Abstract

Neurological Assessment Skill Competency of Registered Nurses in Traumatic Brain Injury Patients: A Pre-Experimental Design

Objectives: To assess the effect of educational pedagogy on the skill of nurses in the neurological assessment of traumatic brain injury patients. Methods: This pre-experimental, one-group pre-post-test study investigated the effect of an educational pedagogy on 36 registered nurses of the trauma center, general surgery, and neurosurgery department of a tertiary care hospital. 20 items validated competency checklist was used to assess the skill of nurses before and after educational training regarding Neurological (Glasgow Coma Scale) assessment of TBI patients. Results: Frequency and percentages of demographic and professional variables were checked. 36 (100%) of the nurses showed incompetent skills practice and having scored from 0 to 13. The post-test results of the study illustrated that 7 (19.4%) nurses having scores 0 to 13 and had incompetent skill practices. 29 (80.6%) nurses having scored from 14 to 20 and had competent skills practice. Mean (XÌ?1=16.916) of the posttest skills score was significantly higher than the mean (XÌ?2=12.583) of the pre-test skills score. Conclusion: Before and after educational training there is a significant paired mean difference in skill competency of nurses. Hence the educational intervention was effective in improving the skills competency of registered nurses in neurological assessment.

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