Effect of an evidence-based paediatric fever education program on emergency nurses’ knowledge

SummaryIntroductionThis study examined the effect of an educational intervention of factual knowledge on emergency nurses’ knowledge and clinical decisions related to paediatric fever.MethodA prospective pre-test/post-test design was used. Emergency nurses’ factual knowledge was measured by parallel multiple choice questions and the intervention for the study was an educational intervention consisting of two tutorials. Pre-test data were collected in early June 2005 and post-test data were collected during August 2005.ResultsThirty-one emergency nurses completed the pre and post-test multiple choice questions. Emergency nurses’ knowledge increased following the tutorials. Pre-test score was positively correlated with knowledge acquisition. Self-reports of independent decisions related to fever management were influenced by experience, hours of employment, level of appointment, postgraduate qualifications and pre-test score.DiscussionHigh levels of variability in knowledge and knowledge acquisition suggest a review of undergraduate and postgraduate curricula is warranted. Although this study identified associations between independent fever management decisions and participant characteristics, further research is pivotal to better understanding these relationships.