The questionnaire consists of 53 items covering the topics "homeopathic practise" (24 items), "formal education and context of work" (9 items), "utilization of educational media" (9 items) and "favoured attributes for educational media" (11 items).
To carry this out, efficiency assessment on the utilization of educational resources must be done.
Patients were interviewed about living arrangements, current community care utilization, and educational level.
The items "utilization of educational media" (9 three-point Likert scaled items with 0 = never, 1 = sometimes, 2 = often) and "favoured attributes for educational media" (11 three-point Likert scaled items with 0 = unimportant, 1 = more or less important, 2 = very important) were adopted and modified from an already existing questionnaire by Vollmar et al. [ 15].
The efficiency portion covered orientation efforts, intra-team communication, utilization of time, educational training of local health workers, necessary personnel, health care, and interpreter services.
However, previous studies have been able to demonstrate the importance of this dimension as a predictor of a positive behavioral toward resource utilization after following educational interventions [ 7, 32].
We assessed utilization of the educational materials, prostate cancer knowledge, general depressive symptoms, prostate cancer specific anxiety, general quality of life, and processes of care at the baseline interview for all participants, as well as at post-biopsy follow-up.
In this study, we found that (1) service accessibility has a moderating effect on the relationship between population size and service utilization, and (2) educational profile has moderating effects on both the relationship between population size and service utilization, and the relationship between age profile and service utilization.
Findings disclosed some key themes perceived by nurses to restrict them to use research findings: level of support require to be research active, to be research minded, the extent of nurses knowledge and skills about research and research utilization, level of educational preparation relating to using research, administration and executive challenges in clinical setting, and theory-practice gap.
We are now planning studies to evaluate knowledge use from the educational tools, including: utilization of pain-relieving interventions during infant vaccination and whether this results in reduced infant pain experience; and parent and health care provider satisfaction with the immunization experience.
