Browsing by Author "Esther Amongin"

Filter results by typing the first few letters
Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Effects of a Pre-Operative Teaching Intervention on Nurses’ Knowledge and Practice for Patients Undergoing Elective Abdominal Hysterectomy in a District Hospital in Eastern Uganda
    (Uganda Christian University, 2025-09-16) Esther Amongin
    Background/Purpose: Pre-operative teaching is essential for patients undergoing elective abdominal hysterectomy. The majority of nurses in Uganda, however do not have adequate knowledge about pre-operative teaching, according to some academic research.This study aimed to assess the effects of a structured pre-operative teaching intervention, delivered through continuous nursing education (CNE), on nurses’ knowledge and practice in a district hospital in Eastern Uganda. Theoretical/Conceptual Framework: The Diffusion of innovation model was used to inform the process and procedure for introducing the intervention to the study participants. The theory highlights different components of the diffusion process (innovation, communication channels, social systems and time), the stages of the innovation decision process (knowledge, persuasion, decision and implementation) and the adopter categories (innovators, early adopters, early majority, late majority and laggards) which helped the researcher to successfully implement the pre-operative teaching intervention, CNE. Methodology: A quantitative quasi-experimental research design with pre and posttest interventional study was used. Using census study approach, 30 participants who were nurses working on the gynecology ward participated in the study. A questionnaire was used to assess for knowledge and a checklist was used to assess for the practice of the nurses. The intervention was the continuous nursing education (CNE). Results: The study discovered that after the CNE-based intervention, nurses' knowledge and practice has a statistically significant improvement. Before and after the intervention, the mean vi knowledge scores rose, and observable practices including documentation, patient counseling, and surgical process explanations significantly improved. Conclusion: An efficient way to improve nurses' pre-operative teaching practice and knowledge is through ongoing nursing education. In Uganda and other low-resource environments, implementing consistent, organized CNE programs at district hospitals may enhance the standard of pre-operative teaching and patient outcomes. Recommendations:The Ministry of Health should create and implement policies to encourage nurses to participate in regular pre-operative teaching trainings for patients undergoing surgeries in general, and the hospital administration should make sure that CNE is widely adopted by nurses and make trainings on its use more accessible. Key Terms: Pre-operative teaching, continuous nursing education, abdominal Hysterectomy, Knowledge and Practice.