Knowledge of master’s-level nursing students regarding the pre-analytical phase of laboratory testing: A cross-sectional study in Albania

Vollständiger Abstract

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The pre-analytical phase of laboratory testing includes patient preparation, specimen collection, labelling, handling, transport, and storage. Errors during this phase may compromise specimen quality and patient safety. This study assessed the knowledge of master’s-level nursing students regarding the pre-analytical phase of laboratory testing at the University of Elbasan, Albania. A cross-sectional descriptive study was conducted among master’s-level nursing students at the Faculty of Technical Medical Sciences, University of Elbasan “Aleksandër Xhuvani,” during the 2025–2026 academic year. Knowledge was assessed using a 24-item questionnaire developed by Dal Yılmaz and Yılmaz, after written permission from the original authors. The instrument was translated into Albanian using forward–backward translation, reviewed by an expert panel, and pilot-tested for clarity. Each correct answer was worth 1 point, for a total score of 0 to 24. Data were analysed using SPSS version 26.0. Of 198 eligible students, 134 completed the questionnaire (response rate 67.7%). The mean age was 24.83±4.94 years, and 79.1% were female. The mean total knowledge score was 14.10±4.33 out of 24, corresponding to 58.8% of the maximum score and indicating moderate knowledge. Students performed best in identifying the optimal time for biochemical blood collection (98.5% correct) and the correct blood sampling procedure (76.1% correct). Lower performance was observed in practice-oriented areas, including patient position, order of draw, blood sample transport time, and urine preservation. Female students achieved higher total knowledge scores than male students in an exploratory subgroup analysis. Master’s-level nursing students demonstrated moderate knowledge of the pre-analytical phase. Knowledge was stronger in general theoretical areas than in practical aspects of specimen handling, transport, storage, and order of draw. These findings highlight priority areas for educational reinforcement through supervised practice, simulation-based learning, and competency-based assessment.