1. RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCE, KARNATAKA,
BANGALORE.
ANNEXURE-II
PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION
1 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
NURSING
4 DATE OF ADMISSION TO THE COURSE 10-05-2010
5 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 MANGALORE
6 BRIEF RESUME OF THE STUDY
6.1 The need for the study
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2. Education is the first- line defence in the present-day world with all its revolutions. The
expanding knowledge in many fields with its modifying effect on the curriculum and the advancing
technologies with their effect on the instructional process leave no choice to education but to
review its practices and to make the major changes necessary for today’s world. New methods and
materials of instruction , new demands for different and increasing teaching skills are crowding in
on every side.1
“More important than the curriculum is the question of the methods of teaching and the
spirit in which the teaching is given.”2 One of the most important principles in education is
adopting a teaching method in accordance with objectives, contents and learners. New research
indicates that students can learn more and act at a faster rate, than was previously thought, by
means 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 for
clients. Research has demonstrated that students experience problems and difficulties throughout
their clinical practice 3.
A qualitative study was conducted to assess the nursing student’s experience of clinical
practice at Shiraz University Of Medical Sciences. The sample consisted of 90 baccalaureate
nursing students who were selected randomly from a population of 200 students. Focus groups
were used to obtain the data. The result of this study showed that nursing students were not
satisfied with clinical component of their education. Most of the students were females( 94%) and
86% were single aged between 18-25 yrs. The results added that they experienced anxiety as a
result of feeling incompetent due to lack of professional nursing skills and knowledge to take care
of 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), regarding
post exposure prophylaxis (PEP) among 58 dental students, in Shahid Beheshti University of
Medical Sciences, Tehran, Iran. They were asked to take a test about the principles of PEP prior to
being taught via lecture or the video films. The test was repeated following conventional teaching
module and the video-assisted teaching module. The pre-teaching test results indicated low
knowledge among the students regarding PEP 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 (17.32±2.94), respectively (P<0.001)5.
A study was performed to investigate the effects of video-based self-assessment on
the ability of nursing students to accurately measure vital signs, their communication skills, and
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3. their satisfaction. A quasi-experimental control-group, pretest–posttest design was used. The study
population comprised of 40 second-year student nurses who were enrolled in fundamentals of
nursing course in a college of nursing. Results of the research indicate that there was a statistically
significant difference in exam scores for assessing long-term memory, in video-review group
demonstrating higher scores (t=4.75,df=213, P<0.001) . Student satisfaction was also significantly
higher 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 training
undergraduate nursing students to develop awareness of their strengths and weaknesses, to improve
their clinical and communication skills6.
In the light of above and from the investigators experience as a clinical instructor it was
learnt that students were not performing the antenatal examinations effectively even after lecture
cum demonstration. So there is a need to plan various teaching strategies to educate the students, as
well as to evaluate which strategy is more effective.
.
6.2 Review literature
A Comparative study was conducted to determine the effectiveness of instructional
videos and lecture-cum demonstration on knowledge and skills of nursing students in mid western
university. Control subjects were thought 3 key skills in the traditional manners of lecture-
demonstration followed by scheduled period of supervised practice. The experimental group was
instructed 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 the
subjects in VATP was 64.60%, whereas that of lecture method was 63.70%. The study results
suggested that the student’s performance outcomes did not vary based on teaching – learning
methods. But the students appreciated the flexible and self-management aspect of the video
learning method positively7
A comparative study was conducted in St. Johns Medical College, Bangalore among
275 1st year medical students on topic anatomy using video tape demonstrations and lectures in the
department of anatomy. Analysis of the lecture series showed overall pretest score of 16.70 % and
post test score of 20%. The corresponding standard deviation was 60% and 16.4%. The overall
pretest score was 28.45% and post test score of 55. 20% for the video series. Corresponding
standard deviations were 18.70% and 19.05% respectively.8
A study was conducted to compare the knowledge about antenatal care nursing
before and after being practiced at antenatal care clinic, among nursing students in Kuakarun
College of Nursing. The samples were 155 third - year nursing students who were purposively
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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.
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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.
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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.
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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.
7.2.2
7.2.3 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
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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 graph
7.3 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 REFERENCES
8 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
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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 candidate
10 Remark of the guide
11 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
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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 Signature
12 12.1 Remark of the chairman and
principal
12.2 Signature
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