Developing an Infection Prevention and Control Educational Program for Critical Care Nurses:Intervention Mapping Protocol and Social Cognitive Theory

Abstract

Aim: This study aims to apply the Intervention Mapping protocol and Social Cognitive Theory in the
development of an infection prevention and control education program aimed at critical care nurses.
Background:Education programs have been widely used to improve awareness toward infection prevention
and control, but the development of an integrated theory- and evidence-based education program tailored to
critical care nurses has not yet been discussed.
Subject and Methods: Data are from the Hospital Universiti Sains Malaysia infection control records. The
6-step Intervention Mapping protocol and the Social Cognitive Theory were used to develop an infection
prevention and control education material tailored to critical care nurses. The educational material was also
influenced by Previous literature, hospital infection control committee, and in-charge nurses of intensive
care unit.
Results: The educational material was tailored to target knowledge, self-efficacy, and risk perception that
identified as the individual determinants of critical care nurses health behavior during assessment phase. In
addition to physical environment and organizational support that determined as external determinants. A
matrix of change objectives was mapped out for each health behavior determinant, teaching methods, and
their practical applications.
Conclusion: Applying the Intervention Mapping protocol and the Social Cognitive Theory is effective in
developing educational material tailored to critical care nurses to improve their self-confidence and promote
knowledge-based practice in infection prevention and control.