Effect of a Brief Educational Intervention on Hemovigilance Knowledge among Nursing and Allied Health Students in India: A Quasi Experimental Study

Abstract

Background: Hemovigilance is essential for patient safety, yet formal training for frontline healthcare students remains limited in India. 

Objectives: To assess baseline hemovigilance knowledge and evaluate the impact of a structured 45-minute educational intervention among Nursing and Allied Health Science (AHS) students. 

Materials and Methods: A quasi-experimental study was conducted involving 130 students. Knowledge was assessed using a 14-item validated questionnaire before and after a PowerPoint-based training session. Data were analyzed using Paired t-tests, Cohen’s dz, and Spearman’s correlation. 

Results: The mean knowledge score improved significantly from 9.28 ± 4.03 to 10.88 ± 3.10 (p < 0.001), with a medium effect size of 0.517. Item-wise analysis showed the greatest gains in procedural areas like identifying the Nodal Agency (+20.8) and the TRRF (Transfusion Reaction Reporting Form) (+17.7). Academic seniority significantly correlated with baseline scores (p = 0.0019) but not with the degree of knowledge gain (p = 0.118). Notably, the Course of Study significantly influenced gains, with Nursing students showing a higher improvement compared to AHS students (p < 0.001). 

Conclusion: A brief, structured intervention is highly effective in bridging hemovigilance knowledge gaps. While universally beneficial, the significant variation in receptivity across different academic streams suggests a need for modular, role-specific training to optimize reporting culture under the HvPI framework.