Effect of Online Education on Nursing Students' Knowledge and Staging Skills Regarding Pressure Injuries: Quasi-Experimental Study

Objective: This study aimed to evaluate the effect of online education on nursing students' knowledge and staging skills related to pressure injuries. Furthermore, the study seeks to make a scientific contribution by highlighting the role of online education in the development of both theoretical knowledge and clinical skills, thereby strengthening the integration of digital learning methods within nursing education. Material and Methods: A quasiexperimental pre-test-posttest design was used, involving 84 Turkish intern nursing students. Prior to the training, participants completed the Student Information Form, the Pressure Injury Prevention Knowledge Assessment Instrument, and the Pressure Injury Staging Record Form online. Through these forms, the students' pre-training knowledge levels and staging skills were determined. After completing the online education, which included structured theoretical instruction and visual materials, the same instruments were administered again to assess the impact of the training process. Results: Before the training, the mean total Pressure Injury Prevention Knowledge Assessment Instrument score of the students was 12.68±2.72, and the mean Pressure Injury Staging Record Form score was 11.14±3.60. After the training, they increased to 15.92±3.89 and 16.96±3.36, respectively, and the difference between the 2 averages was statistically significant (p<0.001). Conclusion: Online education significantly improved nursing students' knowledge scores and staging skills regarding pressure injuries. To further enhance learning, it is recommended that knowledge be reinforced through repeated training sessions and supported with diverse online educational materials.