Title : Educational intervention effects on nurses knowledge, attitudes, and practice toward safe handling of cytotoxic drugs

Background: Occupational exposure to cytotoxic drugs poses a significant health risk for nurses, particularly in oncology settings. Despite the availability of evidence-based guidelines, adherence to safe handling practices remains suboptimal, often due to gaps in knowledge and training. This study aimed to evaluate the effectiveness of an educational intervention on nurses’ knowledge, attitudes, and practices (KAP) related to cytotoxic drug handling.

Methods: A quantitative quasi-experimental pre–post study without a control group was conducted among 160 nurses in a tertiary healthcare setting. Participants were randomly selected and received a structured fourhour educational program combining theoretical instruction and simulation-based training. Data were collected using a validated questionnaire assessing knowledge, practice, and attitudes before and after the intervention. Statistical analysis was performed using non-parametric tests to compare pre- and postintervention scores.

Results: The findings demonstrated a statistically significant improvement in nurses’ knowledge following the educational intervention (p = 0.002).  However, improvements in self-reported practice (p = 0.11) and attitudes (p = 0.22) were not statistically significant.  Correlation analysis revealed that age and years of experience were positively associated with knowledge, practice, and attitude scores.  Although compliance with safe handling practices and use of personal protective equipment improved slightly, changes remained limited in the short term.

Conclusion: The educational intervention effectively enhanced nurses’ knowledge but did not produce immediate significant changes in behavior or attitudes. These findings highlight the persistent gap between knowledge acquisition and clinical practice. To achieve sustainable improvements in occupational safety, educational interventions should be integrated into continuous training programs supported by organizational policies, resource availability, and leadership engagement.

Alaa Dayekh is a health systems and research professional specializing in clinical research, quality improvement, and nursing science. She is currently a PhD candidate in Health Sciences at the University of Pécs, Hungary, and holds an MSc in Clinical Investigation and a Professional Master’s in Healthcare Management, Quality, and Accreditation. Alaa has extensive experience across clinical practice, healthcare quality, and leadership roles, including Clinical Quality Improvement Coordinator and Deputy Nursing Director. She is a published author in peer-reviewed journals and has presented at international conferences. Her work focuses on applied health research, patient safety, and strengthening health systems through evidence-based practice and innovation.