Patient safety Huddle as an educational technology: development, content validation and initial acceptability

Abstract

Objective: To develop and validate the content of the Patient Safety Huddle as an educational technology and assess its initial acceptability among nurses and nursing students involved in clinical practice. Methods: Methodological study with quantitative analysis and descriptive synthesis of open-ended responses, conducted in three stages: technology development, application with four nurses and twelve nursing students, and content validation by six experts. The target-audience evaluation used a five-point Likert scale and open-ended questions; content validation comprised 16 items distributed across clarity, relevance, pertinence, and applicability domains. Results: Positive agreement predominated in the target-audience evaluation, reaching 93.7% in the Objectives, Language, Appearance, and Motivation domains and 87.5% in Organization. The overall Content Validity Index was 0.96; twelve items achieved an I-CVI of 1.00 and four items, 0.83. Expert recommendations guided structural adjustments and expansion of documentation fields. Conclusion: The Huddle showed satisfactory content validity and favorable initial acceptability as an educational technology. The findings support content adequacy and positive perceptions of use but do not allow inferences about clinical effectiveness, objective competency development, or changes in patient safety culture.