Relationship Between Attitude and Trust in Artificial Intelligence Among Project Managers

This doctoral project was a staff education initiative to improve nurses’ knowledge and comfort with dialysis-specific medication management. The project addressed a practice gap in which nurses at the clinical site had limited knowledge of medication administration for patients with end-stage renal disease. These patients have altered pharmacokinetics and high medication burden, which increases the risk of adverse drug events. Inappropriate management of medications during dialysis can lead to hypotension, ineffective treatment, and glucose instability, making this a critical nursing practice issue. The project answered the practice-focused question of whether a structured educational intervention would improve nurses’ knowledge and comfort in implementing what they learned about managing medications for patients receiving hemodialysis. The ADDIE model was used to guide the project. All staff were invited to participate. The analysis involved comparing pre (N=23) and postintervention survey responses (N = 19) to assess changes in participants’ knowledge and comfort. There was also an intent to implement learning question included on the posttest survey. Pre- and posttest average scores were 74.1% and 95.7%, respectively. Their comfort with the topic improved from 2.62 to 3.89. All participants reported intent to apply the new knowledge in patient care. Practice implications include positive social change for patients, staff, and the project site through improved knowledge that enhances nurses’ critical thinking skills and confidence in administering medications to patients undergoing dialysis. These improvements may reduce medication-related errors, shorten the length of stay, and decrease morbidity and mortality in this vulnerable population. The project was developed using inclusive practices, and all staff were invited to participate.