In-Person and Video-Based Education: Do They Affect Pressure Injury Knowledge in Nursing?

Abstract

ABSTRACT OBJECTIVE To determine how training on the nursing care of pressure injuries (PIs) affects knowledge levels and satisfaction. METHODS This study was semiexperimental, conducted in the form of a pretest and posttest in one group of 105 nurses working in a training and research hospital. The training took place in person and via video. All nurses included in the study group first received in-person training in 15-person groups followed by weekly video training for 4 consecutive weeks. Before training, investigators assessed the nurses’ PI knowledge using the Nurses’ Knowledge Level Assessment for PI Care (NKLAPIC; pretest). After the in-person module (posttest 1) and video-based module (posttest 2), investigators provided the NKLAPIC again. The independent-sample test, one-way analysis of variance, repeated-test-measures analysis of variance, Bonferroni test, and pairwise comparisons were used in data analysis. RESULTS Mean NKLAPIC scores were 47.71 ± 13.5 (out of 100 points) at pretraining, 68.5 ± 12.32 after the in-person training, and peaked at 72.38 ± 4.74 after video-based training (P < .001). Video-based training appeared to lead to a larger increase in knowledge levels than in-person training alone (P < .001). Further, although the average satisfaction score given to the in-person training was 3.97 ± 0.93, the same score for the online training was 4.12 ± 0.95 (P > .05). CONCLUSIONS Outcomes suggest that in-person training and video-based training regarding PI care improve the knowledge levels of nurses.