An Evaluation of Knowledge and Practice of Injection Safety Among Student Nurses in Lagos State University College of Medicine

Abstract Background Injection safety is essential for preventing infectious diseases, yet unsafe practices persist, endangering both healthcare workers and patients. Student nurses, often limited by inexperience and inadequate adherence to standard precautions, face significant risk. Evaluating their knowledge and practice of injection safety at Lagos State University College of Medicine is vital for strengthening nursing education, clinical competence, and patient safety in Nigeria. Aim To assess the knowledge and practice of injection safety among student nurses of Lagos State University College of Medicine (LASUCOM), Ikeja, Lagos, Lagos State, Nigeria. Methods A quantitative descriptive cross-sectional design was employed. A proportionate stratified random sample of 103 clinical-year student nurses at the 300, 400, and 500 levels was recruited from a total eligible population of 140. Data were collected through a validated self-administered questionnaire and analyzed using SPSS version 25. Descriptive statistics summarized demographic variables. Knowledge and practice scores were analyzed as continuous variables, with means, standard deviations, medians, and ranges reported. The association between knowledge and practice was assessed using Pearson's correlation and multiple linear regression adjusting for age, gender, and academic level. Categorical classifications of knowledge and practice were retained for secondary exploratory inferential analyses, using chi-square tests at a 0.05 significance level. Results The mean knowledge score was 10.63 (SD = 3.06, median = 11.0, range = 4–15) out of a maximum of 15. The mean practice score was 3.86 (SD = 0.53, median = 3.73, range = 2.57–5.00) on a 1–5 scale. Overall, 65% (n = 67) were categorised as having good knowledge and 68% (n = 70) as having good self-reported practice. Pearson's correlation showed a significant positive association between continuous knowledge and practice scores (r = 0.46, p < 0.001). In multiple linear regression, knowledge score remained a significant independent predictor of practice score (B = 0.080, 95% CI = 0.051–0.109, p < 0.001) after adjusting for age, gender, and academic level. Knowledge was significantly associated with gender, with female students demonstrating higher knowledge scores (χ² = 7.17, df = 1, p = 0.007), but not with level of education (χ² = 2.71, df = 2, p = 0.260). A positive association was observed between categorised knowledge and practice levels (χ² = 8.42, df = 1, p = 0.004). Conclusion Student nurses in LASUCOM have moderate-to-good knowledge and practices in injection safety, but have deficits in compliance with aseptic procedures. To better position human resources to mitigate occupational risk, it is recommended that institutions of higher learning reinforce the curricular focus on this issue, provide on-going clinical supervision, and develop specific training programs to improve the competence of needle-safety professionals.