Effects of safe handling education on cognition, compliance and stress handling of antineoplastic drugs in clinical nurses

Abstract

Abstract To evaluate the effects of safe‐handling education on the cognition, practice and stress handling of antineoplastic drugs in clinical nurses. This study uses a quasi‐experimental, non‐equivalent control group pre‐test and post‐test design. The experimental and control groups had 30 nurses each, who handled antineoplastic drugs from three institutions. This study examines the safe handling of antineoplastic drugs six times, for two hours each over two weeks. To verify the homogeneity of the experimental and control groups and the effectiveness of safe‐handling education about antineoplastic drugs, a chi‐square test and independent samples t‐test were performed. The results were statistically significant in both groups (cognition [t = 6.84, p < 0.001], practice [t = 5.86, p < 0.001], and the stress of handling antineoplastic drugs [t = 5.15, p < 0.001]). Education on ways to safely handle antineoplastic drugs improves cognition, practice and stress handling of these drugs; moreover, proper education minimizes exposure.

Keywords

• antineoplastic drug
• cognition
• compliance
• education
• stress