Effectiveness of Structured Teaching Programme on Knowledge and Practice of Basic Life Support among Nursing Students

 

Mrs. Beulah1, Mrs. Vijaya Kadhir2

1Asst, Professor, Medical Surgical Nursing Department, RVS College of Nursing, Sulur.

2Medical Surgical Nursing Department, RVS College of Nursing, Sulur.

*Corresponding Author E-mail: sujasantoshps@gmail.com

 

ABSTRACT:

A study to assess the effectiveness of structured teaching programme on knowledge and practice of Basic Life Support was conducted among nursing students in a selected college at Coimbatore. The design used was Pre experimental one group pre test –post test. 47 samples were selected using convenient sampling technique.  Knowledge and practice were assessed using structured questionnaire & practice check list respectively. The data obtained were analysed using descriptive and inferential statistics. The study concluded that the structured teaching programme was effective in enhancing the knowledge and practice of students.

 

KEYWORDS: Effectiveness, Teaching programme, Knowledge, Practice, BLS.

 

 


INTRODUCTION:

Life – threatening emergencies can occur at anytime, anywhere and for any one. Cardiovascular disease is a leading global cause of death accounting for 17.3 million deaths per year, a number that is expected to grow to more than 23.6 million by 2030. Recent statistics suggest that sudden cardiac arrest is rapidly becoming the leading cause of death.

 

Cardiopulmonary resuscitation is a technique of basic life support for the purpose of oxygenating the brain and heart until appropriate, definitive medical treatment can restore normal heart and ventilatory action.

 

Basic life support training is highly essential for all health care staff members, especially to those who are working in emergency and critical care units. Nurses are playing an important role in emergency management.

 

Though BLS is taught to nursing students in the first year of the study, they are not providing BLS until they get an opportunity in the critical care unit. Unlike other nursing procedures in which they start doing during student life everyday in the ward. Hence the researcher is interested in identifying the effectiveness of a structured teaching programme on BLS over the knowledge and practice.

 

STATEMENT OF THE PROBLEM:

A study to assess the effectiveness of structured teaching programme on knowledge and practice of Basic life support among nursing students in a selected college at Coimbatore.

 

OBJECTIVES:

1    To assess the level of knowledge before and after structured teaching programme.

2    To assess the practice after demonstration.

3    To associate the level of knowledge with selected demographic variable.

 

 

 

METHODOLOGY:

A pre experimental one group pre and post test design was used to examine the effectiveness of structured Teaching programme on knowledge and practice on basic life support among students. The study was conducted in a selected nursing college at Coimbatore. The study participants comprised of 47 samples selected using convenient sampling method. Written informed permission was obtained prior to the study from the management. Written informed consent was obtained from all the study participants before starting study.

 

A pre-test to assess knowledge regarding BLS was conducted and on the same day structured teaching was conducted to the students. Post test of knowledge and practice were assessed on the seventh day. Knowledge was assessed using questionnaire and practice assessed using check list.

 

RESULT AND DISCUSSION:

 

Figure 1: Bar diagram represents the percentage distribution of samples according to the level of Knowledge on Basic Life support in Pre-test and Post-test

 

Figure 2: Pie diagram represents the percentage distribution of samples according to the level of Skill on Basic Life support after Post-test

The data obtained were analyzed using descriptive and inferential statistics. Before the teaching programme most of the samples had average knowledge 57.4% and 42.6% had poor knowledge. None of the sample had good knowledge on basic life support. After structured teaching programme majority of the samples had good knowledge 21.3% and 72.3% had average level of knowledge. Almost all the samples 91.5% had adequate skill on Basic life support

 

Figure 3: Whisker Box plot represents the knowledge score of samples on Basic Life support in pre-test and Post-test

 

The Knowledge score of the sample ranged from 8 to 19 in pre test with median =14, lower quartile =11and upper quartile 15. Where as in post test the range of the knowledge score improved from 9 to 35 with median=22, Lower Quartile 18 and Upper quartile 26.

 

Table 1: Mean knowledge and Standard deviation of samples and level of significance in pre and post test

Observation

Max Score

Mean Score

Mean score %

SD

t value

P≤0.05

df =46

Pre test

39

13.2

33.8

2.7

 

13.09*

Post test

39

22.3

57.2

5.9

*significance  Table Value =2.01

 

The result showed significant improvement in the knowledge on Basic life support measures (pre-test mean =33.8% and post test mean = 57.2%) t=13.09, df =46, p≤0.05 following STP.

 

Table 2: Correlation between the Knowledge and practice regarding BLS in post test

Variables

Mean

SD

r

Knowledge

22.3

5.9

0.25

Practice

10.5

2.2

 

There is a low positive correlation between the Knowledge and Practice regarding BLS in Post test

There was no significant association between demographic variables with level of knowledge.

 

RECOMMENDATION:

1    A similar study can be conducted in the different setting.

2    A similar study can be conducted in staff nurse.

3    A comparative study can be conducted in different college.

 

CONCLUSION:

Majority of the samples reported that the structured teaching programme was useful. A present study states that planned teaching was effective based on enhanced knowledge score of student nurses after planned teaching programme. There was significant difference found between post test knowledge score and pre –test knowledge. The study concluded that the teaching programme is very effective for the nursing students to perform in any emergency situation.

 

REFERENCES:

1.      Dr. A. Helen Mary Perdita (2014) ‘Text book of First aid” Tamil Nadu Nurses and Midwives council; page No:72-76

2.      I. Clement (2012) “Text book on First aid and Emergency Nursing” Jaypee; Page No: 75-89.

3.      Brunner and Suddarth (2008)” Text book of Medical & Surgical Nursing” 11th edition. Lippincott Publication; Page No: 970-972

 

 

 

 

 

 

 

Received on 28.09.2018          Modified on 31.10.2018

Accepted on 03.12.2018     © A&V Publications all right reserved

Int. J. Nur. Edu. and Research. 2019; 7(2):186-188.

DOI: 10.5958/2454-2660.2019.00040.1