The Effect of Nasogastric Tube Feeding Educational Interventions on Critical Care Nurses' Knowledge and Performance

Elsayed, Inayat Fathy; Reyad, Amal; Mahmoud, Marwa; Abdelrahman, Hala Ahmed; Kandeel, Nahed Attia

doi:10.21608/mnj.2021.213155

The Effect of Nasogastric Tube Feeding Educational Interventions on Critical Care Nurses' Knowledge and Performance

Document Type : Original Article

Authors

¹ BSc, Faculty of nursing, Mansoura university, Egypt

² Anaesthesia and Intensive Care, Faculty of Medicine, Mansoura University

³ Critical Care and Emergency Nursing, Faculty of Nursing, Mansoura University

⁴ Lecturer, Critical Care, and Emergency Nursing Department, Faculty of Nursing, Mansoura University

⁵ Professor of Critical Care and Emergency Nursing, Faculty of Nursing, Mansoura University, Egypt

10.21608/mnj.2021.213155

Abstract

Background: Critically ill patients have complex nutritional needs to meet the
metabolic response to critical illness. The nutritional support for critically ill patients is an
important determinant of their survival and recovery. Critical care nurses are the primary
ones responsible for feeding the patients in intensive care units. Therefore, their
knowledge and performance are important for providing adequate nutritional support for
their patients and prevent malnutrition complications. Aim: The current study aimed to
assess the effect of nasogastric tube feeding educational interventions on critical care
nurses' knowledge and performance. Method: A quasi-experimental one-group with pre
and post-test design was used with a convenience sample of 60 critical care nurses working
in four intensive care units affiliated with a university hospital in Egypt. The data were
collected by using two tools: 'nasogastric tube feeding knowledge questionnaire' and
'nasogastric tube feeding observation checklist'. Results: Statistically significant
differences were noted in the total mean scores of nurses' knowledge and performance of
nasogastric tube feeding before and after the educational interventions. Improvement of
participant nurses' knowledge and performance was markedly noted one month after
education, however, a decline in knowledge and performance was evident after three
months. Conclusion and Recommendations: Educational interventions can improve
nurses' knowledge and performance of nasogastric tube feeding, and this will be positively
reflected on patients' outcomes. Therefore, we recommend organizing continuous
educational activities for critical care nurses to keep them up-to-date and competent.

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