Effectiveness of immersive teaching strategies on pressure injury: Impact on nurses' knowledge, attitudes and self-efficacy - A partially randomized participant preference (PRPP) controlled trial

Wen-Yi Chao; Yu-Lin Wu; Mei-Yu Hsu; Chien-Lun Chu

doi:10.1016/j.nepr.2024.104237

Effectiveness of immersive teaching strategies on pressure injury: Impact on nurses' knowledge, attitudes and self-efficacy - A partially randomized participant preference (PRPP) controlled trial

Nurse Educ Pract. 2024 Dec 18:82:104237. doi: 10.1016/j.nepr.2024.104237. Online ahead of print.

Authors

Wen-Yi Chao¹, Yu-Lin Wu², Mei-Yu Hsu³, Chien-Lun Chu⁴

Affiliations

¹ College of Nursing, Asia University, Taichung, Taiwan (R.O.C.). Electronic address: wenyichao@asia.edu.tw.
² Post-Baccalaureate Program in Nursing, College of Nursing, Taipei Medical University; Department of Nursing, Wan Fang Hospital, Taipei Medical University; Research Center in Nursing Clinical Practice, Wan Fang Hospital, Taipei, Taiwan (R.O.C.).
³ Hualien Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation, Hualien, Taiwan. Tzu Chi University, Hualien, Taiwan (R.O.C.).
⁴ Cancer Registry and Screening, Cancer Center, China Medical University Hospital, Taichung, Taiwan (R.O.C.).

PMID: 39706008
DOI: 10.1016/j.nepr.2024.104237

Abstract

Aims: This study evaluated the effectiveness of a pressure injury educational intervention on nurses' knowledge, attitudes, self-efficacy and perceived barriers.

Background: Pressure injuries remain a global healthcare challenge. Efficient teaching strategies like immersive learning are crucial to translating theoretical knowledge into practical skills.

Design: A single-center, partially randomized participant preference (PRPP) controlled trial was conducted in a regional teaching hospital.

Method: A total of 335 nurses consented to participate, with 79 in the experimental group and 218 in the control group completing the study. The experimental group received an immersive learning intervention that included learning manuals, multimedia videos and workshops designed to enhance pressure injury management. In contrast, the control group's immersive learning intervention involved only the use of learning manuals. Assessments were conducted both before and immediately after the intervention to measure outcomes, including knowledge, attitudes and self-efficacy related to pressure injury care.

Results: Both groups showed significant improvements in knowledge, attitudes and self-efficacy post-intervention (p < .05). The experimental group demonstrated significantly higher post-test scores compared with the control group (p < .05). Pearson correlation analysis revealed a strong positive relationship between knowledge and attitude (r = 0.592, p < .001).

Conclusion: The immersive educational intervention significantly improved nurses' knowledge, attitudes and self-efficacy in managing pressure injuries. The experimental group showed greater progress, emphasizing the value of interactive multimedia tools and workshops in nursing education. The strong correlation between knowledge and attitude highlights the importance of comprehensive educational approaches in enhancing patient care and addressing healthcare challenges.

Keywords: Attitude; Immersive education; Intervention; Knowledge; Nurse; Pressure injury; Randomized controlled trial; Self-efficacy.