An educational intervention to improve nurses’ knowledge, attitude, and practice toward reporting of adverse drug reactions

Somayeh Hanafi Hanafi, Hassan Torkamandi, Alireza Hayatshahi Hayatshahi, Kheirollah Gholami Gholami, Nikinaz Ashrafi Shahmirzadi, Mohammad Reza Javadi Javadi


Background: The reporting of adverse drug reactions (ADRs) by nurses in hospitals is very important.Aims: This study was aimed at investigating the impact of an educational intervention to improve ADR reporting and whethertrained nurses had better knowledge, attitude, and practice toward ADR reporting.

Materials and Methods: A total of 300 nurses in a tertiary care teaching hospital in Tehran, Iran were evaluated with a knowledge,attitude, and practice (KAP) questionnaire regarding ADR reporting in March 2010. After this, an educational program about ADRwas provided to nurses. Then the nurses were re-evaluated by the same questionnaire. Comparisons were made of the attitudeand knowledge within nurses, before and after education. Data were analyzed using SPSS software. P < 0.05 was consideredas signifi cant level. Independent-sample t-test was used to measure the intervention effect.

Results: The response rate was 61.3% (N = 184). Knowledge of nurses before the intervention was signifi cantly less than theknowledge after the intervention (P = 0.001). Also, there was a signifi cant effect on attitude (P = 0.002). During the follow-upperiod of 4 months after the intervention, 26 spontaneous reports were received.

Conclusion: Continuous ADR educational program, training, and integration of ADRs’ reporting into the activities of the nurseswould likely improve ADR reporting.

Key words: Adverse drug reaction, educational assessment, nursing personnel

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