Effects of Nursing Interventions on Knowledge and Practices Regarding Blood Transfusion Protocols Among Nurses

Abstract

Background: Blood transfusion is a high-risk clinical procedure, and inadequate nursing knowledge or inconsistent practices can contribute to adverse outcomes. Persistent gaps in protocol adherence are often related to insufficient training and limited opportunities for professional development. Objective: To assess the impact of a structured educational intervention on improving nurses’ knowledge and practices regarding blood transfusion protocols. Methods: A six-month quasi-experimental study was conducted in a private hospital in Lahore, enrolling 30 nurses aged 19–30 years. Participants completed validated knowledge assessments and observed practice checklists before and after an interactive, nurse-led educational intervention. Paired t-tests were used to compare pre- and post-intervention scores. Results: The mean knowledge and practice score increased from 53.83 (SD = 2.63) to 68.90 (SD = 1.16) post-intervention (mean difference: 15.07, 95% CI: 13.45–16.02, p < 0.001), with a notable reduction in score variability. The greatest improvements were seen among nurses with the lowest baseline scores, and a significant proportion achieved the highest competency levels after the intervention. Conclusion: Structured, nurse-led educational interventions significantly enhance both the knowledge and practical application of blood transfusion protocols, supporting the need for ongoing training to promote patient safety and reduce clinical errors.