Background: There is increasing cases of neurological cases in Nigeria which require close monitoring using Glasgow coma scale (GCS) Although nurses are key health personnel managing these patients, evidence suggests they lack adequate skills in carrying out neurological assessment. Aim: This study assessed the educational intervention effect on nurses' skills regarding GCS neurological assessment of patients in selected hospitals in Edo State, Nigeria. Methods: The study adopted a quasi-experimental, pre-post-test control research design. Sample comprised of 98 nurses purposely selected from neurological wards of the selected hospitals. Researcher-developed observational check list with inter-rater reliability rho (ρ) 0.942 and degree of agreement (kappa) of 0.792 was used for data collection. Data were analyzed using descriptive statistics and inferential statistics such as Chi-square test, Mann Whitney, and U Friedman’s test, at 5% level of significance. Results: Skill demonstrated increase from a pretest of 1(2.0%) to, posttest; 48(100.0%) in the interventional group, whereas the control group had 0% over the assessment time Significant difference (p0.000) over the assessment times were found in the intervention group. Post hoc (Bonferroni) revealed the differences were between Pretest versus Posttest one/Posttest two. A multivariate analysis showed no association between socio-demographic characteristics and level of GCS skills demonstrated among participants before and after treatment for both groups (p>0.05). Conclusion: This educational intervention package was effective in improving treatment group GCS skills. By acquiring these GCS skills, nurses are likely to gain confidence in eliciting accurate patient responses, leading to more accurate GCS scores and improved clinical decision-making