Impact of educational interventions on ICU nurses’ knowledge regarding early mobility

Abstract

Background: Early mobility in intensive care units (ICUs) is a key evidence-based intervention that enhances patient recovery, reduces ICU-acquired weakness, and improves overall functional outcomes. However, limited nurse knowledge and lack of standardized training remain barriers to consistent implementation. Aim: This study aimed to evaluate the effectiveness of an educational intervention on ICU nurses’ knowledge regarding early mobility practices. Methods: A pre-experimental, one-group pretest-posttest design was used. A convenience sample of 68 ICU nurses with a minimum of six months of ICU experience participated. Data were collected using a validated 30-item knowledge questionnaire and a demographic survey. Following a pretest, participants attended a two-hour interactive educational workshop. Posttests were administered two weeks later. Statistical analysis was performed using paired t-tests to assess knowledge improvement and chi-square tests for associations between demographic variables and knowledge gains. Results: The educational intervention significantly improved nurses’ knowledge. The mean knowledge score increased from 15.3 (SD=4.5) to 25.8 (SD=3.2) (t=12.34, p=0.001). ‘Good’ knowledge scores increased from 14.7% to 58.8%, while ‘Poor’ scores decreased from 41.2% to 11.8%. Significant associations were observed for education level (p=0.034), ICU experience (p=0.021), and prior training (p=0.008). Conclusion: The findings demonstrate that structured educational interventions are effective in improving ICU nurses’ knowledge on early mobility. Continuous professional training and reinforcement programs are recommended to sustain long-term knowledge retention and clinical application.