Impact of Education on ICU Nurses Knowledge and Attitudes toward Cam-ICU Delirium Assessment

OBJECTIVE: This research seeks to assess how an educational intervention influences knowledge and attitudes of intensive care nurses in applying the Confusion Assessment Method-Intensive Care Unit for delirium assessment in a private hospital setting. METHODOLOGY: A descriptive, quasi-experimental pre-test/post-test design was conducted from February to July 2024 in two private hospitals in Johor Bahru, Malaysia. A total of 50 registered ICU nurses participated. Nurses in management or on probation were excluded. Twenty-five were randomly assigned to the intervention group and received structured education through classroom presentations, demonstrations, and hands-on practice using the CAM-ICU. Data were collected pre- and post-intervention using a validated 36-item questionnaire assessing delirium-related knowledge and attitudes. RESULTS: Post-intervention analysis demonstrated statistically significant improvements in the intervention group’s knowledge and attitude scores (p < .001), indicating the program’s effectiveness. The intervention group exhibited more substantial gains compared to the control group. CONCLUSION: This study supports that a structured educational program can effectively enhance ICU nurses’ knowledge, attitudes, and confidence in delirium assessment using the CAM-ICU. The findings align with Kolb’s Experiential Learning Theory, which emphasizes learning through experience and reflection. Addressing institutional barriers, such as the lack of standardized protocols, remains essential to ensure successful and sustainable implementation.