In bone marrow transplant (BMT) units, many nurses deliver this care without having received structured, transplant-specific training. Objective: This study aimed to evaluate the effect of specialized nurse education in enhancing nurses’ performance regarding bone marrow transplantation care, as well as patients' satisfaction. Methodology: A quasi-experimental study employed a one-group pretest–posttest design at two specialized bone marrow transplant units: the Sheikh Zayed Specialized Hospital and the Oncology Centre at Mansoura University. A total sample of 98 nurses was evaluated for knowledge, practical skills, and attitude using validated instruments. The intervention consisted of four structured sessions supported by an Arabic-colored booklet. Additionally, 54 patients were recruited into two matched groups (n=27 each) to compare satisfaction before (Group A) and after (Group B) the nursing intervention. Outcomes were assessed at baseline, immediately post-intervention, and 3 months later. Key findings: Baseline assessments revealed predominantly unsatisfactory practice (88.8%) and poor knowledge (60.6%). Repeated measure ANOVA confirmed significant improvements in knowledge, attitude, and practice across all assessment intervals (p < 0.001), with gain sustained at follow-up. Knowledge positively correlated with attitude and practice throughout the study. Furthermore, Group B reported significantly higher satisfaction scores across all subscales compared to Group A (p < 0.001). Conclusion: The transplant-specialized nursing education effectively addressed improvement in nurses’ performance and contributed to positive patient satisfaction.

In bone marrow transplant (BMT) units, many nurses deliver this care without having received structured, transplant-specific training. Objective: This study aimed to evaluate the effect of specialized nurse education in enhancing nurses’ performance regarding bone marrow transplantation care, as well as patients' satisfaction. Methodology: A quasi-experimental study employed a one-group pretest–posttest design at two specialized bone marrow transplant units: the Sheikh Zayed Specialized Hospital and the Oncology Centre at Mansoura University. A total sample of 98 nurses was evaluated for knowledge, practical skills, and attitude using validated instruments. The intervention consisted of four structured sessions supported by an Arabic-colored booklet. Additionally, 54 patients were recruited into two matched groups (n=27 each) to compare satisfaction before (Group A) and after (Group B) the nursing intervention. Outcomes were assessed at baseline, immediately post-intervention, and 3 months later. Key findings: Baseline assessments revealed predominantly unsatisfactory practice (88.8%) and poor knowledge (60.6%). Repeated measure ANOVA confirmed significant improvements in knowledge, attitude, and practice across all assessment intervals (p < 0.001), with gain sustained at follow-up. Knowledge positively correlated with attitude and practice throughout the study. Furthermore, Group B reported significantly higher satisfaction scores across all subscales compared to Group A (p < 0.001). Conclusion: The transplant-specialized nursing education effectively addressed improvement in nurses’ performance and contributed to positive patient satisfaction.