Effect of Monkeypox Nano-Teaching Sessions versus Self-Learning on Nurses’ Knowledge, Attitude, and Confidence in Disease Diagnosis and Management

Abstract

Background

Infectious diseases pose a constant threat to public health, necessitating a robust and continually evolving response from healthcare professionals. Despite advancements in medical education, there remains a persistent deficiency in disease-related knowledge among nurses. This study addresses this gap by investigating the impact of nano-teaching sessions compared to self-directed learning on enhancing nurses' knowledge, attitude, and confidence in the diagnosis and management of Monkeypox.

Aim

This study aims to assess and compare the effectiveness of nano-teaching sessions and self-learning in improving nurses' knowledge, attitude, and confidence levels regarding mpox diagnosis and management.

Methods

In the Quasi experimental study, 50 nurses from clinics at both the Students' University Hospital and Mansoura University colleges, Egypt, were randomly assigned to nano-teaching or self-learning groups. Nano-teaching involved interactive sessions over three months, while the self-learning group received study materials. Pre- and post-intervention assessments measured changes using various tools. Statistical analyses were performed using SPSS for Windows version 20.0 (SPSS, Chicago, IL). Approval was obtained from the Research Ethics Committee at the Faculty of Nursing, Mansoura University, under reference number P.0287.

Results

The study involved participants with diverse backgrounds. They primarily relied on the internet for mpox information. Pre-intervention, both study and control groups had low knowledge and confidence levels. Post-intervention, the study group showed significant improvements in knowledge, confidence, attitude, and practice compared to the control. For instance, 88 % of the study group demonstrated high knowledge post-intervention, contrasting with only 22 % in the control (p < 0.001). Correlation analysis revealed strong connections among knowledge, confidence, attitude, and practice, especially post-intervention within the intervention group. Regression analysis highlighted the significant impact of educational level and years of experience on knowledge, confidence, attitude, and practice, underscoring their pivotal role in shaping understanding and behavior concerning mpox.

Conclusion

Nano-teaching sessions emerged as a more effective intervention for enhancing nurses' knowledge, attitude, and confidence in Monkeypox diagnosis and management compared to self-learning. The results underscore the importance of innovative educational strategies tailored to the specific needs of healthcare professionals.

Recommendations:

Based on the study findings, it is recommended that healthcare institutions integrate nano-teaching methodologies into their ongoing education programs. Additionally, further research is warranted to explore the long-term impact of nano-teaching on nurses' clinical practices and patient outcomes.