Evaluation of an Online Educational Intervention to Increase Knowledge and Self-Efficacy in Disaster Responders and Critical Care Transporters Caring for Individuals with Developmental Disability

1 online resource (80 pages) : PDF

2018

University of North Carolina at Charlotte

Individuals with developmental disabilities experience more negative outcomes due to natural and manmade disasters and emergencies than do people without disabilities. Considering the large number of individuals in the United States with a disability, disability-related education is essential for Disaster Responders and Critical Care Transporters to ensure positive patient outcomes. The purpose of this one-group, pre- and post-test, quasi-experimental pilot study was to evaluate the effect of an online educational intervention on Disaster Responders’ and Critical Care Transporters’ knowledge and self-efficacy for caring for individuals with developmental disabilities. Of 33 participants, only 24% had received prior education on this topic and 88% stated such education would be beneficial to their care of patients. Nineteen participants completed both the pre- and post-test and overall knowledge improved from 66% correct to 81% correct. Self-efficacy for caring for developmentally disabled individuals improved, with all 10 items showing a statistically significant improvement. Online education is recommended to improve the knowledge and self-efficacy of Disaster Responders and Critical Care Transporters who care for the developmentally disabled. Due to the limited studies conducted on this topic to date, it is essential for more research to help improve outcomes for this vulnerable population.

doctoral dissertations

Nursing
Public health
Educational evaluation

D.N.P.

Community Responder
Critical Care Transporter
Developmental Disability
Disaster Responder
Online Education
Self-Efficacy

Health Services Research

Powers, Kelly

Jordan, Kathleen
Callaway, David
McAnulty, Richard

Thesis (D.N.P.)--University of North Carolina at Charlotte, 2018.

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Edinger_uncc_0694D_11649

http://hdl.handle.net/20.500.13093/etd:1687