Nurses' Knowledge and Attitudes Toward Pain Management at a Tertiary Hospital in Saudi Arabia: Impact of an...

Background/Objectives: Pain is highly prevalent among hospitalized patients, and suboptimal pain assessment and management remain common in clinical practice. Nurses are central to timely pain recognition and intervention, yet knowledge and attitudinal gaps can hinder evidence-based pain care. Therefore, this study aimed to evaluate the impact of an evidence-based instructional program on nurses' knowledge and attitudes toward pain management at a tertiary hospital in Saudi Arabia. Methods: A one-group pretest-posttest quasi-experimental study was conducted at King Fahad Military Medical Complex, Dhahran, Saudi Arabia (January-July 2025). Registered nurses providing direct patient care (N = 226) completed a researcher-developed questionnaire assessing pain management knowledge (30 items) and attitudes (10 items, 5-point Likert scale) immediately before and one week after a structured three-hour evidence-based educational program. Data were analyzed using descriptive statistics, paired-sample t-tests, and Pearson correlation coefficients (SPSS v30), with p < 0.05 considered statistically significant. Results: Baseline findings indicated moderate knowledge (mean of total scores = 15.54 ± 4.32) and generally positive attitudes toward pain management (mean = 3.83 ± 0.60). Knowledge scores increased significantly after the intervention to become moderate to high (pretest: 15.54 ± 4.32 vs. posttest: 18.65 ± 3.83; p < 0.001). Attitude scores also improved significantly following the program (p < 0.001). Knowledge and attitudes showed a significant positive correlation both preintervention (r = 0.241, p < 0.001) and postintervention (r = 0.435, p < 0.001). Conclusions: A brief evidence-based educational program yielded measurable improvements in nurses' pain management knowledge and attitudes. Integrating structured pain education into continuing professional development may strengthen patient-centered pain care and support more consistent evidence-based practice in tertiary settings.