Assessment of Knowledge, Attitude, and Practice of Nurses in Basic Emergency Care in Selected Health Centres of Addis Ababa, Ethiopia: A Cross-Sectional Study

Introduction: Basic emergency care (BEC) utilizes the " Airway,Breathing, Circulation, Disability, Exposure (ABCDE) " approach to manage acutely ill patients and significantly affects hospital mortality, accounting for 15–16% of deaths globally. Strengthening BEC at the primary healthcare level can reduce mortality and alleviate hospital burdens. In Ethiopia, nurses provide most emergency care, yet data on their knowledge, attitude, and practice (KAP) remains limited. This study assessed nurses’ KAP in BEC to identify gaps and recommend improvements. Objectives To assess knowledge, attitude, and practice of emergency department nurses on basic emergency care in selected health centres of Addis Ababa, Ethiopia, from November 11, 2023, to January 11, 2024. Methods An analytic cross-sectional study was conducted involving staff nurses working in emergency departments who volunteered and were present during data collection. The sample size was 422, selected by multistage sampling. Data were collected via structured questionnaires and analyzed using SPSS version 25. Descriptive statistics and logistic regression identified associations among variables. Results Among 382 respondents (91% response rate), 52% demonstrated good knowledge, 63% had a positive attitude, and 55% showed good practice in BEC. Training in BEC was the strongest predictor of knowledge (p < 0.001), attitude (p = 0.015), and practice (p < 0.001). Diploma holders had significantly lower knowledge, less positive attitudes, and poorer practice, while greater work experience positively influenced practice. Knowledge and practice were strongly associated (OR = 6.12, p < 0.001), whereas attitude had a weaker, non-significant association with practice. Conclusions Nurses in selected Addis Ababa health centres exhibit fair knowledge, attitude, and practice in BEC, with significant room for improvement. Training substantially enhances KAP, while lower educational status negatively impacts performance. Work experience improves practice. Interventions should prioritize training, standardized protocols, and educational advancement.