The purpose of this study was to evaluate the effectiveness of an instructional design model in developing nursing student competence with application of the Lifestyle Intervention Process. Evaluation components were Learner Validation, Facilitator Process Review, and Expert Review.

The Lifestyle Intervention Process Model was designed by the researcher, and tested using a one group, self controlled pretest-posttest descriptive design. Forty-one junior level Baccalaureate students participated in the study at two sites during spring semester 1995. The analysis, delivery strategy, and evaluation phases of the model were influenced by instructional design, nursing process, health promotion, behavioral contracting, and integrated delivery strategy concepts.

Participants were assessed for health promoting-protecting behaviors using the Martin Index of Health Behavior (Petersen-Martin, 1985). Using a t-test, no significant differences were found in the mean scores from the pretest to the posttest.

Perceived Lifestyle Intervention Process competencies were assessed with a researcher designed tool. The Spearman-Brown split-half reliability coefficient was.97. A t-test revealed significant differences in mean scores from the pretest to the posttest (p =.000).

The Healthy Nurse 2000: Lifestyle Intervention Process learner packet and instructional video were facilitated theory acquisition activities. Competence was demonstrated with the design, implementation, and evaluation of a Lifestyle Intervention Plan, and Analysis of the experience during facilitated theory application activities. Participants who had a facilitator review demonstrated a greater degree of competence with designing and implementing the Lifestyle Intervention Plan.

Participants stated the Lifestyle Intervention Process was more effective than previous attempts with behavior change. Further, nursing students indicated the principles would assist them with future personal Lifestyle Interventions, and planned to use the process with clients. Based on the findings, the Lifestyle Intervention Process Model was proposed as a framework whereby nurse educators can analyze learners, administer prescriptive instructional interventions to assist nursing students with Lifestyle Intervention Process competencies, and evaluate outcomes.