Measuring impact: the effectiveness of structured educational interventions on nursing personnel knowledge and its implications for clinical performance and patient outcomes

Background: Intravenous (IV) medication administration is essential in hospital care but is often error-prone, posing significant patient safety risks. Structured educational interventions have emerged as a key strategy to improve clinical knowledge and reduce errors. Objective of the study was to assess the effectiveness of a structured, hands-on educational intervention in enhancing the knowledge of nursing personnel regarding IV medication administration. Methods: A pre-experimental one-group pretest-posttest design was conducted among 60 nursing professionals. The intervention included three didactic sessions and four skill-based stations on arterial lines, IV infusions, blood transfusions, and dosage/drop rate calculations. Knowledge was assessed using a validated structured questionnaire, and data were analyzed using statistical package for the social sciences (SPSS) v23. Results: Pre-intervention, only 10% of participants demonstrated "good" knowledge, while 86.7% achieved this level post-intervention. Mean scores improved from 1.80±0.60 to 2.83±0.45. No significant associations were found between demographic variables and knowledge scores, indicating uniform effectiveness across the group. Conclusions: The structured educational intervention significantly improved knowledge levels across all demographics, supporting its utility in nursing curricula to enhance patient safety and clinical competency.