LAUSR

OBJECTIVE To measure long-term knowledge gain after provision of nursing education in a low-income country. DESIGN AND SAMPLE Global health education research has often focused on the short- term effects of providing education and direct patient care. Assessment of long-term knowledge gain is key for determining whether education knowledge transfer is sustainable. MEASUREMENTS This prospective cohort study of educational training for nurses in Haiti tested knowledge gain before, immediately after, and 6 months after education. INTERVENTION Quantitative assessments were obtained through multiple choice tests at 3 time points. Qualitative data were obtained through focus groups and self-assessments. RESULTS Knowledge gain was significant from pretest to immediate posttest, and knowledge retention was assessed at 6 months after the education. Qualitative data showed improvement in reported confidence levels and patient care activities. Short-term knowledge gain was statistically significant for improvement; however, long-term knowledge gain was statistically significant in only 4 of 19 lectures. CONCLUSIONS Reported qualitative improvements in patient care indicated added value of providing education to the nursing staff. Hands-on learning techniques were important to long-term retention, and building trust was vital to the completion of our study.