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The Effect of Educational Intervention Based on Mobile Learning on the Knowledge and Self‑Efficacy of Healthcare Providers in Vaccination Publisher



Shamsi L1 ; Janighorban M2 ; Mohamadirizi S3
Authors
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Authors Affiliations
  1. 1. Community Nursing, Faculty of Health, Isfahan University of Medical Sciences, Isfahan, Iran
  2. 2. Nursing and Midwifery Care Research Center, Midwifery and Reproductive Health Department, Isfahan University of Medical Science, Isfahan, Iran
  3. 3. Reproductive Health, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran

Source: Journal of Education and Health Promotion Published:2025


Abstract

BACKGROUND: The gap between the knowledge and self‑efficacy of healthcare providers and their actual function in doing vaccination calls for the implementation of a program that can empower them. Thus, the present study was conducted to determine the effect of mobile learning educational intervention on the knowledge and self‑efficacy of healthcare providers in conducting vaccination. MATERIALS AND METHODS: This field trial study was conducted in 2022 on 100 healthcare providers working in comprehensive health centers in Khomeini Shahr City, Isfahan Province, Iran. The samples were randomly selected and divided into two groups intervention and control. The intervention group received vaccination training through two in‑person sessions and utilized a smartphone application, which included videos, photos, and text‑based content, for one month. Before and one month after the intervention, the participants completed the researcher‑made questionnaires to measure their vaccination‑related knowledge and self‑efficacy. The validity and reliability of the tools were assessed and confirmed. The data were analyzed using SPSS version 23 as well as t‑test, independent t‑test, and Chi‑square. RESULTS: Based on the results of the paired t‑test, in the intervention group there was a statistically significant difference between the mean score of knowledge and self‑efficacy of conducting vaccination before and after the intervention (P < 0.0001; P = 0.004). However, in the control group, the difference was not statistically significant (P = 0.057; P = 0.642). CONCLUSION: Given the importance of vaccination in children’s health, it can be concluded that education based on mobile learning is an effective approach to increasing the knowledge and self‑efficacy of healthcare providers in conducting vaccinations. In the context of public health services, such as vaccination, the utilization of mobile‑based training is recommended as a means to empower healthcare providers. © 2025 Journal of Education and Health Promotion | Published by Wolters Kluwer - Medknow.
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