Effect of Interactive Digital-Based Educational Intervention on knowledge, Misconceptions, and Preventive Practices of COVID -19 among Damanhour University Students

Abd-El AzizMohamed Madian, Abeer; Hamdi Sayed, Samiha

doi:10.21608/ejhc.2021.181876

Effect of Interactive Digital-Based Educational Intervention on knowledge, Misconceptions, and Preventive Practices of COVID -19 among Damanhour University Students

Document Type : Original Article

Authors

¹ Assistant Professor of Community Health Nursing, Faculty of Nursing, Damanhour University

² Lecturer of Community Health Nursing, Faculty of Nursing, Damanhour University and Assistant Professor of Public Health, College of Health Sciences, Saudi Electronic University, Saudi Arabia

10.21608/ejhc.2021.181876

Abstract

Background: The pandemic of COVID-19 is currently a threat to global health. Prevention and control largely depend on population awareness and behavior. Aim: Evaluate the effect of interactive digital-based educational intervention on knowledge, misconceptions, and preventive practices of COVID -19 among Damanhour university students. Methods: A randomized controlled educational trial design was employed (pre-post-test/control group). The study was accomplished in four literature faculties in Damanhour University, where 400 students were equally and randomly allocated into intervention and control groups by using multi stage sampling technique. Online structured questionnaire was used contained three tools: students’ knowledge and misconceptions toward COVID-19, students' preventive practices toward COVID-19, and students' satisfaction scale with the educational intervention. Results: A statistically significant positive mean change was found for total COVID-19 knowledge and preventive practices scores after one and three months of the educational intervention. A statistically significant negative mean change was observed for the total misconceptions score after one and three months of the educational intervention. COVID-19 preventive practices were found to be positively correlated with total knowledge (r=0.768, P=0.000) while it was negatively correlated with total misconception (r= -0.541, P=0.003) scores. A higher satisfaction with the overall COVID-19 digital-based educational intervention was found among 75.0% of the intervention group. Conclusion: of the present study support the research hypotheses and the digital-based educational intervention was effective in improving university students’ COVID-19 knowledge and preventive practices and lowering their misconceptions. Henceforth, expanding the experience of digital-based health educational programs about COVID-19 is recommended to improve the community practices and enhance their self-reliance and empowerment to combat the disease.

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