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Operationalizing theoretical constructs in bloodborne pathogens training curriculum

R C Sinclair1, R R Gershon, L R Murphy

  • 1Education and Information Division, National Institute for Occupational Safety and Health, Centers for Disease Control and Prevention, Cincinnati, OH 45226, USA. rcs1@niosdt1.em.cdc.gov

Health Education Quarterly
|May 1, 1996
PubMed
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This study adapted protection motivation theory (PMT) to create a video curriculum for hospital nurses on bloodborne pathogens. The videos successfully evoked negative emotions, improving adherence to safety protocols.

Area of Science:

  • Health Communication
  • Behavioral Science
  • Occupational Health

Background:

  • Hospital nurses' adherence to universal precautions for bloodborne pathogens is inconsistent.
  • Protection Motivation Theory (PMT) offers a framework for understanding and influencing health behaviors.

Purpose of the Study:

  • To adapt PMT to incorporate the role of affect in health behavior.
  • To guide the development of a video curriculum for bloodborne pathogens training using PMT constructs.
  • To operationalize PMT constructs to elicit affective responses in healthcare professionals.

Main Methods:

  • Adapted the original PMT to include affective components.
  • Utilized four PMT message constructs (probability, noxiousness, response efficacy, self-efficacy) to inform video production.

Related Experiment Videos

  • Focused on operationalizing constructs to generate affective reactions in the target audience.

    • Main Results:

    • The developed video curriculum effectively elicited negative affect in hospital nurses.
    • The theory-based approach ensured replicable message design.

    Conclusions:

    • Adapting PMT with affect enhances its predictive power for health behaviors.
    • Theory-driven design is crucial for creating effective and replicable health education materials.
    • Video curriculum informed by PMT can successfully influence healthcare worker behavior regarding bloodborne pathogens.