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Shahi Dawran

Santhna Letchmi Panduragan

Abstract

Background: The Glasgow Coma Scale (GCS) serves as a vital neurological assessment tool designed to evaluate the level of consciousness in patients with head injuries or other neurological disorders. Given the essential role that nurses play in the care of neurological patients and the importance of the GCS in their evaluations, it is crucial to assess and improve their knowledge through specific educational programs.
Objective: This study aims to assess the impact of an educational intervention on the knowledge and practice level of the Glasgow Coma Scale among nurses working in a tertiary care hospital.
Methods: A quasi-experimental design was utilized for this research at a tertiary care facility in Buner, Khyber Pakhtunkhwa, Pakistan. A sample of 150 nurses was selected through stratified sampling. Data were collected at two intervals, before and after the educational intervention, using structured questionnaires. Statistical analysis was conducted with SPSS, employing paired and independent t-tests, with a significance threshold set at p < 0.05 to evaluate differences between the intervention and control groups.
Results: The participant demographics revealed that 83.3% were male and 16.7% were female. The majority, 42.7%, worked in the Intensive Care Unit, followed by 24.7% in the Emergency Department. The majority, 42.7%, worked in the Intensive Care Unit, followed by 24.7% in the Emergency Department. Initially, knowledge scores were low, but post-intervention results indicated significant improvements, with knowledge scores increasing from a mean of 4.39 to 7.19 with (p = 0.000). similarly practice score was low, but post-intervention results indicated significant improvements, with practice score from 14.93 to 25.95 (p = 0.000).
Conclusion: The results suggest that the educational intervention successfully enhanced nurses' understanding of the Glasgow Coma Scale; however, notable deficiencies in practical application persist. Over 60% of nurses reported challenges in areas such as identifying motor responses, preparing for assessments, and documenting findings. These outcomes underscore the necessity for ongoing, targeted training initiatives to further develop nurses' proficiency with the GCS and foster reflective practice.

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