Effectiveness of educational intervention among nursing staff in improving post-operative cataract care in a tertiary care centre

Purpose: To assess the knowledge of post-operative cataract care among nursing staff. Methods: This is an interventional study conducted among 43 nurses working in ophthalmology OPD and ward for three months. A convenience sampling technique was done. Data collection was done with a 10-point checklist and a closed questionnaire consisting of 25 questions. The checklist was first assessed by an ophthalmologist. Then the nursing staff were given a validated closed-end questionnaire and made to answer. Later, a detailed theoretical PowerPoint presentation followed by a practical session, regarding post-operative cataract care, was conducted and the same questionnaire was made to answer again. Post-intervention, the checklist was assessed by the same faculty again. Results: About 51% had Bachelor of nursing, 35% had diploma in general nursing and midwifery, and 14% had diploma in general nursing. Mean work experience was 10 months, median of 9 months, and a range of 1 to 36 months. Pre-intervention checklist mean score was 6.65+/−0.93. Pre-intervention, 14% had good knowledge (i.e., more than 75% score), 63% had average knowledge (i.e., 60%–75%) and 23% had poor knowledge (i.e., less than 60% score). Pre-intervention, the mean score was 14.09+/−3.29 which improved to 18.79+/−1.71 post-intervention. Post-intervention, 72% gained good knowledge and 28% developed average knowledge. The implementation of the gained knowledge was assessed by the same checklist and it showed a mean score of 9.11+/−0.68. The quality of care improved and was practised by the nursing staff. Conclusion: Regular educational sessions, both theoretical and practical, for the nursing staff, can improve the knowledge level of nursing staff and thereby improve the quality of care given to the patients. They can also help in transferring the same knowledge to the patients.