Investigation of the relationship between knowledge, attitudes and conscience perceptions of nursing students towards pressure ulcer prevention

Aim: This study was conducted to examine the relationship between nursing students’ knowledge, attitudes and professional conscience perceptions regarding pressure ulcer prevention. Material and Method: The population of this descriptive, cross-sectional and correlational study consisted of 420 second-, third- and fourth-year students enrolled in the Nursing Department of the Faculty of Health Sciences at a university. No sampling was performed; the study was conducted with 302 students (71.9% of the population). Data were collected using a Personal Information Form, the Pressure Ulcer Prevention Knowledge Assessment Tool (PUPKAI-T), the Attitude Towards Pressure Ulcer Prevention Scale and the Perception of Conscience Scale. Data were analyzed using descriptive statistics, the t-test, one-way ANOVA, the Kruskal-Wallis test, and Pearson and Spearman correlation analyses. Results: Of the students, 91.4% were aged 17-24 and 72.5% were female. The mean knowledge score (11.14±3.56; ~42.8%) was below the accepted 60% competence threshold; the mean attitude score (40.48±4.82; ~77.8%) was positive; and the mean conscience perception score (62.29±11.95) was above the moderate level. No significant relationship was found between knowledge and attitude (r=0.035; p>0.05) or between knowledge and conscience perception (r=0.075; p>0.05); however, a low positive significant relationship was found between attitude and conscience perception (r=0.189; p<0.01). Conclusion: Nursing students’ knowledge of pressure ulcer prevention is insufficient, their attitudes are positive, and their professional conscience perceptions are above moderate. While knowledge develops independently of attitude and conscience, a significant relationship exists between attitude and conscience perception. Accordingly, strengthening pressure ulcer prevention content in undergraduate education and adding methods that enhance ethical sensitivity to the curriculum are recommended.