Open AccessImpact assessment of pharmacovigilance-related educational intervention on nursing students’ knowledge, attitude and practice: A pre-post study
Author(s) -
Subish Palaian,
Mohamed Izham Mohamed Ibrahim,
Pranaya Mishra,
P Ravi Shankar
Publication year - 2019
Publication title -
journal of nursing education and practice
Language(s) - English
Resource type - Journals
eISSN - 1925-4059
pISSN - 1925-4040
DOI - 10.5430/jnep.v9n6p98
Subject(s) - medicine , wilcoxon signed rank test , pharmacovigilance , likert scale , intervention (counseling) , adverse effect , drug reaction , nursing , baseline (sea) , academic year , test (biology) , family medicine , psychology , drug , mann–whitney u test , pharmacology , paleontology , developmental psychology , oceanography , mathematics education , geology , biology
Objective: This study evaluated the impact of a pharmacovigilance education module for nursing students.Methods: In this prospective, pre-post interventional study, the 2nd year diploma in Nursing students (n = 38) were the ‘test’ group (who received intervention), and the 1st and 3rd year students were the control group (n = 78); total n = 116. Knowledge Attitude Practice (KAP) responses were taken at baseline (0 day), 30 days, 90 days and 180 days from both the groups. Improvements in the KAP scores following the intervention was analyzed using Wilcoxon signed rank test at alpha = .05, and the feedback was obtained using a ‘Likert scale’ having 20 questions; maximum possible score was 100.Results: The median (IQR) overall baseline scores of knowledge were 11 (10-12), the attitude/practice scores were 22 (20.25-22.00) and the total scores was 32.5 (31-34); the maximum possible score was 40. Almost all (n = 113; 97.4%) of them felt adverse drug reactions reporting was necessary and were interested in learning about adverse drug reactions. The baseline KAP scores were significantly higher among the second- and third-year students compared to the first year (p < .001). Upon intervention, a significant improvement was seen in knowledge scores between the baseline and first follow-up (p = .018) and between second and third follow-up (p = .001) in the test group. The median (IQR) feedback score was 85 (80.7-88.2).Conclusions: Students had better attitude/practice scores, but a poor knowledge score at baseline. This study confirmed the feasibility of conducting a pharmacovigilance module for nursing students in Nepal.