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05 n312 18545

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  • 1. RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCE, KARNATAKA, BANGALORE. ANNEXURE-II PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION1 NAME OF THE CANDIDATE AND SONIA JASMINE PINTO ADDRESS I YEAR M.SC NURSING ST.ANN`S COLLEGE OF NURSING MULKI, MANGALORE.2 NAME OF THE INSTITUTION ST.ANN`S COLLEGE OF NURSING MULKI, MANGALORE.3 COURSE OF THE STUDY AND SUBJECT M.SC NURSING OBSTETRICS AND GYNAECOLOGICAL NURSING4 DATE OF ADMISSION TO THE COURSE 10-05-20105 TITLE OF THE TOPIC EFFECTIVENESS OF VIDEO ASSISTED TEACHING PROGRAMME (VATP) IN IMPROVING SKILLS ON ANTENATAL EXAMINATION AMONG NURSING STUDENT’S IN SELECTED COLLEGE OF MANGALORE6 BRIEF RESUME OF THE STUDY 6.1 The need for the study 1
  • 2. Education is the first- line defence in the present-day world with all its revolutions. Theexpanding knowledge in many fields with its modifying effect on the curriculum and the advancingtechnologies with their effect on the instructional process leave no choice to education but toreview its practices and to make the major changes necessary for today’s world. New methods andmaterials of instruction , new demands for different and increasing teaching skills are crowding inon every side.1 “More important than the curriculum is the question of the methods of teaching and thespirit in which the teaching is given.”2 One of the most important principles in education isadopting a teaching method in accordance with objectives, contents and learners. New researchindicates that students can learn more and act at a faster rate, than was previously thought, bymeans of improved teaching strategies aimed specifically at enhancing memory storage, retrieval,cognition and learning. Clinical practice is an essential part of the nursing student’s education.This preparation allows the students, the opportunity to link theory with practice of caring forclients. Research has demonstrated that students experience problems and difficulties throughouttheir clinical practice 3. A qualitative study was conducted to assess the nursing student’s experience of clinicalpractice at Shiraz University Of Medical Sciences. The sample consisted of 90 baccalaureatenursing students who were selected randomly from a population of 200 students. Focus groupswere used to obtain the data. The result of this study showed that nursing students were notsatisfied with clinical component of their education. Most of the students were females( 94%) and86% were single aged between 18-25 yrs. The results added that they experienced anxiety as aresult of feeling incompetent due to lack of professional nursing skills and knowledge to take careof various patients in a clinical setting4. A study was conducted to compare the efficacy of a video-assisted teaching module(lecture combined with video film) versus conventional teaching module (lecture-only), regardingpost exposure prophylaxis (PEP) among 58 dental students, in Shahid Beheshti University ofMedical Sciences, Tehran, Iran. They were asked to take a test about the principles of PEP prior tobeing taught via lecture or the video films. The test was repeated following conventional teachingmodule and the video-assisted teaching module. The pre-teaching test results indicated lowknowledge among the students regarding PEP with a mean value of 8.98± 2.99 which wassignificantly different compared to post-teaching test results following the lecture-only phase(11.30±3.90) and the video-assisted teaching phase (17.32±2.94), respectively (P<0.001)5. A study was performed to investigate the effects of video-based self-assessment onthe ability of nursing students to accurately measure vital signs, their communication skills, and 2
  • 3. their satisfaction. A quasi-experimental control-group, pretest–posttest design was used. The studypopulation comprised of 40 second-year student nurses who were enrolled in fundamentals ofnursing course in a college of nursing. Results of the research indicate that there was a statisticallysignificant difference in exam scores for assessing long-term memory, in video-review groupdemonstrating higher scores (t=4.75,df=213, P<0.001) . Student satisfaction was also significantlyhigher in the video-review group than in the control group. These results suggested that video-based self-assessment is a beneficial and an effective instructional method of trainingundergraduate nursing students to develop awareness of their strengths and weaknesses, to improvetheir clinical and communication skills6. In the light of above and from the investigators experience as a clinical instructor it waslearnt that students were not performing the antenatal examinations effectively even after lecturecum demonstration. So there is a need to plan various teaching strategies to educate the students, aswell as to evaluate which strategy is more effective. .6.2 Review literature A Comparative study was conducted to determine the effectiveness of instructionalvideos and lecture-cum demonstration on knowledge and skills of nursing students in mid westernuniversity. Control subjects were thought 3 key skills in the traditional manners of lecture-demonstration followed by scheduled period of supervised practice. The experimental group wasinstructed to view videos about the 3 skills before the scheduled period of supervised practice.Both knowledge and clinical skills were assessed thereafter. The mean percentage score of thesubjects in VATP was 64.60%, whereas that of lecture method was 63.70%. The study resultssuggested that the student’s performance outcomes did not vary based on teaching – learningmethods. But the students appreciated the flexible and self-management aspect of the videolearning method positively7 A comparative study was conducted in St. Johns Medical College, Bangalore among275 1st year medical students on topic anatomy using video tape demonstrations and lectures in thedepartment of anatomy. Analysis of the lecture series showed overall pretest score of 16.70 % andpost test score of 20%. The corresponding standard deviation was 60% and 16.4%. The overallpretest score was 28.45% and post test score of 55. 20% for the video series. Correspondingstandard deviations were 18.70% and 19.05% respectively.8 A study was conducted to compare the knowledge about antenatal care nursingbefore and after being practiced at antenatal care clinic, among nursing students in KuakarunCollege of Nursing. The samples were 155 third - year nursing students who were purposively 3
  • 4. selected. The questionnaires consisted questions on knowledge about antenatal care nursing, the frequency of practicing with confidence and opportunities for antenatal care practice nursing. The knowledge about antenatal care nursing were collected two times, one day before and after being practiced and the frequency of practicing with confidence and opportunities for antenatal care practice nursing were collected after being practiced. Data were analyzed by using mean, standard deviation, medium, percentage and pair t-test. The study concluded that student knowledge of antenatal care after being practiced was at high level (16.42±2.91) than before being practiced (8.52±2.90) with significant p-value 0.01 both as a whole and by itemwise9. A study was conducted on computer assisted training – a trait for nursing course in St. Johns Medical academy of health sciences, Bangalore. The study attempted to utilize computer graphics instead of routine audio- visual aids. The sample consisted of 30, 1 st year B.Sc. nursing students. The students were divided into 2 groups of 15 each. One group received lectures with routine A. V aids, while the other group had computer graphics run into a screen show to supplement the lectures. The 2 groups were alternated between two systems and a total of 6 lectures were undertaken for the study. The‘t’ test applied to lectures in pre-test – post-test score was 12.51±46. This was found to be highly significant for computer aided lecture session the ‘t’ test was 15.09 .10 6.3 Statement of the problem Effectiveness Of Video Assisted Teaching Programme (VATP) In Improving Skills On Antenatal Examination Among Nursing Student’s In Selected College Of Mangalore. 6.4Objectives The objectives of the study are, − to assess the skills of nursing students on antenatal examination before VATP in control and experimental group using observation checklist. − to evaluate the effectiveness of VATP in terms of gain in skill scores in experimental group using observation checklist. − to compare the skill scores of nursing students on antenatal examination in experimental and control group. 6.5 Operational definitions• Effectiveness:- In this study it refers to the extent to which VATP has improved the skill of nursing students on antenatal examination in terms of gain in skill scores using observation checklist. 4
  • 5. Video-assisted teaching programme(VATP) In this study VATP refers to pre-recorded scenes prepared by the investigator on Antenatal Examination with the help of internet for educating the 3rd year B.Sc. nursing students in experimental group.• Skill: In this study it refers to the ability of 3 rd year B.Sc nursing students in performing the antenatal examination which include breast examination and abdominal examination as measured by an observation checklist and has achieved the desired effect as evident from gain in skill scores. Antenatal examinations: In this study it refers to breast and abdominal examination. − Breast examination: Includes, • Inspection: The following are assessed, Size of the breast ,Visible delicate bluish veins , Primary areola and secondary areola (pigmented area around nipple), Montgomery’s tubercle Nipple deformity such as retracted nipples, inverted nipples. • Palpation: The breasts are palpated for, lump. − Abdominal examination:Includes, • Inspection: The following are inspected , Size of the uterus, shape ,skin changes ,contour of uterus (flanks, bladder, status of umbilicus) and visible fetal movements. • Palpation Height of the uterus, abdominal girth, and symphysio-fundal height is measured using an inch tape. Fundal palpation This determines the presence of Breech or Vertex. Lateral palpation This is used to locate the fetal back in order to determine position. Pelvic palpation -Pelvic grip 1 Pelvic palpation will identify the pole of the fetus. -Pelvic grip 2 (Pawlik’s manuevour) Pelvic grip 2 will indicate the engagement of fetal head • Auscultation A pinards fetal stethoscope is used to hear the fetal heart sound Nursing students: refers to 3rd year B.Sc nursing students studying in selected nursing college of Mangalore who have attended regular classes on antenatal examinations. 5
  • 6. 6.6 Assumptions • -3rd year B.Sc nursing students have some knowledge regarding antenatal examination • - educational programme improves knowledge. • 6.7Hypotheses: All the Hypotheses will be tested at 0.05 level of significance H1: There will be significant difference in mean skill scores of 3rd year B.Sc nursing students on antenatal examination in control and experimental group 6.8 Delimitations of the study The study is delimited to • 3rd yr. B.sc. Nursing students from selected college of Mangalore who have attended regular classes on antenatal examinations. •7 MATERIALS AND METHODS 7.1Source of data The data will be collected from 3rd yr. B.Sc. Nursing students from selected college of Mangalore who have attended regular classes on antenatal examinations. 7.1.1Research design Quasi-experimental , Non-equivalent control group design will be used in this study. Group Pre test Treatment Post test Experimental  VATP  Control  _  7.1.2 Setting The study will be undertaken in selected college of Mangalore. Programmes offered in this college are GNM, B.Sc.(N), PBBSc(N), M.Sc. nursing. Total strength of student is 461 .Where the total strength of B.Sc. nursing students is 182. 7.1.3 Population Population consists of 3rd yr. B.Sc. nursing students of Mangalore who have attended regular classes on antenatal examinations. 6
  • 7. 7.2 Method of data collection 7.2.1 Sampling Procedure Purposive sampling technique will be used in the study to select the sample from population Thereafter subjects will be assigned randomly to control and experimental group.7.2.27.2.3 7.2.2Sample Size In this study sample size will be 30, 3rd year B. Sc. Nursing students (15 experimental group and 15 control group).7.2.4 7.2.3Inclusion Criteria • -Students of 3rd yr. B.Sc. Nursing who have attended regular classes on antenatal examination in selected college of Mangalore. • -Students willing to participate in the study. • 7.2.4 Exclusion Criteria • -Students who have not attended the classes on antenatal examination. • -Other level of nursing students. • 7.2.5 Instruments Used The tool intended to be used for the study is Observation Checklist, which consists of . Part 1: Baseline Characteristics. .Part 2: Observation checklist on antenatal examination. 7.2.6 Data Collection Method - Prior permission will be obtained from the concerned authorities of the college of nursing, medical superindent, and nursing superindent of the hospital. - The investigator will introduce herself to the participants, the objectives of the study will be explained and informed consent will be obtained. -Pre test will be conducted for the control group on day 1 using observation checklist and post test will be conducted on 8th day using the same. - Pre test will be conducted for experimental group on day 2 using observation checklist and VATP on antenatal examination will be used to educate experimental group on the same day. - Post test will be conducted after 7 days of VATP that is on day 9 for experimental group using observation checklist 7.2.7 .Data Analysis Plan - Skills of nursing students regarding antenatal examination will be measured using frequency 7
  • 8. percentage, mean and standard deviation. - Comparison of skill scores of experimental group with control group will be done by mean, standard deviation and unpaired‘t’ test. The data will be presented in the form of tables and graph7.3 7.3.Does the study require any investigation or interventions be conducted on patients or other humans or animals? If so, please describe briefly. Yes, the investigator needs to assess the effectiveness of VATP on 3rd yr. B.Sc.Nursing students. 7.4. Has ethical clarification been obtained from institution? Yes, Ethical clearance has been obtained. LIST OF REFERENCES8 1. Heidgerken E. L. Teaching And Learning In School Of Nursing :Principles And Methods ; Konark Publishers .p-6-8 2. Russell B. Education and the Good Life. 2009. www.amazon.com 3. Neeraja KP. Textbook of nursing education.1st ed. New Delhi: Jaypee brothers Medical Publishers (P) ltd;2003.p-254 4. Sharif F., Masoumi S.A Qualitative Study of Nursing Student Experiences Of Clinical Practice. BMC Nursing journal. 2005; 4: 6. 5. Maleki Z. Mahdian M. Assessment of efficacy of a video-assisted teaching programme on the knowledge of undergraduate students. BMJ 2006 Oct; 14(5): 682-688. 6. Yoo MS, et.all. Video-based self-assessment: Implementation and evaluation in an 8
  • 9. undergraduate nursing course. Nurse Education Today, 2009 Aug; Volume 29(6): 585-589. 7. Pamela R. Jeffries, Sandy R, Joni M. Cramer .A Comparison of Student-Centered Versus Traditional Methods of Teaching Basic Nursing Skills in a Learning Laboratory. Nursing Education Perspectives: 2002 Jan, 23(1):14-19. 8. Balasubramanyam V. Anatomy lectures and videotape demonstrations, a comparative study medical education. The Journal of medical education 1984;33(14):38-40 9. Danpradite P .To Study and Compare the Knowledge about Antenatal Care Nursing before and after Being Practiced at Antenatal Care Clinic. Medical journal, 2003 April; 47 (1):27-60. 10. Shubha, Roopa,Thomas. Computer assisted teaching: a trial for nursing course. Trends in medical education. 3(1), 3-5.9 Signature of the candidate10 Remark of the guide11 Name and designation of PROF. MRS. MARIE E. PINTO DEPARTMENT OF OBSTETRIC AND 11.1 Guide GYNAECOLOGICAL NURSING ST ANN’S COLLEGE OF NURSING MULKI, MANGALORE 9
  • 10. 11.2 Signature 11.3 Co-Guide SR. LOREDANA KORAH DEPARTMENT OF OBSTETRIC AND GYNAECOLOGICAL NURSING ST ANN’S COLLEGE OF NURSING MULKI, MANGALORE 11.4 Signature 11.5 Head of the department PROF. MRS. MARIE E. PINTO 11.6 Signature12 12.1 Remark of the chairman and principal 12.2 Signature 10