EFFECT OF STRUCTURED TEACHING PROGRAM ON KNOWLEDGE AND PRACTICE OF NURSES ABOUT THE CARE OF CONTINUES POSITIVE AIRWAY PRESSURE (CPAP) THERAPY IN NEONATES

Abstract

Background: Continuous Positive Airway Pressure (CPAP) is a non-invasive ventilation strategy widely used in Neonatal Intensive Care Units (NICUs) to manage respiratory distress in neonates. Despite its effectiveness, many nurses lack adequate knowledge and practical skills to administer CPAP safely, particularly in resource-limited settings like Pakistan.

Aim: This study aimed to evaluate the effect of a structured teaching program on nurses’ knowledge and practice regarding the care of neonates receiving CPAP therapy.

Methods: A quasi-experimental design was adopted with pre- and post-intervention assessments. A total of 50 nurses from the Children’s Hospital Lahore were selected using purposive sampling. Data were collected using a validated questionnaire and an observation checklist. The structured teaching program consisted of six sessions (three theoretical and three practical), focusing on CPAP fundamentals, indications, complications, and clinical practices. Data were analyzed using SPSS version 24 with paired t-tests to assess knowledge and practice improvements.

Results: Pre-intervention results indicated major knowledge and practice gaps among nurses, with correct responses in key areas ranging from 38% to 48%. Post-intervention findings showed significant improvement, with correct response rates rising to 70%–88%. The paired t-test revealed statistically significant increases in both knowledge (p < 0.001) and practice (p < 0.001), demonstrating the program's effectiveness.

Conclusion: Structured educational interventions significantly enhance nurses’ competencies in CPAP management for neonates. Regular training and reinforcement are essential to ensure high-quality, evidence-based neonatal care