Effects of mobile application‐based instructional module of physical restraint among Intensive Care Unit nurses in Sharjah, United Arab Emirates
Introduction: Traditional Continuing Nursing Education (CNE) faces challenges in scheduling and attendance, leading to the exploration of online alternatives, especially during the pandemic. Online CNE enhances convenience and accessibility, providing a platform to improve nursesʹ knowledge and s...
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my-upm-ir.1116062024-07-30T04:10:03Z Effects of mobile application‐based instructional module of physical restraint among Intensive Care Unit nurses in Sharjah, United Arab Emirates 2023-04 Kavumpurath, Janisha Introduction: Traditional Continuing Nursing Education (CNE) faces challenges in scheduling and attendance, leading to the exploration of online alternatives, especially during the pandemic. Online CNE enhances convenience and accessibility, providing a platform to improve nursesʹ knowledge and skills, particularly busy nurses in Intensive Care Units (ICUs), where procedures like physical restraint (PR) techniques are crucial for patient safety. This study assesses the impact of a mobile application‐based instructional module on knowledge, attitude, and practice of PR among ICU nurses in Sharjah, United Arab Emirates. Methodology: In a quantitative experimental study with a randomized control trial, ICU nurses from four ministry hospitals in Sharjah participated after obtaining Ethical approvals. After developing a knowledge questionnaire, attitude scale, self‐reporting practice checklist, and the mobile application‐based instructional module, expert validation ensured tool quality, followed by a pilot study. The toolsʹ reliability was assessed using Cronbachʹs alpha. Sixty‐four participants were randomly selected, with 32 in the experimental group (EG) receiving the mobile application‐based educational program, while the remaining 32 comprised the Control group (CG) without the program. Results and Conclusion: The assessment tool exhibited good internal consistency (Cronbachʹs alpha: EG Knowledge=0.77, Attitude=0.69, Practice=0.77; CG Knowledge=0.76, Attitude=0.83, Practice=0.62). Significant correlations were found with the sociodemographic variables. In the EG, knowledge correlated with gender and prior PR education, and attitude correlated with previous education. In the CG, practice correlated with clinical experience. Knowledge levels were grouped into four tiers: advanced (>15), proficient (>12 to 15), basic (>8–12), and poor (≤8). The EG significantly improved median knowledge scores (8 to 14, p < 0.01, mean difference = 5.03). Conversely, the CG showed a nonsignificant change in knowledge scores (12.5 to 12, p = 0.08, mean difference = 0.70). Crucially, a significant pre‐ and post‐intervention knowledge score difference was observed between the EG and the CG (EG: 6, CG: 1, p < 0.01). Attitude categories included highly positive (>70), positive (>66 to 70), neutral (>61‐66), and negative (≤61). In the EG, mean scores significantly increased postintervention (68±7.72), up by 8.76±1.09 (p < 0.01). In the CG, pre‐ to post‐test change was minimal (67.9±5.18), with a non‐significant difference of 1.37±1.06 (p = 0.20). A significant difference in pre‐ and post‐intervention attitude scores was observed between the EG and the CG (EG: 9, CG: 4, p < 0.01). Self‐reported practice levels, proficient (>71), competent (>65 to 71), needing improvement (>60–65), and inadequate (≤60) exhibited a significant increase in the EG (from 59 to 72, p < 0.01, mean difference = 10.82). Conversely, the CG showed a nonsignificant change (from 63.5 to 63.5, p = 0.16, mean difference = 0.66). The observed difference in pre‐ and post‐intervention practice scores between the EG and CG was highly statistically significant (EG: 13, CG: 2.5, p < 0.01). The mobile application‐based education intervention significantly improved knowledge, attitude, and practice in PR for nurses. Integrating such education is crucial for promoting best practices and patient safety. Further research is needed to explore long‐term knowledge retention and broader impacts on clinical performance. Education Nursing Intensive Care Units - organization & administration 2023-04 Thesis http://psasir.upm.edu.my/id/eprint/111606/ http://psasir.upm.edu.my/id/eprint/111606/1/FPSK%28p%29%202023%201%20-%20IR.pdf text en public doctoral Universiti Putra Malaysia Education Nursing Intensive Care Units - organization & administration Devaraj, Navin Kumar English |
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Universiti Putra Malaysia |
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| language |
English English |
| advisor |
Devaraj, Navin Kumar |
| topic |
Education Nursing Intensive Care Units - organization & administration |
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Education Nursing Intensive Care Units - organization & administration Kavumpurath, Janisha Effects of mobile application‐based instructional module of physical restraint among Intensive Care Unit nurses in Sharjah, United Arab Emirates |
| description |
Introduction: Traditional Continuing Nursing Education (CNE) faces challenges
in scheduling and attendance, leading to the exploration of online alternatives,
especially during the pandemic. Online CNE enhances convenience and
accessibility, providing a platform to improve nursesʹ knowledge and skills,
particularly busy nurses in Intensive Care Units (ICUs), where procedures like
physical restraint (PR) techniques are crucial for patient safety. This study
assesses the impact of a mobile application‐based instructional module on
knowledge, attitude, and practice of PR among ICU nurses in Sharjah, United
Arab Emirates.
Methodology: In a quantitative experimental study with a randomized control
trial, ICU nurses from four ministry hospitals in Sharjah participated after
obtaining Ethical approvals. After developing a knowledge questionnaire,
attitude scale, self‐reporting practice checklist, and the mobile application‐based
instructional module, expert validation ensured tool quality, followed by a pilot
study. The toolsʹ reliability was assessed using Cronbachʹs alpha. Sixty‐four
participants were randomly selected, with 32 in the experimental group (EG)
receiving the mobile application‐based educational program, while the
remaining 32 comprised the Control group (CG) without the program.
Results and Conclusion: The assessment tool exhibited good internal consistency
(Cronbachʹs alpha: EG Knowledge=0.77, Attitude=0.69, Practice=0.77; CG
Knowledge=0.76, Attitude=0.83, Practice=0.62). Significant correlations were
found with the sociodemographic variables. In the EG, knowledge correlated
with gender and prior PR education, and attitude correlated with previous
education. In the CG, practice correlated with clinical experience. Knowledge
levels were grouped into four tiers: advanced (>15), proficient (>12 to 15), basic
(>8–12), and poor (≤8). The EG significantly improved median knowledge scores
(8 to 14, p < 0.01, mean difference = 5.03). Conversely, the CG showed a nonsignificant
change in knowledge scores (12.5 to 12, p = 0.08, mean difference =
0.70). Crucially, a significant pre‐ and post‐intervention knowledge score
difference was observed between the EG and the CG (EG: 6, CG: 1, p < 0.01).
Attitude categories included highly positive (>70), positive (>66 to 70), neutral
(>61‐66), and negative (≤61). In the EG, mean scores significantly increased postintervention
(68±7.72), up by 8.76±1.09 (p < 0.01). In the CG, pre‐ to post‐test
change was minimal (67.9±5.18), with a non‐significant difference of 1.37±1.06 (p
= 0.20). A significant difference in pre‐ and post‐intervention attitude scores was
observed between the EG and the CG (EG: 9, CG: 4, p < 0.01). Self‐reported
practice levels, proficient (>71), competent (>65 to 71), needing improvement
(>60–65), and inadequate (≤60) exhibited a significant increase in the EG (from
59 to 72, p < 0.01, mean difference = 10.82). Conversely, the CG showed a nonsignificant
change (from 63.5 to 63.5, p = 0.16, mean difference = 0.66). The
observed difference in pre‐ and post‐intervention practice scores between the EG
and CG was highly statistically significant (EG: 13, CG: 2.5, p < 0.01). The mobile
application‐based education intervention significantly improved knowledge,
attitude, and practice in PR for nurses. Integrating such education is crucial for
promoting best practices and patient safety. Further research is needed to
explore long‐term knowledge retention and broader impacts on clinical
performance. |
| format |
Thesis |
| qualification_level |
Doctorate |
| author |
Kavumpurath, Janisha |
| author_facet |
Kavumpurath, Janisha |
| author_sort |
Kavumpurath, Janisha |
| title |
Effects of mobile application‐based instructional module of physical restraint among Intensive Care Unit nurses in Sharjah, United Arab Emirates |
| title_short |
Effects of mobile application‐based instructional module of physical restraint among Intensive Care Unit nurses in Sharjah, United Arab Emirates |
| title_full |
Effects of mobile application‐based instructional module of physical restraint among Intensive Care Unit nurses in Sharjah, United Arab Emirates |
| title_fullStr |
Effects of mobile application‐based instructional module of physical restraint among Intensive Care Unit nurses in Sharjah, United Arab Emirates |
| title_full_unstemmed |
Effects of mobile application‐based instructional module of physical restraint among Intensive Care Unit nurses in Sharjah, United Arab Emirates |
| title_sort |
effects of mobile application‐based instructional module of physical restraint among intensive care unit nurses in sharjah, united arab emirates |
| granting_institution |
Universiti Putra Malaysia |
| publishDate |
2023 |
| url |
http://psasir.upm.edu.my/id/eprint/111606/1/FPSK%28p%29%202023%201%20-%20IR.pdf |
| _version_ |
1811767752659042304 |