Utilizing the Intervention Mapping Protocol to Improve the E-learning Self-efficacy of Operating Room Nurses
Texila international journal of nursing
This study developed an intervention to improve the e-learning self-efficacy of operating room nurses utilizing the Intervention Mapping Protocol (IMP). The 6-step process of IMP which includes (1) Logic Model of the Problem, (2) Logic Model of Change, (3) Intervention Design, (4) Intervention Production, (5) Implementation Plan and (6) Evaluation Plan was followed which resulted to a selfadministered, computer-based intervention, which embedded theory-based strategies into a learning
... learning management system for implementation. The effect of the intervention was determined through a quasi-experimental, one group pretest-posttest design involving 31 operating room nurses of Cebu Doctors' University Hospital. E-learning self-efficacy was measured using the Modified E-learning Readiness Assessment Tool (MERAT). The median score for e-learning self-efficacy among the participants of the study during pretest was 66, with scores ranging from 43 to 78. The e-learning self-efficacy median score increased to 72, with scores ranging from 53 to 80, during the posttest. Data were statistically treated using Wilcoxon Signed-ranks test. The difference between the pretest and posttest scores was found to be significant with p<0.05 at 95% level of confidence (z=-3.103, p=0.002). A medium effect size (r=0.56) was reflected in the analysis. This study highlighted the potential of IMP as a systematic framework to develop evidence-based interventions in the field of nursing. Design, (4) Intervention Production, (5) Implementation Plan and (6) Evaluation Plan. This process starts with problem identification and ends with the development of theory and evidence-based solution. A quasi-experimental, one group pretest-posttest design was employed to determine the effect of the intervention to e-learning self-efficacy. It was administered to 31 OR nurses of Cebu Doctors' University Hospital. Only nurses with active personal email accounts were recruited as this is necessary for the intervention protocol. Those who refused to participate and with pending resignation during the dates of data collection were not included. The Modified E-learning Readiness Assessment Tool (MERAT) adapted from Doculan (2016) was used to measure e-learning self-efficacy. The MERAT is a 16-item questionnaire that assesses for self-efficacy in using the computer, internet and learning management system. It uses a 5-point Likert scale with options presented as 1 (not at all), 2 (very least extent), 3 (little extent), 4 (great extent) and 5 (very great extent) representing the respondent's confidence to perform an activity. Score range is 16 to 80. It obtained a Cronbach's alpha of 0.737 as administered to students of the Ifugao State University, Philippines. The author complied with institutional guidelines in the conduct of the study. Transmittal letters were submitted and approved as required. The study was subjected to review by Cebu Doctors' University Institutional Ethics Review Committee and was approved for implementation. The researcher met the participants during the pretest to obtain their baseline e-learning selfefficacy. A computer-based intervention that sends self-administered instructions to the participants by email throughout the course of 7 days was created using the IMP. An intervention algorithm was made to ensure treatment fidelity. Posttest was administered after the intervention.