Table 1.
Literacy modules instruction plan for intervention group.
| Steps | Days | Area | Content |
|---|---|---|---|
| 1 | 1–5 | Pre-test survey | Supplementary Data Sheets 1–3 |
| 2 | 6–12 | Continued learning booklet- Transferred in English and Urdu |
- Three modules were part of the booklet: (i) infection prevention and control, (ii) COVID-19 knowledge, and (iii) leadership and communication. |
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Examples of questions to participants by trainers to encourage interaction: - Did you manage to finish reading all three modules? - Did you find the material clear and useful? - Was the Urdu translation helpful in concept retention? |
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| 3 | 13–25 | Introductory Zoom session The principal investigators held one Zoom sessions, for 1 h each, with each of the 20 intervention groups as an introduction |
- The study team, WhatsApp moderators, and trainers for continued learning were introduced. - There was discussion about learning objectives, aim of the intervention, and the importance of observing netiquettes. - The importance of participation in the exercises, case-study discussions, and feedback was stressed. - Each session covered a presentation summarizing the main areas of the three learning modules. |
| 4 | 26–43 | Video tutorials for infection prevention and control | - Introduction to infection prevention and control programmes - Structure and function of infection prevention and control programmes - Importance of on-going education of healthcare workers - Audits in infection prevention and control and audit tools - Policy development in infection prevention and control - Report writing in infection prevention and control - Occupational health and safety programmes |
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Examples of questions to participants by trainers to encourage interaction: - What are the key indicators for infection prevention and control programmes? - What are the World Health Organisation's recommended core components for the implementation of infection prevention and control in health facilities? |
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Case study discussion: - Tuberculosis and HIV control programme - Airborne isolation precautions |
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| 5 | 44–61 | Video tutorials for COVID-19 knowledge | - Introduction to the virus, how it is spread, incubation period, and clinical diagnosis - How to prevent the spread - Mask safety and protective gear management - Clinical features of COVID-19 - Management of people with suspected COVID-19 infection - Management of patients with mild, moderate and severe COVID-19 - Protecting healthcare workers |
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Examples of questions to participants by trainers to encourage interaction: - Can people who have recovered from COVID-19 become infected again? - What cleaning of surfaces and equipment is required in COVID-19 areas? |
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Case study discussion:- Managing an elderly COVID-19 patient with chronic illness - Advising asymptomatic people about self-isolation, self-monitoring and incubation period |
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| 6 | 62–79 | Video tutorials for leadership and communication | - Defining leadership at workplace - Characteristics and types of leaders - Components and channels of communication - Types of conflict - Managing conflict effectively to retain leadership |
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Examples of questions to participants by trainers to encourage interaction: - Identify how characteristics and types of leadership relate to your own leadership approaches - Select the most effective channels of communication you have used at the workplace - Discuss which leadership skills and behaviors are needed for optimal conflict resolution. |
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Case study discussion:- Thomas-Kilmann Conflict Mode Instrument - Key characteristics preferred in focal leader at workplace |
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| 7 | 80–84 | Post-test survey | Supplementary Data Sheets 1–3 |