Effectiveness of Video Simulation on knowledge regarding neonatal assessment among second year GNM Students at Pravara Institute of Medical Sciences, Loni Bk. Maharashtra

 

Sangita Shelar*, Dr. Sangita Vikhe, Rajendra Lamkhede

Pravara Institute of Medical Sciences, (DU), College of Nursing,

Loni. BK 413736 Taluka Rahata Dist Ahmednagar (M.S.) India.

 

ABSTRACT:

Neonatal assessment has become a standardized component of clinical care provided to newborn infants, guiding neonatal clinical care and subsequent access to early interventions and services. Approximately 8–12% of neonates require some degree of resuscitation at delivery. This number increases as birth weight decreases. Most cases involve asphyxia or respiratory depression. Below is an algorithm for neonatal resuscitation. Links between neonatal assessments in high-risk infants have been relatively well established. Thus, this study aimed to compare the effects of video simulation and traditional demonstration on second year diploma nursing students learning neonatal assessment skills. This study has reported a significant effect of simulation on knowledge and skills of newborn examination.

 

 

INTRODUCTION:

Education lays the foundation stone for our future. Education expands our vision and creates awareness. It helps us develop a disciplined life and provides us with better earning opportunities. Education is also a prerequisite of the prosperity and modernization of any country. Modern education is liberal, open, and exoteric. Education is definitely important in one`s life. A gift of knowledge can bring us to the top of our dreams. It leads us to the right path and gives us a chance to have a wonderful life. Only if you believe and work hard you can achieve anything.

 

Computer-assisted learning (CAL) can be defined asany form of instruction that uses the computer to present information with ultimate goal to enhance student learning¹.

 

Learning consists of text, whereas multimedia within CAL combines the use of text, audio, video, and graphic images². Although, thorough evaluation of utility of CAL in enhancing student learning can be difficult and more rigorous research is still needed³, several researchers have made important efforts to compare CAL with textbook material⁴. Current advances in information and communication technologies (ICT) have spurred the need to incorporate higher levels of technology into university classrooms.

 

Educators use technological advances as powerful pedagogical tools not only to present a surplus of information on a specific topic, but also to incorporate material that is not available in print or that require synthesis from multiple resources hence; computer-assisted learning has become popular in educational settings, having revolutionized the higher education sector.In the pressured environment of a classroom, if tools are not intuitive and simplified for the educator and student, they won't be used. However, the right technology will be quickly adopted by all. Every educator knows that delivery in a stimulating fashion, including visual input, can be a key to learning in terms of understanding, application, and retention. So investigator thought to know the effectiveness of video stimulation and undertaken this study⁵

 

OBJECTIVE:

1.     To evaluate the effectiveness of Video Simulation on knowledge regarding neonatal assessment among the students of Second year GNM student.

 

HYPOTHESIS:

1.     H₁ There will be significant difference between the pretest and posttest knowledge scores students of Second year GNM who attended Video Simulation regarding neonatal assessment.

 

2.     H₀₁There will be no significant difference between the pretest and posttest knowledge scores students of Second year GNM who attended Video Simulation regarding neonatal assessment.

 

MATERIALS AND METHODS:

Research Design and approach Experimental study pretest posttest with control group approach

 

Sample Size:

96 Second year GNM students (48 students in each in experimental and control group)

 

Setting:

College of Nursing, Pravara Institute of medical Sciences, Loni.BK

Tool:

Neonatal assessment checklist

 

Ethical Aspects:

Study was approved by the IEC/IRC obtained informed written consent from all participants.

 

Data collection procedure:

1.     Pretest on the first day video simulation

2.     Intervention: Video simulation on detailed neonatal assessment (16.40 minutes) by Dr. Nina gold has shown to the students

3.     Posttest after 6 days of intervention

 

Data Analysis:

Used descriptive (Mean, SD) and inferential statistic (‘t’ test, Chi square test)

 

 

RESULTS:

Table I Distribution of Knowledge scores in Experimental and Control Group                                                                          N-96

SN	Area: Knowledge score		Pre-test	Post-test
	Group	N	Mean + SD	Mean + SD	Analysis *
1	Experimental (Simulation)	48	11.00+ 28	14.48+ 2.36	t=7.477 p<0.001**
2	Control (Demonstration)	48	11.38+ 2.19	13.46 + 1.64	t=4.133** p<0.001

 

Table II Area wise list of neonatal check list used for assessment of knowledge

SN	ASSESSMENT AREAS	Pre test		Post test		‘T’ Value
		MEAN	SD	MEAN	SD
1	Assessment of Head	2.8	1.82	2.8	0.28	5.14’
2	Assessment of Face	4.2	0.92	5.4	0.78	5.60
3	Assessment of Eyes	2.3	1.08	3.4	0.69	5.80
4	Assessment of Nose	3.4	0.96	4.8	0.44	5.73
5	Assessment of Ears	2.4	0.67	3.6	0.54	6.01
6	Assessment of Mouth	1.9	0.72	2.6	0.62	4.92
7	Assessment of Neck	3.7	1.03	4.7	0.51	5.14
8	Assessment of Chest	1.1	0.60	1.7	0.41	4.94
9	Assessment of Abdomen	2.8	1.82	2.8	0.28	5.14’
10	Assessment of Skin	4.2	0.92	5.4	0.78	5.60
	Over all	28.8	10.54	37.2	5.33	43.74

Df- 47* significant P<0.05 level

 

Majority of students shows that the video simulation was found effective in magnifying the knowledge regarding neonatal assessment to transform as advanced learning method. Knowledge score of the students in pretest was not found significant. In relation to knowledge second year GNM students had significant change after the video simulation.

 

The Knowledge Score of demographic variables like Age (X2 =7.62), Gender (X2 =6.37) and last year result (X2 =3.83) at p<0.05 level

 

CONCLUSION:

This study has reported a significant effect of simulation on knowledge and skills of newborn examination. More research is required to investigate if indeed video simulation has real positive effects on knowledge regarding newborn assessment. Future research to evaluate other learning outcomes using innovative strategy such as simulation is recommended. The findings of these studies can support to well organize nursing education. It is recommended that this study be replicated on a larger scale to investigate whether the significant findings can be sustained in a more generalized sample.

 

ACKNOWLEDGEMENT:

The authors are grateful to the authorities of Pravara Institute of Medical Sciences, college of Nursing for the facilities.

 

CONFLICT OF INTEREST:

The authors declare no conflict of interest.

 

REFERENCES:

1.     Devitt PG, Palmer E (1999). Computer-aided learning: An overvalued educational resource? Med. Educ. 33:136-139.

2.     Cooper B (2007). Central issues in the use of computer-based materials for high volume entrepreneurship education. Act. Learn. High. Educ. 8(3):201-217.

3.     Hudson JN (2004). Computer-aided learning in the real world of medical education: Does the quality of interaction with the computer affect student learning? Med. Educ. 38(8):887-895.

4.     Bloomfield JG, While AE, Roberts JD (2008). Using computer assisted learning for clinical skills education in nursing: integrative review. J. Adv. Nurs. 63(3):222-235.

5.     Means, B. (1994). Introduction: Using technology to advance educational goals. In B. Means (Ed.), Technology and education reform: The reality behind the promise , pp. 1-21. San Francisco: Jossey-Bass.

 

 

Received on 09.05.2020          Modified on 27.05.2020

Accepted on 08.06.2020     © AandV Publications all right reserved