Universal Journal of Public Health Vol. 12(2), pp. 326 - 331
DOI: 10.13189/ujph.2024.120217
Reprint (PDF) (745Kb)

Efficacy of Structured Teaching Intervention on Knowledge Regarding Prevention of Nosocomial Infections among Nursing Students in University of Buraimi, Oman

Limna Mahaboob ¹, Hilal Alrahbi ¹, Sabitha Sadanandan ^1,*, Gopi Suresh Vankudre ^2
1 Department of Nursing, College of Health Sciences, University of Buraimi, Oman
² Department of Optometry, College of Health Sciences, University of Buraimi, Oman

ABSTRACT

Nosocomial infections are hospital- acquired medical emergencies that have equal impacts on patients, healthcare workers (HCW), and the entire healthcare system. The current rise in health care associated infections (HAI) rates worldwide indicates a better periodic education and training of HCWs. The objectives of this study were to (1) assess the current knowledge level of nursing students on prevention of nosocomial infections, and to (2) find out the efficacy of structured teaching intervention on knowledge regarding the prevention of nosocomial infections among nursing students. A one-group pretest-posttest, Quasi experimental design was adapted to determine the efficacy of structured teaching intervention for nosocomial infections. A total of 56 nursing students from the University of Buraimi were enrolled in the study using a convenient sampling approach. A self-designed structured, validated questionnaire was used to assess the knowledge of the nursing students. The impact of the intervention was evaluated after seven days of intervention using the identical questionnaire. The results revealed a statistically significant improvement after intervention from (4.68 ±1.597) to (7.11 ± 1.997), a statistically significant (p<0.05) improvement. Before the intervention, only one student (1.79%) had good knowledge, 14 (25%) had average knowledge, and 41 (73.21%) had poor knowledge. After the intervention, eight (14.29%) had good knowledge, 38(67.86%) had average knowledge, and only 10 (17.86%) had poor knowledge. It can be concluded that the post-intervention participant population with good and moderate knowledge related to nosocomial infection increased from 1.79% and 25% to 14.29% and 67.86%, respectively. Hence, the researchers suggested that the structured teaching program in the present study plays a crucial role in improving nursing students’ knowledge of the prevention of nosocomial infections and enables the students to practice infection control measures during their clinical placement.

KEYWORDS
Nosocomial Infections, Nursing Students, Knowledge, Teaching Intervention, Oman

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Limna Mahaboob , Hilal Alrahbi , Sabitha Sadanandan , Gopi Suresh Vankudre , "Efficacy of Structured Teaching Intervention on Knowledge Regarding Prevention of Nosocomial Infections among Nursing Students in University of Buraimi, Oman," Universal Journal of Public Health, Vol. 12, No. 2, pp. 326 - 331, 2024. DOI: 10.13189/ujph.2024.120217.

(b). APA Format:
Limna Mahaboob , Hilal Alrahbi , Sabitha Sadanandan , Gopi Suresh Vankudre (2024). Efficacy of Structured Teaching Intervention on Knowledge Regarding Prevention of Nosocomial Infections among Nursing Students in University of Buraimi, Oman. Universal Journal of Public Health, 12(2), 326 - 331. DOI: 10.13189/ujph.2024.120217.