RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES
KARNATAKA, BANGALORE
ANNEXURE – II
PROFORMA FOR REGISTRATION OF SUBJECTS FOR DISSERTATION
1. / Name of the candidate and address (in block letters) / MANJU M. S.I YEAR M. Sc. NURSING
DR. M. V. SHETTY COLLEGE OF NURSING
VIDYANAGAR
MANGALORE – 575013.
2. / Name of the Institution / DR. M. V. SHETTY COLLEGE OF NURSING
VIDYANAGAR
MANGALORE – 575013.
3. / Course of Study and Subject / M. Sc. NURSING
COMMUNITY HEALTH NURSING
4. / Date of Admission to the Course / 26.06.2011
5. / Title of the study
A COMPARATIVE STUDY TO ASSESS THE EFFECTIVENESS OF VIDEO ASSISTED Vs LECTURE CUM DEMONSTRATION METHOD OF TEACHING ON BAG TECHNIQUE AMONG SECOND YEAR BSc NURSING STUDENTS FROM SELECTED NURSING COLLEGES AT MANGALORE.
6. / Brief resume of the intended work
6.1 Need for the study
“Teaching in the absence of learning is just talking.”
- Thomas Angelo
The bag technique is a tool by which the nurse, during her visit will enable her to perform a nursing procedure with ease and deftness, to save time and effort with the end view of rendering effective nursing care to clients. The public health bag is an essential and indispensable equipment of a public health nurse which she has to carry along during her home visits. It contains basic medication and articles which are necessary for giving care. It saves time and effort in the performance of nursing procedures. The bag technique can be performed in a variety of ways depending on the agency’s policy, the home situation, or as long as principles of avoiding transfer of infection are always observed.1
The bag should contain all the necessary articles, supplies, and equipment that will be used to answer the emergency needs; its contents should be cleaned very often; the supplies replaced and ready for use any time; its content should be well protected from contact with any article in the patient’s home. Consider the bag and its contents clean and sterile, while articles that belong to the patient as dirty and contaminated. The arrangement of the contents of the bag should be one most convenient to the user, to facilitate efficiency and avoid confusion.1
The bag is an essential of practice, containing items necessary for providing home care to the sick, maternity nursing, health demonstrations, and other functions within the role of public health nursing agencies or private organisations in which nurses give home care to multiple patients. The historical use of the bag as both a repository for the instruments of skilled care and expert knowledge, and of bag technique as a means of infection control may help explain the endurance of the black bag as a symbol of public health nursing.7
The public health nurses traditionally have taken equipment and medical supplies into homes of families to use in providing nursing care or serving as health teaching tools.
The bags carried by public health nurses contain this equipment and medical supplies which are considered medically clean, not sterile. The identified principles are applicable to the use of the bag in public health nursing activities. It is possible to assume there are as many different techniques in the bag procedure as there are nurses who carry the public health nursing bag, at least in the official community health facility in which students receive their public health nursing clinical experience. So it is necessary to teach nursing students about bag technique using an effective method of teaching.10
A stratified random sample of 104 National League of Nurses-accredited baccalaureate schools was surveyed regarding the use of standard public health nursing bags by students in public health nursing courses. Return rate was 60 percent. Result indicated that 66 percent of responding schools used public health nursing bags when students provided home care. It can be concluded that teaching of bag technique continues to be an applicable component of many nursing education programmes.6
Lecture can be the effective method of instruction due to its versatility. At the same time it can be one of the least effective method if improperly used. A video-assisted curriculum has three distinct parts. There is a facilitator who guides the discussion, the video cassette that contains consistent current information, and handouts for the participants so they can be actively involved in the process. The advantages of video-assisted teaching are, one-time investment will allow the agency to train as many people as they want over a long time, flexibility because you can present the curriculum at one time or divide it, and the video cassettes contain the correct information, and you will not have people getting different messages from different people.3
A report by the Association of American Medical Colleges points out that 37 percent of North American medical schools scheduled over 1,000 hours of lecturers for the first two-year preclinical medicine curriculum, and another 42 percent scheduled between 800 and 1,000 hours. With abundant evidence that the educational yield from lectures is generally low, the report recommends reducing scheduled lectures by one-third to one-half, and allowing students unscheduled time for more productive learning activities.3
A study was conducted among the students of Valdosta State University, to assess the effectiveness of computer-assisted instruction v/s. traditional instruction in an advanced
level computer course. The sample size was 83; the study used a survey instrument containing Likert scale statements and several open-ended questions dealing with a variety of issues related to computer instruction and the computer-assisted software programme. The survey was administered to several different groups of students over a two-year period with an overall number of 83. Results of the study indicated that students rated both methods of instruction very favourably with a slight tendency to favour the computer-assisted instruction. Students overwhelmingly favoured a balanced mix of computer-assisted lesson instruction and traditional instruction. According to this study computer-assisted lesson was very effective for 54 percent, effective for 44 percent, ineffective for 2 percent, and very ineffective for none. Traditional lecture method was very effective for 43 percent, effective for 52 percent, ineffective for 5 percent, and very ineffective for none. This study indicated that computer-assisted instruction is an effective teaching method for advanced computer classes than traditional method of teaching. 19
An exploratory study was conducted in Pune, India, to assess teachers’ reaction towards video-assisted feedback. The 4-week studies investigated teachers’ reaction towards the use of video as a feedback instrument. Four teachers in a public-private school in Pune, India, were treated to three feedback protocols involving video technology in different measures and modes of operation. Results indicated that teachers had a strong preference for feedback protocols that involved video, both in terms of effectiveness and ease of use, and also found evidence to suggest that video technology improved the quality of human feedback by enabling rapid recall of events and by facilitating resolution of conflicts.21
Based on the advancement of video-assisted learning process in various streams the investigator felt a need to adopt the same in the teaching of bag technique. On the basis of the investigator’s community clinical experience she also suggests that such a ‘visual media’ based learning process would be more effective for nursing students than any other approaches.
6.2 Review of literature
An exploratory and descriptive study was conducted in 2007 at Indiana among Bachelor of Science in Nursing programmes to assess the use of the standard public health
nursing bag in the academic setting. The sample size was 437. The short survey instrument included 15 questions, including Yes or No, multiple choice, and short answer questions. Two of the multiple choice questions asked for further details were based on specific responses. The result of the study showed that 32 percent of responding schools continued to utilise a standard public health bag during home visits, the majority did not. The study suggested that further research is necessary in order to clarify the use of the public health nursing bag. In addition, teaching tools need to be developed, such as DVDs, to facilitate the use of the public health nursing bags in the academic setting.2
A survey was conducted in 1987 at Indiana among the baccalaureate public health nursing faculty to ascertain how many schools were teaching the bag technique. They investigated the use of the standard nursing bag and the practice of asepsis for students making home visits. Their survey revealed that of 62 responding schools, 66 percent used a standard public health nursing bag during their community clinical experience. Furthermore, the survey revealed that 62 percent reported that the school faculty were responsible for teaching the bag technique to the students, with only 41 percent evaluating the students on the use of the bag. Faculty determined that the inclusion of use of the bag within the curriculum was not obsolete and the nursing bag provided students with an essential, organised reservoir for supplies as well as an effective tool to promote the practice of infection control.2
A comparative study was conducted among students of Biology Rensselaer Polytechnic Institute, Troy, New York, to assess the effectiveness of studio v/s interactive lecture demonstration. The sample size was 50. Two delivery methods for a course in Genetics and Evolution were compared using pre- and post-testing of basic concepts to evaluate the effectiveness of each method. The metric <g>, the gain in learning, was calculated as the ratio of the difference between the post-test and pre-test score divided by the difference between the highest possible score and the pre-test score. The first or studio teaching method involved heavy use of team work by students, hands-on exercise, and minimal lecturing, the second or interactive lecture demonstration method met in a large lecture hall and involved posing questions followed by simulations or other demonstrations of result. The lecture-cum-demonstration method resulted in a drop in student learning from <g>=0.75±0.25 to <g>=0.46±0.37. It was found that the gain learning by video teaching
method was 0.75±0.25. The result of this study suggested that studio techniques are more effective means of instruction than interactive lecture.4
A comparative study was conducted to assess the effects of computer-assisted, text-based and computer-and-text learning conditions on the performances of three groups of medical students in the pre-clinical years of their programme. A fourth group of students served as a control group. Participants were recruited from the pre-clinical years of the training programmes in two medical schools in Japan. Participants were randomly assigned to four learning conditions and tested before and after the study on their knowledge of and skill in performing an abdominal examination, in a multiple choice test and an objective structured clinical examination respectively. Information about performance in the programme was collected from school records and students were classified as average, good, or excellent. Student and faculty evaluations of their experience in the study were explored by means of a short evaluation survey. Compared to the control group all three study groups exhibited significant gains in performance. The performances of the three groups did not differ on the objective structured clinical examination measure. Analyses of gains by performance level revealed that high achieving students’ learning was independent of the study method. Lower achieving students performed better after using computer-based learning methods. The results suggest that computer-assisted learning methods will be of greater help to students who do not find the traditional methods effective. Explorations of the factors behind this area are a matter for future research.18
A comparative study was designed to assess the efficacy of a video-assisted teaching module versus conventional teaching module, regarding post-exposure prophylaxis among 58 dental students in Tehran, Iran. They were asked to take a test about the principles of post-exposure prophylaxis prior to being taught via lecture or the video films. The test was repeated following conventional teaching module and the video-assisted teaching module. Data were analysed using t-test and Chi-square. The pre-teaching test results were indicative of low knowledge among the students regarding post-exposure prophylaxis with a mean value of 8.98±2.99 which was significantly different compared to post-teaching test results following the lecture only phase (11.30±3.90) and the video-assisted teaching phase (7.32±2.94), respectively. Moreover, this study revealed that the post-teaching test results differed significantly following the conventional teaching phase and the video-assisted
teaching phase. This study indicated that video-assisted teaching might be an effective means of promoting persistent knowledge among students. Therefore, this method can be suggested for academic educations.20
6.3 Statement of the problem
“A comparative study to assess the effectiveness of video-assisted vs. lecture-cum-demonstration method of teaching on bag technique among second year B. Sc. nursing students from selected nursing colleges at Mangalore.”
6.4 Objectives of the study
The objectives of the study are:
· assess the practice scores of second year B. Sc. nursing students, Group I, on bag technique after video-assisted teaching using practice check-list.
· assess the practice scores of second year B. Sc nursing students , Group II, on bag technique after lecture-cum-demonstration using the same practice check-list.
· compare the practice scores of video-assisted teaching method on bag technique with lecture-cum-demonstration method.
· find out the association between practice scores on bag technique among second year B. Sc. nursing students of both the groups with selected baseline variables.
6.5 Operational definitions
· Comparative: In this study, comparative refers to measuring or judging the quality of video-assisted and lecture-cum-demonstration method of teaching on bag technique.
· Effectiveness: In this study, effectiveness refers to determining the extent to which the video-assisted and lecture-cum-demonstration teaching methods have achieved desired effects as evidenced by gain in the post test score of nursing students regarding bag technique.
· Video-assisted teaching: In this study, it refers to the facilitator who guides the discussion, the video CD that contains consistent current information regarding bag technique.
· Lecture-cum-demonstration method: In this study, it refers to teaching correct steps of bag technique by adequate explanation along with demonstration.