Date of Conferral

3-6-2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Lynne Orr

Abstract

In a British Overseas territory, a smoking cessation program was implemented in 2014 and had not been evaluated since inception. The problem that was addressed in this study was that despite the implementation of the “I Can Quit” program, it was unknown which curriculum and instructional strategy interventions participants thought were useful in supporting smoking cessation. The purpose of this basic qualitative study was to explore the “I Can Quit” participants’ perspectives on the curriculum and instructional strategies used to support the smoking cessation intervention. With Knowles’s adult learning theory as the conceptual framework, participants’ perspectives on the curriculum and instructional strategies used to support the smoking cessation intervention were examined. Semistructured interviews were conducted with 10 participants who met the inclusion criteria of being 18 years or older and having previously received treatment for quitting smoking in the “I Can Quit” program. Content data analysis involved open coding to identify codes, categories, and themes. The three emergent themes were as follows: (a) the strengths of the program climate, program design, and supportive staff; (b) curriculum and instructional strategies contributed to smoking cessation; and (c) additional content and teaching methods were needed to strengthen the program. The resulting project, a white paper with recommendations, was created to inform stakeholders of the study findings and recommendations for consideration. The findings may inform stakeholders about the needs for the smoking cessation program. Positive social change may result by informing stakeholders of program elements to strengthen, thereby potentially promoting smoking cessation and improving health and quality of life.

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