2026-10-012026-10-012025ZANINOTTO, Christielaine Venzel. Construção e validação de uma técnologia educacional para os preceptores de enfermagem do serviço de emergência cardiológica. Orientador: Valéria Marques Ferreira Normando. 2025. 149 f. Dissertação ( Mestrado de Ensino em Saúde na Amazônia) - Centro de Ciências Biológicas e da Saúde, Universidade do Estado do Pará, Belém, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/311AbertoPreceptoriaInternato e residênciaEnfermagem cardiovascularServiço hospitalar de cardiologiaServiço hospitalar de emergênciaPreceptorshipInternship and residencyCardiovascular nursingHospital cardiology serviceHospital emergency serviceDissertaçãoCiências da SaúdeCiências da Saúde::EnfermagemCiências da Saúde::Enfermagem::Enfermagem Médico-CirúrgicaCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-Aprendizagem::Tecnologia EducacionalIntroduction: The Multiprofessional Residency in Health (RMS) is a Lato Sensu postgraduate program that requires preceptors to have technical and pedagogical competencies to guide teaching programs focused on nursing care. In this context, the development and validation of educational technology systematize and guide the educational process related to cardiovascular diseases. Objective: To develop and validate a teaching guide for nursing preceptors in the cardiological emergency service.. Methodology: This is a descriptive methodological research with a quantitative approach, conducted in three stages: In the first, an integrative literature review was carried out to support the teaching guide. In the second, the guide was structured based on the pillars of Knowledge, Skills, and Attitudes proposed by Parry, with the participation of nine nursing preceptors from the multiprofessional residency in cardiovascular health, using a structured questionnaire on a five-point Likert scale to measure levels of agreement. The third stage involved validation of the teaching guide by 17 experts based on Fehring's criteria, followin Pasquali's methodological recommendations. The validation process was conducted through an electronic form created in Google Forms®, with data analyzed using BioEstat 5.0 softwares and using IVC ≥ 0.80 as an acceptable level, in addition to the Kappa Coefficient to assess the agreement of the judges' responses. Results and Discussion: The integrative literature review highlighted the need for specific educational technology for nursing residency preceptors in cardiology. In Phase 1, the preceptors provided agreement levels for 279 knowledge-related items in the guide, with 240 (86%) achieving full agreement. In phase 2, concerning technical skills among 153 items, 118 (77.2%) achieved total agreement. In phase 3, regarding the development of attitudes among 144 items, 108 (75%) achieved total agreement by preceptors. The according to Fehring's criteria, with 70.5% of evaluations receiving scores above 7. Most were female (76%), and 53% had between 1 and 10 years of experience. The majority worked in the research institution (64.6%), while 23.5% were from the São Paulo state region, working in institutions with similar profiles. In the validation process, The experts presented consistent results across the three phases. In Phase 1, the TA validation score was 81%, and the Kappa Coefficient was 0.81, indicating near-perfect agreement. In Phase 2, the TA score increased to 86%, and the Kappa Coefficient was 0.81. In Phase 3, the TA validation score was 82%, and the Kappa Coefficient was 0.81, and in all phases with an IVC of 100% and near-perfect agreement. Conclusion: The teaching guide has proven to be a valid and feasible tool for enhancing the teaching-learning process in preceptorship within the cardiological emergency service, with the potential to strengthen the training of residents and improve the quality of cardiovascular healthcare.PPG-ESA - Fundamentos e metodologias em ensino na saúde na Amazônia