Incorporating lead education content into undergraduate nursing curriculum: Impact on knowledge and confidence

Tsu-Yin Wu, Lydia McBurrows, Jenni Hoffman, Sarah Lally, Vedhika Raghunathan


Background and objective: Lead poisoning is a major public health crisis in Michigan. The purpose of this study was to explore the impact of an education intervention on knowledge and confidence levels among nursing students enrolled in the pre-licensure Bachelor of Science in Nursing and Registered Nurse to Bachelor of Science in Nursing (RN2BSN) program.

Methods: The study used a quantitative pre- and post-test design to assess the impact of lead health learning activities on knowledge and confidence among undergraduate nursing students in the Midwestern United States. The final study sample included 115 nursing students from two student cohorts. The study instrument used 26-item Nursing Students Lead Knowledge and Confidence Scale; independent sample t-tests, paired sample t-test and Cohen’s d for the effect size were used in data analyses.

Results: The education improved total knowledge and confidence on both groups whereas RN2BSN students had larger effect sizes on the differences of pre- to post-test scores than pre-licensure students in general lead knowledge, lead exposure knowledge, total lead knowledge, and confidence.

Conclusions: The results contribute to limited literature examining a critical public health concern regarding lead health exposure and prevention education of nursing students. Incorporating such content area into nursing curriculums is essential in ensuring that such public health disparities are mitigated.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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