Effect of Multimodal Educational Intervention on a Generalist Graduate Level Nursing Students' Knowledge and Confidence Related to Hazardous Medication Safe-Handling Processes

Abstract
Prelicensure nursing students administer non-antineoplastic hazardous medications/hazardous drugs (HD) in the clinical setting. There are no regulations regarding education or training requirements for prelicensure nursing students related to HD safety. Lack of standardized education related to HD safe-handling processes increases the risk for HD exposure in the clinical setting. The purpose of this project was to measure the effect of a multimodal educational intervention related to HD on generalist graduate level nursing students’ knowledge and confidence related to HD safe-handling processes. A quasi-experimental, single group, pre and posttest study design was utilized with Bandura’s Social Learning Theory as the theoretical framework. The multimodal educational intervention included low fidelity simulation, an HD safe-handling video, didactic presentation, discussion and HD safe-handling tip-sheets. The adapted revised Hazardous Drug Handling Questionnaire (HDHQ) was used to measure students’ knowledge and confidence pre and post-intervention. Eighteen second-year generalist graduate-level nursing students enrolled in the Clinical Nurse Leader Program (CNL) and completing practicum clinical rotations at an academic medical center in the Southeastern United States participated in the project. Statistical significance ( p < .05) was noted in knowledge, confidence and self-preparedness assessment mean scores. The educational intervention provided validation regarding necessity and benefit of a HD safety program for prelicensure nursing students. Educational intervention content should be multimodal and geared towards HD awareness and identification, safe-handling processes, and interventions to minimize risk of HD exposure in clinical settings.