Impact of an Intervention Program on Nurses Knowledge towards Infection Control Measures in Pediatric Surgical Wards

Abstract

Background: Infection control has become a major concern in the health-care system, and health-care personnel, especially nurses, are particularly vulnerable to infection. The goal of this study is to see how effective an intervention program is in improving nurses' knowledge of infection prevention in pediatric surgery wards. Methods: A pretest–posttest quasi-experimental design was used in this investigation. There were 40 people in the sample. Twenty nurses from the Central Teaching Hospital of Pediatrics were in the intervention group, whereas twenty nurses from the Children Welfare Teaching Hospital were in the control group. The questionnaire's dependability was established through a pilot research, and it was subsequently presented to experts for validation. The total number of items in the knowledge section of the questionnaire was 35. The information was gathered through self-reporting and analyzed using descriptive and inferential statistical data analysis. Results: The study's findings revealed that (80%) of nurses had inadequate knowledge, while (70%) of nurses had adequate knowledge after implementing the intervention program. In the pre-test period of assessment, there is no statistically significant difference between the intervention and control groups (p>0.05). At the post-test measurement period, there is a statistically significant difference between the intervention and control groups (p0.05). Conclusions: Nurses' awareness of infection control procedures can be improved through an intervention training program. The nurses' understanding of infection control was improved following the training, according to the findings of this study. This study found that the training program is very effective, and that all nurses should be exposed to infection control training in order to provide them with the knowledge and skills they need to combat illness spread in the health-care context.