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Biography

Talal Alharbi is a clinical specialist nurse obtained a Bachelor of Nursing degree from the University of Southern Queensland in 2013. Following by Master of Nursing focus on Education from Monash University, Australia 2015. His experience in diabetes related work was gained while working as a Diabetes educator at the University Diabetes Centre of King Saud University for 10 years. His research interests are in the field of nursing education.

Abstract

Background: Diabetes incidence in Saudi Arabia is among the highest in the world. Given the important role of nurses in diabetes care, their relevant knowledge is of significance. This study, while assessing the diabetes knowledge of primary care nurses in Saudi Arabia, also investigated the relationships between demographic variables and knowledge level. Methods: A sample (N=172) of nurses employed at 35 primary-healthcare centers in the Al-Qasim province, was studied, according to a quantitative research design. The study used a 23-item purpose-designed diabetes knowledge test (DKT). Results: The overall mean DKT score was 61%, which was below the required score (70%) to be considered as adequate knowledge. Those with longer nursing experience, and female nurses, displayed significantly better knowledge in diabetes care compared with those with fewer years of experience and male nurses, respectively. Expatriate nurses and those who are of non-Arabic ethnicity, scored higher than the Saudi national nurses. In both groups, those with degree level nursing qualification performed significantly better. However, knowledge varied significantly dependent on country of nurse-training, with Saudi-trained nurses scoring lower compared to overseas-trained. The length of time since graduation was significant only for the 11–15 year and more than 20 year groups who had higher DKT scores than the rest. Conclusion: Diabetes knowledge inadequacy among nurses, in a country of high diabetes prevalence, is alarming, and calls for remedial actions. Results indicating significant variation in knowledge among demographically distinct groups enables the identification of groups that should get priority in such remedial, knowledge-enhancing interventions.