Enhancing ICU Nursing Practice: A Quasi-Experimental Study on the Effectiveness of an Educational Module in Improving Inotrope Knowledge and Skills at a Tertiary Care Centre in Chennai

Maria Deepa Sagayaraj1, Seethalakshmi Avudaiappan2* and Geetha Poomalai3

1Nurse Educator
2Professor and Head of the Department, Department of Nursing Foundation, Faculty of Nursing
3Assistant Professor, Department of Nursing Foundation, Faculty of Nursing
Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamilnadu, India
1mariyadeepa2016@gmail.com, 2*seethalakshmi.a@sriramachandra.edu.in and 3geethap@sriramachandra.edu.in
1 https://orcid.org/0009-0004-9332-5732, 2* https://orcid.org/0000-0002-1654-8391 and 3 https://orcid.org/0000-0002-3782-5562

Received: 16th Dec, 2025; Revised: 26th Jan 2026; Accepted: 12th Feb, 2026; Available Online: 28th Feb, 2026

ABSTRACT

Background: Intensive care unit nurses are responsible for administering life-saving medications, including inotropes. They should be knowledgeable about inotrope dose, action, calculation, and nursing considerations. An educational module can increase the group's knowledge and improve safe medication practices.

Aim: The aim of the study was to evaluate the effectiveness of a video-based educational module combined with face-to-face instruction in improving the knowledge and competency of intensive care unit nurses in the administration of inotropes.

Materials and Methods: A quasi-experimental design with a purposive sampling technique was conducted among 100 intensive care unit nurses from October to November 2022 at a tertiary care hospital, Chennai. The nurses who fulfilled the inclusion criteria were allocated equally to the study and control group. The study group received a video based educational module and face to face instruction on knowledge and competency of four major inotropes. The control group did not receive any intervention. A structured questionnaire, a checklist assessed the knowledge and competency of inotrope administration.

Results: Data were analysed using SPSS version 21. Descriptive statistics summarized background variables. Paired and independent t-tests compared within- and between-group differences. Pearson's correlation assessed the relationship between knowledge and practice, and ANOVA examined their association with background variables. The study group demonstrated a marked improvement in knowledge and competency following the intervention, with mean knowledge scores increasing from 10.34 ± 2.38 in the pretest to 36.40 ± 1.30 in the posttest (p < 0.001), and mean competency scores rising from 7.91 ± 1.64 to 27.70 ± 2.22 (p = 0.001), whereas the control group showed only marginal gains, with knowledge scores changing from 10.8 ± 1.96 to 12.02 ± 1.87 and competency scores from 7.53 ± 1.40 to 21.04 ± 4.49, indicating the significant effectiveness of the intervention. There was a moderately positive correlation r = 0.402 between knowledge and competency for the study group which was statistically significant at p<0.004. There was no significant association between knowledge and competency with age, gender, professional qualification, and working experience.

Conclusion: The educational module used in the study significantly improved nurses' knowledge and competency in administering inotropes, demonstrating its effectiveness in bridging the knowledge gap.

Keywords: patient safety, Intravenous drug administration, clinical competence, nursing education

How to cite this article: Sagayaraj MD, Avudaiappan S, Poomalai G, Enhancing ICU Nursing Practice: A Quasi-Experimental Study on the Effectiveness of an Educational Module in Improving Inotrope Knowledge and Skills at a Tertiary Care Centre in Chennai. Int J Drug Deliv Technol. 2026;16(5s): 161-167. DOI: 10.25258/ijddt.16.5s.19