ArticleInternational wound journal2026
Knowledge and Attitudes Towards Medical Device-Related Pressure Injury Prevention Among Nursing Students Undertaking Clinical Placements: A Cross-Sectional Study.
Article in International wound journal, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Medical device-related pressure injuries (MDRPIs) are localised skin and/or tissue injuries caused by sustained pressure from diagnostic or therapeutic devices and often mirror the device shape. Although largely preventable, MDRPIs require consistent assessment, documentation and timely preventive care during device use. This cross-sectional study assessed knowledge and attitudes towards MDRPI prevention and management among second-, third- and fourth-year nursing students undertaking clinical placements and examined associations with selected sociodemographic and training-related variables. A survey was conducted at Arab American University in the West Bank during April-May 2025. Data were collected using a 16-item MDRPI knowledge test (score range 0-16) and an 11-item attitude scale (score range 11-55), for which all negatively worded items were reverse-coded before total scores were calculated so that higher scores indicated more positive attitudes. A total of 313 nursing students undertaking clinical placements were included in the analysis. Knowledge was high (mean = 13.32, SD = 2.51), with 76.36% classified as having good knowledge. Attitudes were less favourable (mean = 28.30, SD = 11.79); 43.45% were classified descriptively as having negative attitudes and 42.17% as neutral. Knowledge and attitude scores were weakly positively correlated (r = 0.24, p < 0.001). Previous MDRPI-related training was associated with higher knowledge (14.65 ± 1.09 vs. 11.26 ± 2.69, p < 0.001), whereas attitude scores did not differ significantly by gender, academic year or previous training. These findings support guideline-based, simulation- and case-supported educational strategies that address knowledge, motivation, professional accountability and documentation practices.
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