ASSESSMENT OF KNOWLEDGE AND PRACTICES AMONG UNDERGRADUATE NURSING STUDENTS REGARDING OSTOMY CARE

Abstract

Background: Ostomy care is a fundamental component of nursing practice that requires adequate theoretical knowledge and practical competence to ensure optimal patient outcomes, prevent complications, and improve the quality of life of individuals living with an ostomy. Undergraduate nursing students are expected to develop these competencies during their academic and clinical training. However, deficiencies in knowledge and clinical practice may adversely affect the quality of care delivered to ostomy patients.

Objective: To assess the knowledge and practices of undergraduate nursing students regarding ostomy care.

Methods: A quantitative cross-sectional descriptive study was conducted among 100 undergraduate nursing students enrolled in the 2nd and 6th semesters at the Lahore School of Nursing, The University of Lahore. Participants were selected through a convenience sampling technique. Data were collected using a structured, self-administered questionnaire consisting of demographic characteristics and standardized items assessing knowledge and practice regarding ostomy care. Data were analyzed using SPSS version 23, and descriptive statistics including frequencies and percentages were used to summarize the findings.

Results: Of the 100 participants, 50% were male and 50% were female, while 91% were aged 21–25 years. Regarding academic level, 51% were enrolled in the 6th semester and 49% in the 2nd semester. Assessment of knowledge revealed that 27% of students demonstrated poor knowledge, 53% had fair knowledge, and only 20% exhibited good knowledge regarding ostomy care. In contrast, assessment of practice showed that 71% of participants demonstrated competent practices, whereas 29% were classified as having incompetent practices. These findings indicate that although students generally demonstrated satisfactory practical skills, their theoretical knowledge remained moderate, highlighting a noticeable gap between knowledge acquisition and clinical practice.

Conclusion: Undergraduate nursing students demonstrated relatively better practical competence than theoretical knowledge regarding ostomy care. The findings underscore the need to strengthen undergraduate nursing curricula through targeted educational interventions, simulation-based learning, competency-based clinical training, and regular practical assessments to enhance students' knowledge and preparedness for providing evidence-based ostomy care in clinical settings.