Assessment of nursing students’ knowledge of blood transfusion and related factors

Abstract

Objective: to assess nursing students’ knowledge of blood transfusion and related factors. Methods: an observational, cross-sectional, analytical study conducted with 165 undergraduate nursing students. Students aged ≥18 years were included, and those with incomplete questionnaires were excluded. A structured instrument with adequate internal consistency was applied (Kuder–Richardson 20=0.84). The knowledge score was dichotomized as adequate (≥50% correct answers) and inadequate (<50%), according to the literature. Analysis was performed using Pearson’s Chi-square test, with estimation of odds ratio and 95% confidence intervals (p<0.05). Results: inadequate knowledge predominated (66.7%). Higher rates of correct answers were observed in protocol-based safety practices, whereas weaknesses were identified in critical steps such as patient identification, clinical monitoring, and venous access management. Adequate knowledge was associated with more advanced semesters and technical nursing training (p=0.040). Conclusion: students’ knowledge was predominantly inadequate, with gaps in critical steps of transfusion safety. Educational factors, such as academic progression and prior experience, positively influenced this knowledge. Contributions to practice: the findings highlight the need to restructure teaching on blood transfusion in undergraduate nursing education, incorporating active methodologies, clinical simulation, and training focused on critical steps of the transfusion process.