making it difficult to compare findings. Additionally, the results of this study should be interpreted with caution when generalising the findings, given the limited number of judges and the lack of gender diversity in the sample, although all judges held postgraduate academic degrees and had diverse professional experience in the field of stomatherapy. The researchers faced challenges in obtaining responses from the judges for the validation of the produced material. Therefore, it is recommended that future studies expand and diversify the sample. Evaluation involving the target population should also be considered as an essential step to assess usability and satisfaction, enabling the finalisation and practical implementation of the tool.
As a project developed within a public educational institution, it is intended that the podcast remain freely available on streaming platforms. Being a simple, low‐cost, and easily accessible resource, it allows for the periodic updating of the audio content as well as the inclusion of additions deemed necessary to enhance the technology and ensure its continued relevance to the needs of the target population.
6. Conclusion
The study enabled the development of an educational podcast for the self‐care of individuals with intestinal stomas, as well as the creation and validation of its content. For its production, a scoping review with technological prospecting was conducted, followed by the development of an episode script based on current literature, content validation through the Delphi technique and Content Validity Index (CVI), and the recording and publication of the episodes.
The episode content was deemed valid by expert judges in the field, with a high CVI across all evaluated domains. The content evaluators of the podcast were specialists in the subject matter, with experience in the field of stomatherapy in the contexts of clinical practice, teaching, or research involving the target population of the study. This confirms that the material developed for this technology is reliable and appropriate for its intended purpose, thus assisting in the adaptation process of these individuals.
In the context of educational technologies, podcasts emerge as an alternative tool for disseminating health information, contributing to the education of individuals with intestinal stomas, clarifying doubts without the constraints of time and space, and promoting positive changes in listeners' self‐care.
Author Contributions
Rafael Moreira do Nascimento: conception; data analysis and interpretation; article drafting and critical revision; final approval of the version to be published. Isabelle Pereira da Silva: data analysis and interpretation; article drafting; final approval of the version to be published. Luana Souza Freitas: data analysis and interpretation; article drafting; final approval of the version to be published. Iara Lorena Alves de Morais: data analysis and interpretation; article drafting; final approval of the version to be published. Anna Alice Carmo Gonçalves: data analysis and interpretation; article drafting; final approval of the version to be published. Rhayssa De Oliveira e Araújo: data analysis and interpretation; critical revision of the article; final approval of the version to be published. Isabelle Katherinne Fernandes Costa: conception; data analysis and interpretation; critical revision of the article; final approval of the version to be published.
Conflicts of Interest
The authors declare no conflicts of interest.
Acknowledgements
We thank the Center for Studies and Research in Dermatology and Stomatherapy (NEPeDE) of the Nursing Department at the Federal University of Rio Grande do Norte for their support in developing relevant nursing studies aimed at producing educational technology for people with stomas. We also extend our gratitude to the judges who participated in the research, as their contributions ensured that the material's content was deemed valid for its intended purpose.
Data Availability Statement
The data that support the findings of this study are openly available in Repositório Institucional UFRN at https://repositorio.ufrn.br/home.
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Associated Data
This section collects any data citations, data availability statements, or supplementary materials included in this article.
Data Availability Statement
The data that support the findings of this study are openly available in Repositório Institucional UFRN at https://repositorio.ufrn.br/home.