International Journal of Education and Professional Development in Nursing Science

Determination of the Extent of Injection Practice and Its Safety Among Young Nursing Professionals

Thu, 03 Sep 2026 00:00:00 +0000

Injection administration is one of the most frequently performed healthcare procedures globally. However, unsafe injection practices place healthcare providers and recipients at substantial risk of avoidable harm, particularly needle-stick injuries and the transmission of blood-borne pathogens such as Hepatitis B virus (HBV), Hepatitis C virus (HCV), and Human Immunodeficiency Virus (HIV). This study evaluated the extent of injection practice and its safety among young nursing professionals (student nurses). The primary objective was to determine their knowledge level, practical adherence, and systemic barriers to safe injection practices. A cross-sectional descriptive survey design was employed for this investigation. A convenience sample of 160 student nurses (2nd- and 3rd-year) at the College of Nursing Sciences, Bishop Shanahan Specialist Hospital, Nsukka, Enugu State, participated in the study. Data were collected using a structured, face- and content-validated questionnaire (reliability coefficient r = 0.90 via test-retest) and analyzed using frequency tables and percentages. Results revealed that 68.75% (110/160) of respondents correctly identified the comprehensive World Health Organization definition of injection safety, and 87.50% (140/160) recognized that unsafe practices increase the risk of blood-borne viral infections. On practical compliance, 96.25% (154/160) prepared injections in a clean environment and 62.50% (100/160) adhered to non-recapping guidelines. However, severe procedural breaches were identified: 93.75% (150/160) failed to disinfect medication vial septa before piercing, 96.25% (154/160) did not enter multidose vials with new needles and syringes each time, and 91.25% (146/160) combined leftover contents of single-use vials. Major reported barriers included emergency work pressure (97.50%), heavy clinical workloads and time constraints (93.75%), limited simulation training opportunities (91.25%), and non-availability of safety-engineered devices (88.75%). Applications of these findings include strengthening pre-clinical simulation training, enforcing standard hospital safety protocols, providing adequate safety commodities, and optimizing nurse-to-patient staffing ratios to foster a safety-first culture in clinical education.

Effectiveness of Video-Assisted Teaching on Knowledge Regarding Integrated Management of Neonatal and Childhood Illnesses (IMNCI) Among Nursing Students

Lalitha R, P. Kavitha, K. Umamageshwari — Tue, 01 Sep 2026 00:00:00 +0000

Background: An integrated approach to the diagnosis and treatment of common illnesses in infants and children is offered by Integrated Management of Neonatal and Childhood Illnesses (IMNCI). Because nurses may help with early detection, appropriate care, health education, and referral of sick children, nursing students need to be sufficiently knowledgeable about such integrated approaches. Therefore, during undergraduate nursing education, teaching practices that make clinical knowledge more accessible and comprehensible may be helpful. The purpose of the study was to assess how well nursing students understood IMNCI with video-assisted instruction.

Methods: A pre-experimental one-group pre-test/post-test design and a quantitative research approach were used. Convenience sampling was used to choose B.Sc. nursing students. Prior to the intervention and one week following the video-assisted instruction session, a standardised 30-item knowledge questionnaire was given. A variety of IMNCI-related topics were covered in the questionnaire. One point was awarded for each correct answer, and 0 points were awarded for each wrong answer. According to the split-half approach, the instrument's claimed reliability was 0.91.

Results: All 30 students (100%) had insufficient knowledge on the pre-test. The mean score for the pre-test was 5.87 ± 2.03. Following video-assisted instruction, three students (10.0%) had adequate knowledge, 11 (36.7%) had moderately adequate knowledge, and 16 students (53.3%) remained in the inadequate category. With a mean difference of 4.96, the post-test mean score rose to 10.83 ± 3.41. There was statistical significance in the paired t-test (t = 6.431, p < 0.001).

Conclusion: The results show that the participating nursing students' understanding of IMNCI was enhanced by video-assisted instruction. When combined with other classroom and clinical learning activities, the intervention may be regarded as a supportive teaching technique in nursing education.

Effectiveness of Simulation-Based Training Regarding Compression-Only Life Support on Knowledge and Practice Among Engineering Students

Wed, 09 Sep 2026 00:00:00 +0000

Out-of-Hospital Cardiac Arrest (OHCA) is a major public health concern and a leading cause of death globally, where immediate bystander intervention through Compression-Only Life Support (COLS) can significantly improve survival outcomes, yet awareness and practical skills among the general public, particularly students, remain limited due to a lack of formal training. This study aimed to assess the pre-intervention knowledge and practice of engineering students regarding COLS, evaluate the effectiveness of simulation-based training on knowledge and practice scores, and identify the association between post-test scores and selected demographic variables. A quantitative research approach with a one-group pre-test post-test design was adopted, using a sample of 30 engineering students from a selected college in Palakkad, chosen via convenience sampling. Data were collected with a structured knowledge questionnaire and a practice checklist, and the intervention involved simulation-based training using manikins, including demonstrations and hands-on practice. Results showed a significant increase in both knowledge and practice levels: in the pre-test, 83.3% of students had average knowledge and 86.7% had poor practice scores, whereas after the simulation training, 63% achieved "Good" knowledge and 66.6% achieved "Good" practice levels. The effectiveness was statistically validated using a paired t-test, which showed significant improvement in knowledge (t = 13.69, p < 0.05) and practice (t = 21.47, p < 0.05), with no significant association found between post-test scores and demographic variables. The study concludes that simulation-based training is an effective educational strategy for improving COLS competency, and implementing such training programs in non-medical educational sectors is essential to enhance community-based emergency response.