Journal of the colleges of medicine of South Africa · 2026
Effect of a structured tracheostomy educational programme on healthcare professionals' knowledge and confidence: A quasi-experimental pre-test-post-test study at Nelson Mandela Academic Hospital.
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Tuswa Zanele, Kokose Banele, Nanjoh Mirabel K K, Myataza Charles
Аннотация
BACKGROUND: Tracheostomy care requires healthcare professionals to recognise and manage routine and emergency complications promptly. Knowledge and preparedness gaps may compromise patient safety, particularly in resource-limited settings. This study assessed baseline knowledge and self-reported confidence in tracheostomy care and evaluated the immediate effect of a structured educational programme at Nelson Mandela Academic Hospital.
METHODS: A quantitative quasi-experimental one-group pre-test-post-test study was conducted among healthcare professionals involved in tracheostomy care. Participants completed structured questionnaires before and immediately after a tracheostomy educational programme. Changes in knowledge and confidence were analysed using McNemar's test, Friedman's test and generalised estimating equations (GEE).
RESULTS: Seventy-seven healthcare professionals participated. High overall knowledge increased from 14.3% pre-intervention to 67.5% post-intervention (p < 0.001). Participants had significantly higher odds of adequate knowledge after the intervention (adjusted OR 11.71, 95% CI 4.30-31.88; p < 0.001), while > 11 years of clinical experience was also associated with adequate knowledge (adjusted OR 4.74, 95% CI 1.77-12.69; p = 0.002). Confidence in tracheostomy tube insertion improved significantly (p = 0.003), with participants aged ≤ 40 years more likely to report high confidence (adjusted OR 2.27, 95% CI 1.06-4.88; p = 0.035).
CONCLUSION: A structured tracheostomy educational programme significantly improved healthcare professionals' knowledge and self-reported confidence. Regular education incorporating simulation may improve preparedness and promote safer tracheostomy care, particularly in resource-limited settings.
CONTRIBUTION: This study contributes to the limited South African literature on healthcare professionals' knowledge of tracheostomy care by identifying important knowledge gaps and demonstrating that a structured educational intervention can significantly improve both knowledge and confidence. The findings provide locally relevant evidence to support the development of standardised tracheostomy-care training, regular refresher programmes and institutional protocols aimed at improving the safety and quality of tracheostomy care.
METHODS: A quantitative quasi-experimental one-group pre-test-post-test study was conducted among healthcare professionals involved in tracheostomy care. Participants completed structured questionnaires before and immediately after a tracheostomy educational programme. Changes in knowledge and confidence were analysed using McNemar's test, Friedman's test and generalised estimating equations (GEE).
RESULTS: Seventy-seven healthcare professionals participated. High overall knowledge increased from 14.3% pre-intervention to 67.5% post-intervention (p < 0.001). Participants had significantly higher odds of adequate knowledge after the intervention (adjusted OR 11.71, 95% CI 4.30-31.88; p < 0.001), while > 11 years of clinical experience was also associated with adequate knowledge (adjusted OR 4.74, 95% CI 1.77-12.69; p = 0.002). Confidence in tracheostomy tube insertion improved significantly (p = 0.003), with participants aged ≤ 40 years more likely to report high confidence (adjusted OR 2.27, 95% CI 1.06-4.88; p = 0.035).
CONCLUSION: A structured tracheostomy educational programme significantly improved healthcare professionals' knowledge and self-reported confidence. Regular education incorporating simulation may improve preparedness and promote safer tracheostomy care, particularly in resource-limited settings.
CONTRIBUTION: This study contributes to the limited South African literature on healthcare professionals' knowledge of tracheostomy care by identifying important knowledge gaps and demonstrating that a structured educational intervention can significantly improve both knowledge and confidence. The findings provide locally relevant evidence to support the development of standardised tracheostomy-care training, regular refresher programmes and institutional protocols aimed at improving the safety and quality of tracheostomy care.