Effect of Nurse-Led Education on Knowledge and Practice of Nurses Regarding Ventilator Modes

Abstract

Background: Mechanical ventilation is vital for critically ill patients in the ICU, yet knowledge and practice gaps among nurses in ventilator management persist, particularly in low-resource settings. This gap threatens patient safety and outcomes. Objective: To evaluate the effect of a nurse-led educational intervention on the knowledge and practice of ICU nurses regarding ventilator modes, targeting measurable improvements in both theoretical understanding and bedside care. Methods: This quasi-experimental, pre- and post-test study included 35 female ICU nurses (BSN) at a tertiary hospital in Lahore, Pakistan. Inclusion criteria were current ICU employment and willingness to participate; exclusion criteria were left during the study or declining consent. Data were collected using validated questionnaires and checklists assessing knowledge and practice before and two weeks after a structured educational program. Ethical approval was obtained by the Helsinki Declaration Outcomes were analyzed using paired samples t-tests and McNemar’s test in SPSS v27; results reported with confidence intervals and effect sizes. Results: Post-intervention, knowledge and practice scores increased significantly (mean difference: -18.34, 95% CI: -20.89 to -15.80, p < 0.001, Cohen’s d = 2.47). The proportion of nurses demonstrating best-practice knowledge rose markedly, with adherence to key domains such as PEEP recognition and preoxygenation increasing by 25–66%. Conclusion: Nurse-led education substantially improves ICU nurses’ knowledge and practice in ventilator management, with meaningful clinical gains. These findings support implementing targeted, regular educational interventions to strengthen patient safety and care quality.