The Effect of Social Cognitive Theory-based Educational Intervention on the Percutaneous Injuries Rate and their Reporting among the Registered Nurses in Selected County Hospitals in Kenya

Vincent K Mukthar, Anna Karani, Waithira Murie

Abstract


Abstract 

Background: World Health Organization (2010) estimates that over 2.5% of all HIV  and other infections in sub-Saharan Africa are transmitted through blood and body fluids exposures.   Percutaneous injuries are frequent occurrences to nurses and are not always adequately assessed and/or addressed because of massive under-reporting of the accidents.

Objective:  To analyse the effectiveness of of structured education to Registered Nurses in influencing the compliance with the Standard Precautions and incidence rate of percutaneous injuries in Selected County Referral Hospitals

Methodology:  This was a prospective Quasi Experimental study. The respondents were registered nurses in the selected hospitals. These nurses were exposed to structured education as the intervention where self-administered Questionnaires and an Observational schedule were used before and after the intervention.  The study has employed both descriptive and inferential statistics to analyse the data. Results have been presented in text, tables and graphically. 

Findings:  The study established that  a previous year percutaneous injuries prevalence was still high at 32.1% with a mean frequency of 2.1(SD=1.3) injuries per respondent. The  annual percutaneous incidence rate was 18.6 and and 25.8 injuries per 100 fulltime employees respectively for the study group and  the control group after the intervention. Around  70% of the percutaneous injuries are not derreported. The self-reported knowledge scores on the Standard Precautions was 58.5%.  

Conclusion:  It is the submission of this study that both self-efficacy and collective efficacy of healthcare workers on sharp management is a product of vicarious learning by friendly and conducive environment, motivation and robust cognitive understanding.  Educational  interventions should be rooted in the Social Cognitive Theory, Thorndikes Principles of Learning for greater impacts and desirable outcomes on nurses.

Key Words: Percutaneous Injuries, Reporting, Needle Stick Injuries

Keywords


Percutaneous Injuries, Reporting, Needle Stick Injuries

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References


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