Lessons Learned From a Theory of Planned Behavior-Derived Study on Educational Interventions Inspired by the Affective Domain.

BACKGROUND A paucity of literature exists on use of the affective domain to improve adherence to pressure injury prevention. The purpose of this study was to assess the use of emphasizing the cognitive domain versus education based on combination of the affective and cognitive domains focusing on medical-surgical nurses' behavioral intent to use evidence-based practices to prevent pressure injury. METHOD A cluster randomized, controlled design was used to compare differences between groups. Medical-surgical nurses in units with low performance in pressure ulcer prevention were studied. A total of 77 nurses participated. This study employed the theory of planned behavior. RESULTS Attitudes toward pressure ulcer predicted behavioral intent. Nurses who experienced the affective domain education showed improvements over the control group for attitude and perceived behavioral control. CONCLUSION Affective domain interventions have the potential to favorably impact nurses in valuing pressure ulcer prevention, despite any barriers. J Contin Educ Nurs. 2017;48(12):543-551.