Effectiveness of a Structured Educational Program on Nurses’ Clinical Management of Patients with Fractures in Kirkuk City Hospitals

Abstract

: Background and Aim: Fractures represent a major burden on healthcare systems and are associated with significant morbidity when not managed appropriately. Nurses play a critical role in the clinical management of patients with fractures, particularly during the acute and postoperative periods. However, gaps in nurses’ knowledge and clinical practice may contribute to preventable complications and suboptimal patient outcomes. This study aimed to evaluate the effectiveness of a structured educational program on nurses’ knowledge and clinical practice in the management of patients with fractures in Kirkuk City hospitals. Method: This quasi-experimental study was conducted from June 1st, 2024, to July 1st, 2024, in Kirkuk City hospitals, Iraq, using convenience sampling. A total of 60 nurses working in orthopedic units were recruited and allocated into intervention (n = 30) and control (n = 30) groups. Data were collected using a structured questionnaire comprising sociodemographic information, knowledge assessments related to fractures, fracture management, postoperative care, and fracture fixation, as well as practice checklists for first postoperative day care and pin site care. Statistical analyses were performed using IBM SPSS Statistics version 26. Descriptive statistics, chi-square tests, independent sample t-tests, Pearson correlation, Cohen’s d effect size analysis, and multivariate linear regression models were employed. Results: The findings demonstrated that nurses in the intervention group showed significant improvements in knowledge and clinical practice scores compared with the control group at post-test (p < 0.01). Large effect sizes were observed across all knowledge domains and overall practice performance. Regression analysis identified group assignment as the strongest predictor of post-intervention knowledge and practice outcomes. Significant positive correlations were found between knowledge and practice domains in the intervention group. Conclusions: The structured educational program significantly improved nurses’ knowledge and clinical practice in fracture management. Implementing targeted educational interventions may enhance nursing competencies and improve the quality of fracture care in hospital settings.