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Educational interventions significantly improve knowledge regarding child abuse reporting among nursing professionals and studentsEducation improves how nurses identify and report child abuse

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Key Takeaway
Note that educational interventions significantly improve knowledge of child abuse reporting among nursing staff.

This meta-analysis evaluated the impact of educational interventions on knowledge, attitudes, and perceived behavioral control regarding child abuse reporting among 4018 nursing professionals and students in Middle Eastern countries. The study synthesized data to assess how educational programs influence the ability and willingness of nursing staff to identify and report abuse.

Key findings indicate that educational interventions resulted in a significant improvement in knowledge (SMD = 1.54, 95% CI: 0.70-2.38, p = 0.0003). Nursing students demonstrated a higher knowledge score (75.28%) compared to practicing nurses (54.79%, p = 0.03). The pooled knowledge score was 61.64% (95% CI: 50.14-73.14). Other pooled metrics included an attitude score of 60.69% (95% CI: 44.82-76.57), a subjective norm score of 8.02 (95% CI: 7.75-8.29), and a perceived behavioral control score of 24.34 (95% CI: 22.20-26.46). Additionally, 75% of nurses reported an intention to report child abuse (95% CI: 0.58-0.92).

The authors note high heterogeneity (I > 95%) due to significant variations in regional legal and educational contexts. While educational interventions are effective for improving knowledge, the authors suggest these should be integrated with systemic reforms and mandatory reporting legislation. Clinical application is tempered by the diversity of legal frameworks across the studied regions.

How this fits prior evidence

This meta-analysis addresses a gap in understanding the impact of educational interventions on nursing staff in the Middle East. It builds upon previous evidence regarding child abuse and neglect, which previously noted a comparison of emergency department visits for child abuse and neglect before and during COVID-19, though specific results for that comparison were not provided.

When a child is in danger, the first person to notice might be a nurse. However, knowing exactly how to act and report abuse can be complicated. A large review of data from over 4,000 nursing students and practicing nurses in the Middle East looked at how education changes their ability to protect children.

The findings show that educational programs lead to a significant improvement in the knowledge of these healthcare workers. Interestingly, the study found that nursing students actually scored higher on knowledge tests than practicing nurses. While 75% of the nurses surveyed said they intended to report abuse, the study highlights that education is a powerful tool for building confidence.

Because laws and school systems vary so much between different places, the results show a lot of variety. While education is a proven way to improve knowledge, experts suggest it works best when combined with clear laws and official reporting rules. It is a vital step in making sure every child has a safe environment.

What this means for you:
Educational programs significantly improve the knowledge of nurses regarding child abuse reporting.

Study Details

Study typeMeta analysis
Sample sizen = 4,018
EvidenceLevel 1
PublishedOct 2026
View Original Abstract ↓
INTRODUCTION: Child abuse is critically underreported in the Middle East, with up to 90% of cases going unidentified. Nurses play a central role in child protection systems, yet factors influencing their reporting practices in this region have not been comprehensively synthesized. This study aims to review systematically and meta-analyze evidence on Middle Eastern nurses' knowledge, attitudes, and perceived behavioral control regarding child abuse reporting. METHODS: We conducted a systematic review and meta-analysis following PRISMA guidelines. Five databases (PubMed, Scopus, Web of Science, Embase, Cochrane Library) were searched through November 2025. Studies targeting nursing professionals or students in Middle Eastern countries assessing knowledge, attitudes, intention to report, subjective norms, or perceived behavioral control were included. Random-effects meta-analyses were performed with subgroup analyses comparing students and practicing nurses. RESULTS: Fourteen studies comprising 4018 participants across six countries met the inclusion criteria. The pooled knowledge score was 61.64% (95% CI: 50.14-73.14), with nursing students scoring higher than practicing nurses (75.28% vs. 54.79%, p = 0.03). The pooled attitude score was 60.69% (95% CI: 44.82-76.57). Educational interventions significantly improved knowledge (SMD = 1.54, 95% CI: 0.70-2.38, p = 0.0003). The pooled proportion of nurses intending to report suspected abuse was 75% (95% CI: 0.58-0.92). The pooled subjective norm score was 8.02 (95% CI: 7.75-8.29), and the pooled perceived behavioral control score was 24.34 (95% CI: 22.20-26.46). High heterogeneity (I > 95%) reflects substantial variability in educational and legal contexts across the region. CONCLUSIONS: Middle Eastern nurses show moderate knowledge and attitudes toward child abuse reporting, with notable gaps among practicing professionals. Educational interventions are effective but should be integrated with systemic reforms, including mandatory reporting legislation and clear protocols.
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