Effect of Educational Interventions on Nurses’ Knowledge, Practice, and Management of Hyperbilirubinemia in Neonates

Abstract

Background: Neonatal hyperbilirubinemia is a leading cause of hospital readmission and preventable neurological complications in newborns, particularly in resource-limited settings where nursing knowledge gaps persist and standardized education is infrequently implemented. Objective: This study aimed to evaluate the effect of a structured educational intervention on nurses’ knowledge, practice, and management of neonatal hyperbilirubinemia, anticipating measurable improvements in clinical competency and care delivery. Methods: A quasi-experimental pre- and post-test design was conducted among registered nurses and nursing students (n = 35) in the neonatal units of Ali Fatima Hospital, Lahore. Eligible participants had at least six months of neonatal care experience; those absent during data collection were excluded. A validated questionnaire assessed knowledge, practice, and management before and two weeks after a single, interactive educational session. Data were analyzed using paired-samples t-tests and multivariable regression with SPSS v26.0. Ethical approval was obtained from the Institutional Review Board, and written informed consent was secured, adhering to the Helsinki Declaration. Results: The mean composite score increased from 66.6 (SD = 4.8) pre-intervention to 81.2 (SD = 4.5) post-intervention (mean difference = 14.6, 95% CI: 12.96–16.23, p < 0.001, Cohen’s d = 3.03), with four of five core domains achieving over 90% mastery. Complication awareness and management confidence exhibited the largest gains, underscoring the intervention’s clinical impact. Conclusion: Structured educational interventions substantially enhance nurses’ competency in neonatal hyperbilirubinemia management, supporting earlier detection and safer care. Integrating such programs into ongoing professional development can advance neonatal outcomes and patient safety in real-world clinical practice.