Effect of Visiting and a Smartphone Application Based Infection Prevention Education Program for Child Care Teachers: A Non-Randomized Controlled Trial

Yun Jeong Yang; In Soo Kwon

doi:10.4040/jkan.2017.47.6.744

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Yang and Kwon: Effect of Visiting and a Smartphone Application Based Infection Prevention Education Program for Child Care Teachers: A Non-Randomized Controlled Trial

Original Article

J Korean Acad Nurs 2017;47(6):744-755.

Published online: 15 January 2017

DOI: https://doi.org/10.4040/jkan.2017.47.6.744

Effect of Visiting and a Smartphone Application Based Infection Prevention Education Program for Child Care Teachers: A Non-Randomized Controlled Trial

Yun Jeong Yang, In Soo Kwon

College of Nursing, Gyeongsang National University, Jinju, Korea

Address reprint requests to : Kwon, In Soo College of Nursing, Gyeongsang National University, 816-15 Jinjudaero, Jinju 52727, Korea Tel: +82-55-772-8236 Fax: +82-55-772-8222 E-mail: iskwon@gnu.ac.kr

Received 15 June 2017 Revised 3 November 2017 Accepted 9 November 2017

This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0) If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium.

Abstract

Purpose

This study was performed to develop an infection prevention education program for child care teachers and to verify its effects.

Methods

The study was conducted using a nonequivalent control group with a pretest-posttest design. Four private daycare centers (2 centers per city) that were alike in terms of the number of children by age, number of child care teachers, and child care environment were chosen. Participants were assigned to the experimental group (n=20) or control group (n=20). As a part of the program, visiting education (90 min) was provided in the 1st week, and smartphone application education (10 min) was provided thrice a week, in the 2nd and 3rd weeks.

Results

Child care teachers’ self-efficacy for infection prevention revealed a significant interaction effect between the group and time of measurement (F=21.62, p<.001). In terms of infection prevention behavior, a significant difference was observed between the experimental and control groups (z=-5.36, p<.001).

Conclusion

The program implemented in this study was effective in improving the infection prevention self-efficacy and infection prevention behavior of child care teachers. Thus, this program may be effective in enhancing their infection control.

Keywords: Child Care, Infection Control, Education, Smartphone

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Figure 1.

Research progress flow diagram.

Table 1.

Contents and Progress of the Infection Prevention Education Program

Session (min)	Method (day)	Program contents (topic) and progress	Time (min)	Effects expected
1 (90)	Visiting Education	1. Ice breaking	10	Raise vicarious experience
	(Mon.)	− Start video: Social issues
		− Discussion: Infection prevention experience sharing
		2. Program guide	5
		− Visual materials in mind map form
		3. Lecture and demonstration of the topic		Verbal persuasion &
		− Lecture:	40	Enactive attainment
		① Hand washing
		② Respiratory etiquette
		③ Environmental hygiene
		④ Infectious disease control for children
		⑤ Infectious disease control guidelines
		⑥ Vaccination
		− Demonstration and role-playing:	20
		Hand washing, respiratory etiquette
		− Review/Quiz	7
		− Question & Answer	3
		4. Commitment and encouragement, hand-washing song	5	Control of physiologic state
	Practice check (Fri.)	5. Preparing a checklist for infection prevention		Enactive attainment
	Feed-back (Sat.)	6. Offering applause coin as a reward if 80% or more of the		Control of physiologic state
		goal is achieved
2, 3 (10/time),	Application Education	1. Repetitive self-learning regarding infection prevention in		Verbal persuasion &
(3times/week)	(Mon.~Fri.)	daily life and infectious disease control		Enactive attainment
		- 1st time (Monday):	10
		① Hand washing
		② Respiratory etiquette
		③ Environmental hygiene/Quiz
		- 2nd time (Wednesday):	10
		④ Infectious disease control for children/Quiz
		- 3rd time (Friday):	10
		⑤ Infectious disease control guidelines
		⑥ Vaccination/Preparing a checklist for
		infection prevention/Quiz
		2. Encouragement for the use of the smartphone application	Often	Control of physiologic state
		− Sending encouraging texts and emoticons though social
		networking sites
		− Attendance check and encouraging texting
	Feed-back (Sat.)	3. Offering applause coin as a reward if 80% or more of		Control of physiologic state
		the goal is achieved

Table 2.

Findings of the Homogeneity Test for the General Characteristics and Variables (N=40)

Characteristics	Categories	n (%)	Exp. (n=20)	Cont. (n=20)	χ²	p
			n (%)	n (%)
Age (yr)	<40	16 (40.0)	9 (45.0)	7 (35.0)	0.42	.519
	≥40	24 (60.0)	11 (55.0)	13 (65.0)
Education*	≤College	32 (80.0)	17 (85.0)	15 (75.0)		.695
	≥University	8 (20.0)	3 (15.0)	5 (25.0)
Career (yr)	<5	21 (52.5)	12 (60.0)	9 (45.0)	0.90	.342
	≥5	19 (47.5)	8 (40.0)	11 (55.0)
Number of children assigned	<10	22 (55.0)	11 (55.0)	11 (55.0)	0.00	1.000
	≥10	18 (45.0)	9 (45.0)	9 (45.0)
Completion of child health classes during	Yes	13 (32.5)	4 (20.0)	9 (45.0)	2.85	.091
formal education	No	27 (67.5)	16 (80.0)	11 (55.0)
Infection prevention education experience	Yes	19 (47.5)	9 (45.0)	10 (50.0)	0.10	.752
	No	21 (52.5)	11 (55.0)	10 (50.0)
Equipping Infection prevention control	Yes	31 (77.5)	15 (75.0)	16 (80.0)	0.14	.705
guidelines	No	9 (22.5)	5 (25.0)	4 (20.0)
Perceived knowledge about infection control	High	25 (62.5)	14 (70.0)	11 (55.0)	0.96	.327
& prevention	Low	15 (37.5)	6 (30.0)	9 (45.0)
Variables	Range	M±SD	M±SD	t or z	p
Infection prevention self-efficacy	1~4	2.74±0.44	2.80±0.53	−0.68	.504
Infection prevention behavior^†	1~5	3.77±0.45	3.88±0.73	−1.52	.130

^*Fisher’s exact test; ^†Mann-Whitney test.

Table 3.

Effects of the Infection Prevention Education Program on Infection Prevention Self-Efficacy (N=40)

Groups	Pretest	Posttest 1	Posttest 2	Sources	F (p)	Sphericity test W (p)	Post 1-Pre	Post 2-Post1
	M±SD	M±SD	M±SD			(Greenhous-Geisser e)	F (p)	F (p)
Exp. (n=20)	2.74±0.44	3.61±0.28	3.77±0.20	Group	2.25 (.142)	.28 (<.001) ε=0.58	77.60 (<.001)	8.30 (.006)
Cont. (n=20)	2.85±0.62	2.86±0.63	2.86±0.63	Time	81.25 (<.001)
				Group×Time 21.62 (<.001)

Exp.=Experimental group; Cont.=Control group; Posttest 1=right after intervention trails ended; Posttest 2=3 weeks after intervention trails ended.

Table 4.

Effects of the Infection Prevention Education Program on Infection Prevention Behavior (N=40)

Groups	Pretest	Posttest 1	Posttest 2	Friedman test	Post 1-Pre	Post 2-Pre
	M±SD	M±SD	M±SD	χ² (p)	Z (p)	Z (p)
Exp.(n=20)	3.77±0.45	4.68±0.25	4.83±0.12	33.44 (<.001)	−5.40 (<.001)	−5.36 (<.001)
Cont. (n=20)	3.99±0.92	3.96±0.93	4.01±0.90	5.17 (.075)

Exp.=Experimental group; Cont.=Control group; Posttest 1=right after intervention trails ended; Posttest 2=3 weeks after intervention trails ended.

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