Lori A Spies1, Jennifer Gray2, Jakki G Opollo3, Scovia Mbalinda4, Rose Nabirye5, Cliff Aliga Asher6. 1. Baylor University Louise Herrington School of Nursing, 3700 Worth Street, Dallas, TX 75246, United States. Electronic address: Lori_Spies@Baylor.edu. 2. College of Natural and Health Sciences, Oklahoma Christian University, United States. 3. Nursing Research, Parkland Hospital System, United States. 4. Makerere University, Uganda. 5. College of Health Sciences, Makerere University, Uganda. 6. Aga Khan University, Kampala, Uganda.
Abstract
AIMS: The aim of the study was to describe nurses' knowledge, skills, and confidence related to hypertension and to assess the impact of a hypertension education initiative based in transformational leadership. METHODS: The exploratory study was conducted using a pre and posttest model of 18 Ugandan nurses during June of 2016 to assess knowledge and attitude about hypertension. Biometric screening of study participants was completed. Follow up information was collected from participants via email. RESULTS: Paired sample t-test revealed the nurses had increased knowledge after completion of workshop. Follow up e-mail query revealed the participants had acted on content of workshop and implemented programs in their communities to screen for and provide education related to hypertension. Biometric screening of participants found significant risk factors for hypertension but less than expected prevalence of hypertension. CONCLUSION: Despite having more formal education related to hypertension and healthy behaviors, nurses are at risk for obesity and hypertension. Their knowledge and commitment can be improved by an educational workshop. Linking educational workshops to a transformational leadership model that incorporates leadership of self, others, and systems has the potential to enhance nurses' health and leadership skills and to encourage dissemination of critical information.
AIMS: The aim of the study was to describe nurses' knowledge, skills, and confidence related to hypertension and to assess the impact of a hypertension education initiative based in transformational leadership. METHODS: The exploratory study was conducted using a pre and posttest model of 18 Ugandan nurses during June of 2016 to assess knowledge and attitude about hypertension. Biometric screening of study participants was completed. Follow up information was collected from participants via email. RESULTS: Paired sample t-test revealed the nurses had increased knowledge after completion of workshop. Follow up e-mail query revealed the participants had acted on content of workshop and implemented programs in their communities to screen for and provide education related to hypertension. Biometric screening of participants found significant risk factors for hypertension but less than expected prevalence of hypertension. CONCLUSION: Despite having more formal education related to hypertension and healthy behaviors, nurses are at risk for obesity and hypertension. Their knowledge and commitment can be improved by an educational workshop. Linking educational workshops to a transformational leadership model that incorporates leadership of self, others, and systems has the potential to enhance nurses' health and leadership skills and to encourage dissemination of critical information.