Masters of Nursing Science

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11951/1044

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Browsing Masters of Nursing Science by Subject "nurses"

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    Effect of Coaching on Knowledge and Practice among Nurses in the use of Ventilator Care Bundle in the Prevention of Ventilator-Associated Pneumonia in the Critical Care Units of the Uganda Heart Institute a Specialized Hospital in Kampala
    (Uganda Christian University, 2026-02-09) Oketayot Anna Noland
    Introduction: Ventilator-associated pneumonia (VAP) is one of the most commonly encountered hospital-acquired infections in the intensive care units worldwide. In Uganda, VAP is one of three infections that account for all nosocomial infections. The ventilator care bundle (VCB) is widely proposed and implemented in most hospitals, especially in developed countries, as an effective preventive measure against VAP. However, lack of knowledge and practice by nurses has hampered the implementation of the VCB guidelines for VAP prevention in Uganda, despite its availability in the ICUs. Studies elsewhere suggest that clinical coaching improves clinical knowledge, practices and decisions of nurses. There are no previous studies in Uganda that have investigated this linkage. Understanding this association can improve the delivery of positive patient care and outcomes. Objective: This study aimed to investigate the effect of coaching on clinical knowledge and practice among nurses on the use of ventilator care bundle in the prevention of ventilator-associated pneumonia in CCUs of the Uganda Heart Institute, a specialized hospital in Kampala. Methods: The study utilized the quantitative one-group, pre-test and post-test quasi-experimental design. Data were gathered using structured survey questionnaires from 36 nurses working in the critical care units of the Uganda Heart Institute. The survey participants were selected using the Krejcie and Morgan (1970) formula for determining sample size. Data were entered and prepared for analysis in IBM SPSSv25. Results: Of the 36 nursing participants, 69% were female and 31% were male. The paired t-test showed that there was a statistically significant difference between knowledge of nurses before coaching (m = 16.1, sd = 3.2) and knowledge of nurses after coaching (m = 30.2, sd = 2.5), p < .001. The Wilcoxon signed ranks test indicated that there was a statistically significant difference between practice of nurses before coaching (m = 3.62, sd = .29) and practice of nurses after coaching (m = 4.14, sd = .23), p < .001. The change in the nurses’ mean knowledge levels was greater than the change in the practice levels. Conclusion: Coaching was a useful intervention for improving the knowledge and practice levels of nurses in using VCB to prevent VAP. Recommendations: CCUs in Uganda should conduct regular coaching or related education initiatives for nurses in order to maintain an optimum standard of knowledge and practices of using VCB to prevent VAP.
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    EFFECT OF STRUCTURED EDUCATION REGARDING PATIENTS WITH A STOMA, ON NURSES’ KNOWLEDGE AND PRACTICES AT MULAGO NATIONAL REFERRAL HOSPITAL, UGANDA
    (Uganda Christian University, 2025-09-17) Muganga Jessica Damali
    Background/Purpose: Receiving a stoma is a life changing event. Preparation of a patient with a stoma for discharge (D/C) is critical in adjusting to the new life. There are gaps in nurses’ knowledge, and practices regarding discharge planning of patients with a stoma. Structured education on discharge planning for patients with stomas, helps greatly in improving nurses’ confidence and comfort. However, in some settings, such as Uganda, structured education tailored for preparation of patients for stoma is lacking. The study examined effect of structured education on discharge of patients with a stoma on nurse’s knowledge, and practices at Mulago National referral Hospital (MNRH) in Uganda. Theoretical Framework: Kurt Lewin’s 3-step change theory was used. The theory has 3 stages of unfreezing, change, and refreezing and 3 major concepts: driving forces, restraining forces, and equilibrium. These elements were key in guiding nurses to change behavior following structured education intervention. Methodology: It was a pre-test posttest design. A single sample of nurses (n=23) purposively selected from nurses working on patients with a stoma participated in the study. Self- administered questionnaire was used at before and after structured education intervention. Analysis for knowledge was done using descriptive, inferential statistics. Practices were analyzed using descriptive, inferential statistics. Results: It was found that structured education on D/C for patients with a stoma had an improvement on nurses’ knowledge (P -value: <0.001 with significance at 0.05 % CI, using paired t test), and practices (p -value: <0.001, with significance at 0.05 %, using Wilcoxon Signed Ranks test). Because knowledge and practices of nurses improved, it can be concluded that structured education had a positive effect. Conclusion: This study provides a timely response to needs of nurses preparing patients with stoma for discharge. Comparing before and after structured education, findings show that nurses were better equipped with knowledge by the educational intervention on preparation of patients for discharge. Their practices regarding D/C planning were also improved following structured education. Recommendation: From findings of the study, structured education regarding D/C of patients with a stoma had an effect on nurses’ knowledge and practices. A structured approach to educating nurses about physiological, social and psychological needs of a patient with stoma like skin care, isolation, and anxiety needs to be incorporated in their care. The need for continuing education and demonstrations to guide nurses in performing D/C planning for patients with a stoma is critical for better patients’ outcomes.