The effect of case-supported concept map education on nursing students' knowledge of and attitudes toward pressure injury prevention.

OBJECTIVES

This study aimed to evaluate the impact of case-based concept map education on nursing students' knowledge of and attitudes toward pressure injury prevention.

METHODS

This is a single-group, pre-and post-test,quasi-experimental study. It was conducted in a school of nursing in Türkiye with seventy-seven students. Students received case-supported concept map education to prevent pressure injury. Data were collected using the Pressure Ulcer Prevention Knowledge Assessment Instrument (PUPKAI) and the Pressure Ulcer Prevention Attitude Instrument (APuP) before, immediately after, and four weeks after education. The data were analyzed using one-way analysis of variance for repeated measures.

RESULTS

There were significant differences between the three time points in terms of the PUPKAI total (F = 33.925, p < 0.001) and subscales scores (etiology and development (F = 7.362, p = 0.001), classification and observation (F = 48.386, p < 0.001), nutrition (F = 4.766, p = 0.011), preventive measures to reduce the amount of pressure/shear (F = 42.762, p < 0.001), and preventive measures to reduce the duration of pressure/shear (F = 5.248, p = 0.025), except for risk assessment (p < 0.05). There were also significant differences between the three time points in terms of the APuP total score (F = 33.925, p = 0.018). The Bonferroni test revealed a statistically significant difference between the pre-test and post-test APuP total scores (p = 0.022).

CONCLUSIONS

The study demonstrated that case-supported concept map education significantly improved nursing students' knowledge of and attitudes toward pressure injury prevention. These findings suggest that incorporating case-supported concept map education into nursing curricula can effectively enhance students' competence in pressure injury prevention.