Nursing Students’ Knowledge on Pressure Injuries Following a Blended-Learning Unit: A Quasi-experimental Study

Abstract

ABSTRACT OBJECTIVE To assess first-year bachelor’s degree in nursing students’ knowledge about pressure injury (PI) etiology, classification, prevention, and management following blended learning and clinical practice. METHODS A quasi-experimental design was used. Nursing students’ PI knowledge was measured using the French version of the Pressure Ulcer Knowledge Assessment Tool (PUKAT) at three time points: baseline (before a blended-learning unit, consisting of 2 hours of e-learning and 3 hours of practical workshop), after the blended-learning unit, and after clinical practice. RESULTS A total of 21 students participated over the three time points. At baseline, the mean percentage of correct answers on the PUKAT was 45.8%. This score increased to 59.2% following the blended-learning unit and 65% after completing the clinical practice (F 2,58 = 19.08; P = .00). Over the three time points, students scored highest on knowledge of risk assessment and lowest on knowledge of prevention. CONCLUSIONS Blended-learning units combining e-learning and practical workshops are valuable tools to increase students’ knowledge about PIs. The PUKAT enables the evaluation of changes in students’ knowledge following a teaching unit on PIs. However, more research is needed to assess the long-term evolution of knowledge and the impact of this teaching on clinical practice.