INTRODUCTION:

Teaching cannot be thought without an idea of learning and learning is not possible without teaching. The key focus of teaching is to make learning possible, where the teaching learning process occurs smoothly and continuously. For a learner to be capable enough to utilize the things available around him in this world, he should have received a very good teaching and learning and only then the teaching and learning process could be considered to be effective¹. Teaching is the course of action by which the teacher gives or imparts knowledge or skill to the students. But it should always be remembered that teaching is not a one sided activity when the teacher teaches a lesson it is always needed that the students listen to it attentively and only then can the objective of teaching be achieved².

NEED FOR THE STUDY:

In the world of technical advancement where many of the schools are coming up with the concept of smart classes, still many of the nursing institutes are following the traditional method of lecture cum demonstration as a means of imparting knowledge to the students and being a teacher and a researcher I feel that this method is not much effective where the classroom size is more³. In the nursing curriculum the number of hours has already been prescribed for both the theory and for the procedure, hence, it is not possible for the teacher to spend more time with the students for teaching the procedures. So this difficulty could be overcome by using, lecture cum PowerPoint the same demonstration could be shown to a large group at a time and simultaneously, the doubts could be cleared⁴.

MATERIAL AND METHODS:

The Pre-experimental research design one group pretest-posttest was chosen for conducting this study in the selected nursing institutes in Lucknow city. Using the convenient sampling Technique the data was collected from a sample of 200 3^rd year B. Sc nursing students³. The data was collected using a self prepared MCQ questionnaire to assess the knowledge and an observation check list was used to assess the skill of the nursing students^5,6.

RESULT AND DISCUSSION:

The data that was collected was analyzed and it was found that about 155 nursing students that are 77.5% had an inadequate knowledge regarding cranial nerve assessment during the pre-test while 45 nursing students that is about 22.5% had moderately adequate knowledge while no student had adequate knowledge regarding cranial nerve assessment.

While on observing the pre-test level of skill on cranial nerve assessment it showed that out of the total 200 sample, 186(83.0%) had inadequate skill, 34(17.0%) had moderately adequate skill and no one had adequate skill in pre test among the nursing students.

The knowledge regarding cranial nerve assessment during the post-test was found to be 127(63.5%) had moderately adequate knowledge, 73(36.5%) had adequate knowledge and none of them had inadequate knowledge in post test among the nursing students

The post-test level of skill on cranial nerve assessment showed that out of the total 200 sample,18(9.0%) had inadequate skill, 124(62.0%) had moderately adequate skill and 58(29.0%) of them had adequate skill in post test among the nursing students.

Table 1: Comparison of pre and post test scores of Knowledge and skill regarding cranial nerve assessment among BSc Nursing Students. n=200

Variable	Max score	Paired t-difference (Enhancement)			t-test value	P-value
Variable		Mean	SD	Mean %	t-test value
Knowledge	28	9.74	1.80	34.7	76.36*	P < 0.05
Skill	28	8.47	2.84	30.3	42.11*	P < 0.05

*Significant at p<0.05 level, 199 df. The paired t-test approaches the Z-test as the sample size large.

The pre and post test knowledge and skill scores of the students was compared in order to find out the effectiveness of the lecture using PowerPoint method of teaching. The paired t- difference of Pre test and Post test knowledge and skill scores was done to find out the enhancement in the knowledge and skill scores and it was found that the mean enhancement in the knowledge was 34.7% with the t-test value of 76.36 at p< 0.05, while the mean enhancement in the skill was 30.3% with the t-test value of 42.11 at p< 0.05 which indicates that the lecture using PowerPoint was effective in enhancing the knowledge and skill.

Hypothesis testing based on the above table:

H₀: There will be no significant difference between mean pre-test and post-test knowledge and skill score on cranial nerve assessment after lecture using PPT method.

H₁: There will be significant difference between mean pre-test and post-test knowledge and skill score on cranial nerve assessment after lecture using PPT method.

The significance of the mean pre test and post test knowledge and skill regarding cranial nerve assessment in experimental group was performed. The paired t-test was carried out to find out the significance knowledge and skill and it was found to be significant (t=76.36, p<0.05) and skill (t=42.11, p<0.05) at 5% level respectively, hence null hypothesis (H₀) is rejected and the research hypothesis (H₁) was accepted.

It provides the evidence that the lecture cum power point presentation was significantly effective in improving knowledge and skill on cranial nerve assessment among BSc nursing students.

Correlation between knowledge and skill on cranial nerve assessment.

Table 2: Correlation between knowledge and skill on cranial nerve assessment among BSc nursing students. n-200

Variable	Skill
Variable	r	p-value
Knowledge	0.852**	P<0.001

**-significant at p<0.001.

The above table has shown the correlation between knowledge and skill regarding cranial nerve assessment among BSc nursing students. The linear correlation between knowledge and skill was r=0.852, positive and high degree of correlation, which was statistically significant at p<0.001 in experimental group.

Note: R² was found to be 0.726≈0.73, it is understood that the 73% of changes observed in skill due to knowledge on cranial nerve assessment in experimental group.

Hypothesis testing based on the above table:

H₀: There is no significant correlation between knowledge and skill regarding cranial nerve assessment among BSc nursing students.

H₁: There is significant correlation between knowledge and skill regarding cranial nerve assessment among BSc nursing students.

The table represents the correlation between knowledge and skill regarding cranial nerve assessment in experimental and control group individually. The Karl Pearson correlation between knowledge and skill and it was found to be significant (r=0.852, p<0.001) in experimental group, hence null hypothesis (H₀) is rejected and the research hypothesis (H₁) was accepted. It provides the evidence that the there was significant correlation between knowledge and skill regarding cranial nerve assessment among BSc nursing students.

The association of the pre-test level of knowledge with the selected demographic variables revealed that there was a significant association between pre-test level of knowledge with the sex and the teaching method. While it was found that there was no association between the pre-test level of knowledge with the age, religion, previous knowledge on cranial nerve assessment and classroom environment.

RECOMMENDATIONS:

1. A comparative study can be conducted to compare other methods of teaching like project method, group discussion, seminar, role-play, simulation etc.

2. A study can be conducted to identify the effect various methods of teaching being employed in various nursing colleges on the knowledge and skills of the students.

3. A study can be conducted to identify the attitude of the students towards the method of teaching being employed in their nursing institute.

4. A Similar study can be conducted on other students studying in various other professional colleges.

5. A study can be conducted on the teaching and learning resources available at various nursing institutes.

6. A study can be conducted on the teaching method being employed by the teachers and students satisfaction.

CONCLUSION:

The aim of this study was to find out the effective of lecture using PowerPoint in enhancing the knowledge and skills of the 3^rd year B. Sc nursing students. The findings of the study revealed that the lecture using PowerPoint was effective in enhancing the knowledge and skills of the students and there was a significant correlation between the knowledge and skills of the students. Hence it can be concluded that lecture using PowerPoint is effective in enhancing the knowledge and skills of the nursing students and it can be used as one of the means in enhancing the knowledge and skills of the students.

CONFLICT OF INTEREST:

The authors declare no conflict of interest.

REFERENCES:

Journal article:

1. Navjot Kaur, Lalita Kumari, S. Nilavansa Begum. A Quasi Experimental Study to assess the effect of Lecture cum Demonstration on Knowledge regarding Home Maneuvers for Foreign Body ingestion among mothers of Toddlers in selected villages of Jalandhar, Punjab 2015. Int. J. Adv. Nur. Management 3(4): Oct. - Dec. 2015; Page 315-318.

2. Bhartendra Sharma. A Quasi-Experimental Study to Assess the Effect of Video Assisted Teaching Module Regarding Tracheostomy Care on Knowledge and Skill of Staff Nurses at Vinayaka Mission Hospital, Salem, Tamilnadu. Research J. Pharm. and Tech. 7(7): July 2014 Page 737-742.

3. Samundeeswari Mourougan, Gothainayagi A., G. Muthamilselvi. Assess the Effectiveness of PPT on Nurses attitude regarding significance of antioxidants in AVMC Hospital, Puducherry. Asian J. Nur. Edu. & Research 4(2): April- June 2014; Page 216-219.

4. Senthil Kavitha R.. To find the Efficacy of Integrated Learning System Vs Lecturing Method on the Burns Topic for Nursing Students at Selected College, Bangalore. Asian J. Nur. Edu. & Research 4(1): Jan.-March 2014; Page 96-100.

5. Divya Shettigar, Priya Aranha, Sanil Vargehese. Power point Versus Chalk and Talk: Perception among Nursing Students an Exploratory Study. Asian J. Nur. Edu. & Research 4(1): Jan.-March 2014; Page 131-135.

6. Samundeeswari Mourougan, Gothainayagi A., G. Muthamilselvi. Assess the Effectiveness of PPT on Nurses attitude regarding significance of antioxidants in AVMC Hospital, Puducherry. Asian J. Nur. Edu. & Research 4(2): April- June 2014; Page 216-219.

7. Amit Naik, Dhananjay Sangle. Comparative Study of Case Based Learning (CBL) with Didactic Lectures as a Teaching–Learning (T-L) Method for Improvement of Ethical Skills of M.Sc. Pharmaceutical Medicine Students. Research J. Pharm. and Tech. 6(8): August 2013; Page 912-915.

8. Tai-Hwan Uhm, Jee-Hee Kim. Effectiveness of 5, 10, 15-min Video Self-Instruction in Cardiopulmonary Resuscitation Training. Research J. Pharm. and Tech 2018; 11(2):649-652.

9. Midhula Austin, N. Balasubramanian. A study to evaluate the Video Assisted Teaching Module (VATM) on care of dementia patients developed for B.Sc Nursing Students in a selected college of nursing, Mangalore. Asian J. Nur. Edu. and Research 2(3): July-Sept. 2012; Page 113-117.

10. Binu Xavier. A Study to Assess the Effectiveness of Video Assisted Teaching Module regarding Central Venous Catheter Related Blood Stream Infections and its Prevention on Knowledge of Staff Nurses Working in ICU. Asian J. Nur. Edu. and Research 3(2): April.-June 2013; Page 61-65.

Book:

1. B. Shankarnarayan, B. Sindhu, learning and teaching nursing, brainfill publishers, second edition, page 115-143.

2. Neeraja K.P, Testbook of nursing education, jaypee brothers medical publisher (P) ltd, 2003,

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6. Suresh K Sharma, “Nursing research and statistics”, Reprint 2012, Elsevier publication, 2012.

Received on 11.11.2018 Modified on 05.12.2018

Int. J. Nur. Edu. and Research. 2019; 7(2):258-260.

DOI: 10.5958/2454-2660.2019.00057.7