Assessment of an educational intervention to improve nurses’ knowledge of blood pressure measurement

Abstract

Background: Accurate blood pressure (BP) measurement is a constant challenge, particularly in intensive care units. Thus, studies focusing on avoiding errors in practices of measuring BP are important to patient safety. The objective was to assess the effects of an educational intervention addressing BP measurement, targeting the theoretical and practical knowledge of nurses from a cardiac unit. Methods: This quasi-experimental, before-and-after, study was conducted in a large tertiary hospital in Brazil and included all nurses working in that unit (31 nurses, 86.1%). Data were collected through two types of assessments: practical and theoretical knowledge of the technique, before-and-after the educational intervention that involved simulation as a teaching strategy. A validated checklist was used for both assessments. Results: Most participants were female (64.5%), with an average age of 33.1 years old. Considerable improvement was observed in theoretical and practical knowledge concerning the steps used for BP measurement (p < .05). Considering the total sample, nurses complied with all steps of the BP measurement after educational intervention and the results were considered statistically significant (p < .05). Conclusions: The educational intervention improved the knowledge of nurses, which may contribute to safer healthcare delivery and error-free BP measurements.

Effects of an educational program using a virtual social network on nurses’ knowledge and performance of blood pressure measurement: a randomized controlled trial

“…This inadequate knowledge level has been reported in other studies as well. The studies by Machado et al, [ 23 ] and Du. [ 25 ], have reported a moderate level of all BPM domains.…”

“…This inadequate performance level is found in other studies as well. A study by Machado et al, [ 23 ] has reported a moderate level of all BPM domains among nurses. Another study by Machado et al, [ 30 ] has reported that only 65% of BPM steps were followed by nurses.…”

“…In contrast, a study by Rabbia et al, [ 12 ] has reported a significant improvement in BP technique after a 1-day-long face-to-face training program. Another study by Machado et al, [ 23 ] has reported a significant improvement in BP technique after a 2-h face-to-face training program. Another study has reported significant improvement in BP performance scores following the application of a bundle intervention program, which included clinical training, automated devices, and systems change support [ 22 ].…”

“…The two hospitals were considered as strata with a total of 55 nurse working in Hospital A (medical specialty) and 56 working in hospital B (surgical specialty). Based on data from the study by Machado et al, [ 23 ] considering the level of significance of 5% and power of study of 80%, with a two-tailed study design, the sample size was calculated using the following formula: n = [(Zα/2 + Zβ)2 × {2(SD)2}]/(difference)2, where SD indicates standard deviation, the value of Zα/2 depends on 5% significance level (1.96), and the value of Zβ depends on 80% power (0.84). Therefore, n = [(1.96 + 0.84)2 × {2(2)2}]/(1.35)2 = 34.4.…”

“…Globally, nurses face great shortages in personnel, leading to heavy work load and less time for education and development [ 15 , 20 , 21 ]. Only studies on face-to-face training have reported significant improvements in BPM skills and knowledge [ 22 , 23 ], whereas a study on web-based training has revealed insignificant improvement in BPM skills and knowledge [ 13 ]. Finding new methods for distance learning is a major concern.…”