Abstract
<title>Abstract</title> <p> <bold>Background:</bold> Continuous renal replacement therapy (CRRT) is a complex, high-risk intervention for critically ill patients with acute kidney injury and hemodynamic instability. Safe delivery requires nursing competence, rapid troubleshooting, and adherence to protocols. However, conventional education is difficult to sustain in intensive care units because of workload, rotating shifts, and competing clinical priorities. This study evaluated whether a structured microlearning program was associated with changes in CRRT knowledge, self-confidence, and satisfaction among intensive care nursing professionals. <bold>Methods:</bold> A retrospective observational pre-post study was conducted in the adult intensive care unit of a Magnet-recognized hospital in São Paulo, Brazil. Nurses and nursing technicians validated to manage CRRT completed 16 microlearning modules lasting 3–5 minutes. Knowledge was assessed using an 18-item theoretical-practical questionnaire, self-confidence using a Likert scale, and satisfaction using the Net Promoter Score (NPS). Pre-post comparisons used the Wilcoxon signed-rank test, with rank-biserial correlation as the effect-size measure. Pearson and Spearman coefficients examined associations between knowledge and self-confidence gains. <bold>Results:</bold> Of 143 professionals, 126 completed the program, yielding an 88.1% retention rate; 63 were nurses and 63 nursing technicians. Mean knowledge scores increased from 14.39 ± 1.46 to 16.73 ± 1.45, an average gain of 2.34 points (p < 0.001; effect size = 0.92). Self-confidence increased from 9.47 ± 0.87 to 9.70 ± 0.90 (p = 0.003; effect size = 0.57). Knowledge gain was not correlated with self-confidence gain. Satisfaction was high: 119 participants were promoters, five were passives, and two were detractors, resulting in an NPS of 92.9%. <bold>Conclusion:</bold> The structured microlearning program was associated with improved CRRT knowledge, greater self-confidence, and high acceptability among intensive care nursing professionals. Its sequential format was feasible across shifts and may offer a scalable approach to continuing education for high-risk extracorporeal therapies. Further multicenter studies should evaluate long-term knowledge retention, behavioral change, and patient-level safety outcomes. <bold>Implications for Practice:</bold> Microlearning can complement competency validation, simulation, bedside coaching, and audit-feedback strategies. Embedding concise modules within routine work may reinforce CRRT protocols, standardize troubleshooting and monitoring practices, support multidisciplinary escalation pathways, and reduce barriers to continuing education for shift-based teams in high-acuity environments. </p>