IMPACT OF CERTAIN EDUCATIONAL INTERVENTIONS ON ADVERSE DRUG REACTION REPORTING BY NURSING HEALTH PROFESSIONALS AT A TERTIARY CARE HOSPITAL

SUPRIYA SONOWAL; CHETNA K DESAI; JIGAR R PANCHAL

doi:10.22159/ajpcr.2020.v13i6.37266

Authors

SUPRIYA SONOWAL Department of Clinical Science, Sun Pharma Advanced Research Company, Mumbai, Maharashtra, India.
CHETNA K DESAI Department of Pharmacology, B. J. Medical College, Ahmedabad, Gujarat, India.
JIGAR R PANCHAL Department of Pharmacology, B. J. Medical College, Ahmedabad, Gujarat, India.

DOI:

https://doi.org/10.22159/ajpcr.2020.v13i6.37266

Keywords:

Adverse drug reaction, Educational interventions, Nurses, Adverse drug reaction reporting

Abstract

Objectives: The objectives of the study were to evaluate the impact of certain educational interventions on adverse drug reaction (ADR) reporting by nursing health professionals at a tertiary care hospital.

Methods: Knowledge, attitude, and practice (KAP) of the nurses regarding ADR reporting were evaluated before and after interventions using a KAP questionnaire. Educational interventions carried out among the nurses were workshops, booklets, SMSes, personal briefings, and posters. Number and quality of ADR reported by nurses in pre-intervention (3 months), intervention (10 months), and post-intervention (3 months) phase were compared.

Results: There was a significant increase in response rate to questionnaires in the post-intervention phase (post-IP) (97.74%) as compared to pre-intervention (91.28%) phase (pre-IP). The knowledge score of the nurses increased significantly in post-IP (11.65 ± 2.14) as compared to the pre-intervention (6.98 ± 2.46) phase. No ADR was reported by nurses in pre-IP. Thirty nurses reported 30 ADRs in the intervention phase and six nurses reported six ADRs in the post-IP. The mean score of completeness of ADR notification forms decreased significantly in post-IP. Maximum ADRs (10) were reported after the workshops.

Conclusion: Educational interventions improved the KAP of ADR reporting by nurses, albeit temporary. This suggests the need of continuous educational interventions.

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