A prospective comparative study to evaluate the impact of educational interventions on knowledge, attitude, and practice about pharmacovigilance among nurses

Aim and Objective: Aim and objective of the study is to evaluate impact of educational interventions (Els) on knowledge, attitude, and practice of hospital staff nurses working in medical and surgical wards. Adverse Drug Reaction; Educational Interventions; Health Care Professionals; Knowledge; Attitude and Practice, Questionnaire INTRODUCTION The World Health Organization (WHO) defines adverse drug reaction (ADR) as "a response to a drug that is noxious and unintended and occurs at doses normally used in man for the prophylaxis, diagnosis or treatment of a disease, or for modification of a physiological function."(tm) Around 6% of the total hospital admissions are due to ADRs[2] and another study had estimated that 35% of hospitalized patients experience ADRs during hospitalization. First 13 questions were knowledge-based, questions 14 to 19 were attitude-based and 20th and 21st questions were practice-based, designed specifically to test the awareness about PhV in nurses. Post-EI similar improvements were also seen with other questions being correctly answered such as PMS study being the most commonly followed method by pharmaceutical companies to monitor ADRs (98% vs. 58%), time cut-off to report an SAE, that is, within 14 calendar days (89% vs. 17%), Indian regulatory body responsible for ADR monitoring, that is, IPC, Ghaziabad (99% vs. 60%), renal failure being the major risk-factor for occurrence of maximum ADRs (95% vs. 29%), WHO Causality Assessment Scale being the most commonly used causality assessment scale in India for ADRs (92% vs. 23%), PvPI ADR reporting form being the correct ADR reporting system in India (95% vs. 22%) and Vigibase being the online WHO database for reporting ADRs (96% vs. 24%), the improvement being statistically significant for each comparison (P < 0.001).