A COMPARATIVE STUDY TO ASSESS THE EFFECTIVENESS OF …

i  

A COMPARATIVE STUDY TO ASSESS THE EFFECTIVENESS OF VIDEO

ASSISTED

Vs LECTURE CUM DEMONSTRATION METHOD OF TEACHING

ON BAG TECHNIQUE AMONG SECOND YEAR BSc NURSING

STUDENTS IN SELECTED NURSING COLLEGES

AT MANGALORE

By

Ms. MANJU M.S

Dissertation submitted to

Rajiv Gandhi University of Health Sciences

Bangalore, Karnataka

In partial fulfilment of the requirements for the degree of

MASTER OF SCIENCE IN NURSING

(Community Health Nursing)

Under the guidance of

Mrs. VIMALA PRASAD

Professor

Department of Community Health Nursing

Dr. M. V. Shetty College of Nursing

Mangalore

2013

ii  

DECLARATION BY THE CANDIDATE

I hereby declare that this dissertation/thesis entitled “A COMPARATIVE STUDY TO

ASSESS THE EFFECTIVENESS OF VIDEO ASSISTED Vs LECTURE CUM

DEMONSTRATION METHOD OF TEACHING ON BAG TECHNIQUE AMONG

SECOND YEAR BSc NURSING STUDENTS IN SELECTED NURSING COLLEGES AT

MANGALORE” is a bonafide and genuine research work carried out by me under the

guidance of Prof. Mrs. VIMALA PRASAD, Head of the Department, Community

Health Nursing, Dr. M. V. Shetty College Of Nursing, Mangalore.

Date: Place: Mangalore

Manju M.S

iii  

CERTIFICATE BY THE GUIDE

This is to certify that the dissertation entitled, “A COMPARATIVE STUDY TO ASSESS

THE EFFECTIVENESS OF VIDEO ASSISTED Vs LECTURE CUM DEMONSTRATION

METHOD OF TEACHING ON BAG TECHNIQUE AMONG SECOND YEAR BSc

NURSING STUDENTS IN SELECTED NURSING COLLEGES AT MANGALORE” is a

bonafide research work done by Manju M.S in partial fulfillment of the requirement for

the degree of Master of Science in Nursing (Community Health Nursing).

Date: Prof.Mrs. VIMALA PRASAD

Place: Mangalore Mphil(N),MSc(psy),PGDPM and IR

Head of the Department,

Community Health Nursing

Dr. M. V. Shetty College of Nursing

iv  

ENDORSEMENT BY THE HOD, PRINCIPAL/

HEAD OF THE INSTITUTION

This is to certify that the dissertation “A COMPARATIVE STUDY TO ASSESS THE

EFFECTIVENESS OF VIDEO ASSISTED Vs LECTURE CUM DEMONSTRATION

METHOD OF TEACHING ON BAG TECHNIQUE AMONG SECOND YEAR BSc

NURSING STUDENTS IN SELECTED NURSING COLLEGES AT MANGALORE” is a

bonafide research work by Manju M.S under the guidance of Prof.Mrs.Vimala Prasad,

Head of the Department, of Community Health Nursing, Dr. M. V. Shetty College

Of Nursing.

Seal and signature of HOD Seal and Signature of Principal

Prof.(Mrs.) Vimala Prasad Prof. (Mrs) B. V. Kathyayani

Date: Date:

Place: Mangalore Place: Mangalore

v  

COPYRIGHT

Declaration by the candidate

I hereby declare that the Rajiv Gandhi University of Health Science, Karnataka shall have

the rights to preserve, use and disseminate this dissertation/ thesis in print or electronic

format for academic / research purpose.

Date: Place: Mangalore Manju M.S

© Rajiv Gandhi University of Health Science, Karnataka.

vi  

ACKNOWLEDGEMENT

“The power of God is with you at all times; through the activities of mind, senses,

breathing, and emotions; and is constantly doing all the work using you as a mere

instrument.

Bhagavad Gita

Gratitude is the best attitude. There is not a more pleasing exercise of the mind

than gratitude. Every time we remember to say “Thank you”, we experience nothing less

than heaven on earth.

First and foremost I render praise and thanksgiving to the LORD ALMIGHTY

for his blessings and abundant grace that enriched me throughout this study.

I am immensely thankful to Dr.M.Ram Gopal Shetty, Secretary, Dr. M. V.

Shetty Education Trust, for giving me the opportunities to undertake this course and for

all the facilities he has provided for the betterment of many aspiring students of Dr. M. V.

Shetty Institute of Health Sciences, Mangalore.

This study has been undertaken and completed under the able supervision and

expert guidance of Prof. Mrs. Vimala Prasad, Vice Principal and HOD of

Community Health Nursing Department, Dr. M. V. Shetty College of nursing. My

heartfelt thanks and deep sense of gratitude and respect to my guide whose enthusiasm,

vii  

expert guidance, and constant encouragement was able to inspire me to work harder and

come up with best results.

I extend my gratitude and thanks to Prof.(Mrs.) B.V.Kathyayani, Principal, Dr.

M. V. Shetty College of nursing for her encouragement, excellent guidance, constant

support, constructive suggestions rendered during the study.

A very personal note of gratitude is due for Prof. (Mrs.) K. Shanthakumari, for

her kind inspiring words and constant encouragement.

My sincere thanks and appreciation to Mr B.R. Shetty and Mrs Sucharitha for

the guidance in the statistical analysis and interpretation of data.

My heartfelt thanks and earnest gratitude is due to Mrs. Joyce D’souza Lecturer,

Department of Community Health Nursing, for her enlightened guidance and Mrs.

Jhoncy, Mrs.Deepa Daniel, Mr.Subrahmanya Nayak, Associate Professors,

Mr.Manish Kumar,Mrs.Veera D’souza, Ms. Phabitha, Mr. Arun Shyam Philp, Mrs.

Nisha Denyse, Mrs.Rekha, Ms.Neethu, Lecturers, Dr. M. V. Shetty College of nursing,

for their valuable advices and suggestions.

I am thankful to the principal of Laxmi memorial college of nursing, Athena

college of nursing, Indira college of nursing who formed the core and basis of this

study for their whole hearted cooperation.

viii  

I express my thanks to the experts for their valuable judgments, experts from the

field of Nursing, for validating the tool and video in their busy schedule and giving

valuable suggestions for the study.

I am immensely thankful to Prof. John Philip, Tutor, IELTS centre,Pushpagiri

college, Thiruvalla for English editing.

A word of appreciation to all the Staffs of Library, Dr.M.V. Shetty College of

nursing for their sincere help and wholehearted co operation.

I extent my sincere thanks to Mrs.Nisha Dileep,Mr.Abin, Mr.Venu, Mr.

Rajesh and Mr. Avinash and all the staffs of Das Prakash Graphics for their

enthusiastic help and sincere effort for the preparation of the video on Community health

Bag Technique.

I extend my sincere thanks to Kohinoor and A1 Solutions Staff, Kadri for their

valued computer skills.

I dedicate this dissertation to my beloved parents Mr.sasi and Mrs.Santha Sasi

who always supported me, constantly prayed for me and wanted her daughter to scale

high ranks academically.

I express my heartfelt thanks to my brothers Mr.Manoj M.S ,Mr.Mahesh M.S

and sister Mrs.Neeethu Manoj for their wholehearted encouragement to undertake the

course.

ix  

I am grateful to remember my friend Mr.Rijesh K Samuel instils a lot of

confidence in me.

Words can’t express the gratitude I feel towards my friends,Mr.Tom

Mr.Prashant and Ms. Feba Chandapilla, for their invaluable support, without them it

would have been an unattainable goal.

A special thanks to all my seniors for constant support.

There are no words to thank my classmates, who have helped me directly and

indirectly towards the completion of the study.

Once again, I express my heartfelt gratitude to each and every one who was

associated with this dissertation including those whom I may have inadvertently failed to

mention.

Date: With a graceful heart……

Place: Mangalore

Ms.Manju M.S

x  

LIST OF ABBREVIATIONS USED

χ2 : Chi square

df : Degrees of freedom

n1 : Group 1 Students

n2 : Group 2 Students

NS : Non-Significant

P : Probability

S : Significant

SD : Standard Deviation

r : Coefficient of correlation

> : Greater than or equal to

< : Less than

< : Less than or equal to

ϒ1 : Reliability

USA : United States of America WHO : World Health Organization

LDM : Lecture cum Demonstration method

VAM : Video assisted Method

xi  

ABSTRACT

Background

The public health bag is an essential and indispensable equipment of a public

health nurse which she has to carry along during her home visits. It contains basic

medication and articles which are necessary for giving care. It saves time and effort in the

performance of nursing procedures. The bag technique can be performed in a variety of

ways depending on the agency’s policy, the home situation, or as long as principles of

avoiding transfer of infection are always observed. The bag should contain all the

necessary articles, supplies, and equipment that will be used to answer the emergency

needs; its contents should be cleaned very often; the supplies replaced and ready for use

any time; its content should be well protected from contact with any article in the

patient’s home.

In community health nursing one of the important procedures taught by the nurse

educators is bag technique. In a country like India, the health care fraternity and people

are still in a state where they do not have an easy access to facilities. While working in

the community it so happens most of the times that people are not aware of the health

care facilities or they are not in a state to reach the health institutions easily. In such

situation a community health bag is handier. Since the students learn or see that almost all

the other nursing procedures are taught, using simulations and more attractive ways of

teaching methods, most of the time the technique of using a community health bag is just

taught using the traditional methods of teaching. It can be made more effective and

interesting using newer methods like using a video on bag technique.

xii  

The main objectives of the study were to:

assess the practice scores of second year B. Sc. nursing students, Group I, on bag

technique after Lecture cum Demonstration method of teaching using practice

check-list.

assess the practice scores of second year B. Sc nursing students , Group II, on bag

technique after Video assisted method of teaching using the same practice check-

list.

compare the practice scores of Video-assisted teaching method on bag technique

with Lecture-cum-Demonstration method.

find out the association between practice scores on bag technique among second

year B. Sc. nursing students of both the groups with selected baseline variables

Method

An Evaluatory approach with a comparison of, two group Post Test Only Design

was adopted in the present study to accomplish the objectives. An observation checklist

was used to assess the practice scores of second year BSc nursing students on bag

technique followed by Lecture Cum Demonstration and Video assisted method of

teaching. The reliability of the tool was tested by using split half method. The tool was

found reliable (r =0 .78; p<0.05).Stratified random sampling technique was used to select

a sample of 60 second year BSc nursing students.

xiii  

Results

The analysis of personal characteristics revealed that in the Lecture cum

Demonstration method most(50%) and Video assisted method of teaching

majority (53.33%) of students were in the age group of 19-21 years.

Majority (100%) of the samples were females in both groups.

Information about community health bag

The major areas were included are, compartments of a community health

bag, common materials using for preparation of bag, inner and outer

compartment articles, hand washing articles and major procedures can be

done with community health bag.

After Lecture cum Demonstration method of teaching 100% of the

students given correct answer to the second and sixth question,83.3%,

63.3%, 60%, and 53.3% of the students given correct answer to the fifth,

fourth ,third and first question respectively

After Video assisted teaching 100% of the students given correct answer to

the first, second and sixth question,76.6%, 80%, 96.6% of the students

given correct answer to the third, fourth and fifth questions respectively.

Effectiveness of Video assisted teaching

In the Lecture cum Demonstration method majority (100%) of the students

had average practice score on bag technique

In the Video assisted method of teaching most (53.33%) of the students

had good practice score on Bag Technique.

xiv  

The overall mean and SD of the practice scores after Video assisted

teaching method was 40.46 ± 1.08 with a percentage mean of 67.43%

which contribute more effective.

The overall mean and SD of practice scores after Lecture cum

Demonstration method of teaching was 24.4 ±1.25 with a percentage mean

of 40.66% which contribute less effective.

The calculated ‘t’ (t=54)value was higher than the table value (t59 = 2.001,

P < 0.05).Therefore it can be concluded that the Video assisted teaching

programme was effective.

Analysis of the association of post test practice score with personal characteristics

revealed that there was no significant association between post test score of second year

BSc nursing students on bag technique with selected baseline variables.

Interpretation and conclusion

The present study revealed that there was a highly significant difference in the

practice scores of second year BSc nursing students on Bag Technique following the

administration of Video assisted teaching programme than the Lecture Cum

Demonstration method. Therefore it was concluded that the Video assisted teaching

programme was highly effective in improving the practice of second year BSc nursing

students on Bag Technique.

xv  

TABLE OF CONTENTS

CHAPTER NO.

TITLE

PAGE NO.

I  Introduction  1‐7 

II  Objectives  8‐16 

III  Review of Literature  17‐32 

IV  Methodology  33‐49 

V  Results  50‐66 

VI  Discussion 67‐72 

VII  Conclusion 73‐76 

VIII  Summary 77‐80 

IX  Bibliography 81‐87 

X  Annexure 88‐125 

xvi  

LIST OF TABLES

SL NO

TITLE

PAGE NO.

1 Frequency and percentage distribution of Group I and Group

II Students according to personal characteristics 52

2 Distribution of students according to obtained scores in basic

Information about community health bag 54

3 Range of scores obtained in post test by Group I and Group

II Students on bag technique 56

4 Area wise analysis of post test practice scores of

Group I and Group II students on bag technique. 58

5 Range, Mean, Median and Mode of post test practice scores

of Group I and Group II students 61

6

Comparison of overall Mean, Median, Mean Percentage and

Standard Deviation of Group I and Group II students on bag

technique

61

7 Comparison of post test practice scores of Group I and Group

II students on bag technique and effectiveness of the study 64

8

Association between post test practice scores of Group I and

Group II students on Bag technique and baseline variables

65

xvii  

LIST OF FIGURES

SL NO TITLE PAGE NO

1 Conceptual Framework on Evaluation of two methods of

teaching on Bag technique 15

2 Schematic representation of study design 36

3 Study setting 38

4 Bar diagram showing distribution of Group I and Group II

students according to age 53

5

Column diagram showing distribution of Group I and Group II

students according to obtained scores in basic information

regarding community health bag

55

6 Pyramid showing distribution of subjects based on post test

scores 57

7 Scatter diagram showing the area wise mean of post test practice

scores of Group I and Group II students on bag technique 59

8 Frequency polygon showing the overall post test practice scores

of Group I and Group II students on bag technique 62

9 Ogive comparing the cumulative frequency of post-test practice

scores of Group I and Group II students on bag technique 63

xviii  

LIST OF ANNEXURES

ANNEXURE

NO

TITLE PAGE NO

1 Letters seeking permission to conduct the pilot study 88-89

2 Letter seeking permission to conduct research study 90-91

3

Letter requesting opinion and suggestion of experts to

validate the tool 92

4 Letter requesting for consent to validate the tool and

Content 93

5 Acceptance form for the tool validation 94

6 Tool validation certificate 95

7 Criterion check list for validation of information about

community health bag 96

8 Criterion check list for validation of observation

checklist on bag technique 97-98

9 Criteria checklist for content validity of video assisted

eaching programme on bag technique. 99

10 Criteria checklist for evaluating and validating the

lesson plan on bag technique 100-102

11 List of validators who validated the tool 103

12 Editing certificate 104

13 Blue print for observation checklist 105

14 Assessment tool (observation checklist) used in the

study 106-109

15 Content on bag technique 110-122

16 Statistical formula 123

17 Master data sheet 124-125

1

CHAPTER 1

INTRODUCTION

“Teaching should be such that what is offered is perceived as a valuable gift and not

as a hard duty.”

Albert Einstein

Lecturing remains one of the most popular methods to transmit information and

ideas by teachers, trainers and speakers. As students and audience participants, we are

quite familiar with the approach. Lectures can be informative, boring and overwhelming

depending on the compelling nature of the message and the presenter’s style and clarity of

message. The lecture method usually is one-way communication and allows for little or

none audience participation. The result is audience misunderstanding, loss of information

and poor retention. Some presenters prefer one-way communication methods, such as

lecturing, because they can transmit large amounts of information to audience in a short

period of time. Presenters find lectures efficient because the flow of information can be

directed and controlled with greater precision. At the same time, the audience has little or

no opportunity to get involved or provide feedback on the messages being communicated.

So we must develop techniques and messages that are perceived as involving participants,

and providing opportunities for interaction.57

Lecture cum Demonstration method includes the merits of lecture method and

demonstration method. The teacher performs the experiment in the class and goes on

explaining what she does. It takes into account the active participation of the student and

is thus not a lopsided process like the lecture method.

2

The students see the actual apparatus and operations and help the teacher in

demonstrating experiments and thereby they feel interested in learning. Also this method

follows maxims from concrete to abstract wherein the students observe

the demonstration critically and try to draw inferences. Thus with help

of lecture cum demonstration method their power of observation and reasoning are also

exercised.23

Educational Technology is comparatively a new idea, grown as a result of

technological devices, in the use of practices, with the newly explored psychological

principles of learning, teaching, behaviour modification, content analysis, evaluation etc.

In the use of educational technology, publishing industry has adopted the terms like

“software” Hardware etc. Software’s are the tangible stimulus items such as educational

films, slides, programmed materials etc. The mechanical instruments needed for the

projection to display of the software, such as films projector, slide projector, TV and

video cassette Recorder are known as hardware. Both the hardware and software are

needed in the use of educational technology. Thus a technology of instruction is

concerned with a few tools and techniques which can be used to make the teaching

learning process more effective. It includes High technology Instructional Media (HTIM)

and Low Technology Instructional Media; (LTIM). The HTIM includes television,

computer Assisted instruction (CAI) and micro computers etc. The LTIM are

programmed texts globes charts, still pictures, posters etc. As far as India is concerned

LTIM are essential for the early development of education, qualitatively and

quantitatively.24

The public health bag is an essential and indispensable equipment of a public

health nurse which she has to carry along during her home visits. It contains basic

medication and articles which are necessary for giving care.

3

It saves time and effort in the performance of nursing procedures. The bag

technique can be performed in a variety of ways depending on the agency’s policy, the

home situation, or as long as principles of avoiding transfer of infection are always

observed. The bag should contain all the necessary articles, supplies, and equipment that

will be used to answer the emergency needs; its contents should be cleaned very often;

the supplies replaced and ready for use any time; its content should be well protected

from contact with any article in the patient’s home. Consider the bag and its contents

clean and sterile, while articles that belong to the patient as dirty and contaminated. The

arrangement of the contents of the bag should be one most convenient to the user, to

facilitate efficiency and avoid confusion.1

The Public Health Nurses traditionally have taken equipment and medical

supplies into homes of families to use in providing nursing care or serving as health

teaching tools. The bags carried by public health nurses contain this equipment and

medical supplies which are considered medically clean, not sterile. The identified

principles are applicable to the use of the bag in public health nursing activities. It is

possible to assume there are as many different techniques in the bag procedure, as there

are nurses who carry the public health nursing bag, at least in the official community

health facility, in which students receive their public health nursing clinical experience.

So it is necessary to teach nursing students about bag technique using an effective method

of teaching.10

Need for the study.

Lecture can be the effective method of instruction due to its versatility. At the

same time it can be one of the least effective methods if improperly used. A video-

assisted curriculum has three distinct parts.

4

There is a facilitator who guides the discussion, the video cassette that contains

consistent current information and handouts for the participants so they can be actively

involved in the process. The advantages of video-assisted teaching are, one-time

investment will allow the agency to train as many people as they want over a long time,

flexibility because you can present the curriculum at one time or divide it and the video

cassettes contain the correct information, and you will not have people getting different

messages from different people.3

A report by the Association of American Medical Colleges points out that 37

percent of North American medical schools scheduled over 1,000 hours of lecturers for

the first two-year preclinical medicine curriculum, and another 42 percent scheduled

between 800 and 1,000 hours. With abundant evidence that the educational yield from

lectures is generally low, the report recommends reducing scheduled lectures by one-third

to one-half, and allowing students unscheduled time for more productive learning

activities.3

A qualitative study was conducted in Pune, India, to assess teachers’ reaction

towards video-assisted feedback. The 4-week studies investigated teachers’ reaction

towards the use of video as a feedback instrument. Results indicated that teachers had a

strong preference for feedback protocols that involved video, both in terms of

effectiveness and ease of use, and also found evidence to suggest that video technology

improved the quality of human feedback by enabling rapid recall of events and by

facilitating resolution of conflicts.21

Video may offer several training benefits. First, video models can present

various behaviours in realistic contexts. Second, video can efficiently display numerous

examples of stimulus and response variations.

5

Third, video may be a useful medium for learners who cannot take advantage of

print materials. Fourth, with video recordings, the learner can repeatedly review a model's

behaviour, if necessary. Finally, video standardizes the presentation of stimuli in training,

which strengthens internal consistency and allows more confident comparison of data

across learners and sessions.24

After the introduction of the Internet, many researchers report its successful use

in nursing education. Cunningham and Plot kin reported Internet use in nursing clinical

practice use and Todd noted very positive experiences with the use of E-mail in

undergraduate teaching 44

Educators have added computer-assisted instruction to compete for student

attention and to accommodate and to recognize the differences in students learning styles.

This accommodation has caused a paradigm shift in higher education from traditional

classroom instruction to computer-assisted instruction. Results from technology use,

brevity, movement and colour have been added to education. This shift is requiring

changes in both the way educators teach and students learn. Communication and

interaction skills have been affected and reshaped by technology 45

Computer assisted instruction allows the students to be active participants in their

learning and therefore students can progress at their own pace. Computer assisted

instruction may help students develop creative abilities and include changes in the

cognitive and affective outcomes. Computer assisted instruction provides flexibility in

developing new knowledge and supporting competence in the use of information

technology. Information technology is part of the health care professionals’ daily life.

6

Computers enable practitioners to process information that is accurate,

unduplicated, error free and accessible by multiple persons at the same time.Interactive

media offers learning that appeals to every learner with the sounds images and words

available at the same time.46

Hundred and four National League of Nurses-accredited baccalaureate schools

was surveyed in USA regarding the use of standard public health nursing bags by students

in public health nursing courses. Return rate was 60 percent. Result indicated that 66

percent of responding schools used public health nursing bags students provided home

care. It can be concluded that teaching of bag technique continues to be an applicable

component of many nursing education programmes.6

In community health nursing one of the important procedures taught by the nurse

educators is bag technique. In a country like India, the health care fraternity and people

are still in a state where they do not have an easy access to facilities. While working in

the community it so happens most of the times that people are not aware of the health

care facilities or they are not in a state to reach the health institutions easily. In such

situation a community health bag is handier. Since the students learn or see that almost all

the other nursing procedures are taught, using simulations and more attractive ways of

teaching methods, most of the time the technique of using a community health bag is just

taught using the traditional methods of teaching. It can be made more effective and

interesting using newer methods like using an interactive CD ROM. whereas the

prevalent instructional technologies of today are static, those of tomorrow will have

dynamic, interactive characteristics.42

7

Based on the advancement of video-assisted learning process in various streams

the investigator felt a need to adopt the same in the teaching of bag technique. On the

basis of the investigator’s community clinical experience she also suggests that such a

‘visual media’ based learning process would be more effective for nursing students than

any other approaches.

8

CHAPTER 2

OBJECTIVES

Statement of the problem

“A comparative study to assess the effectiveness of Video-assisted Vs. Lecture-cum-

Demonstration method of teaching on bag technique among second year B. Sc. nursing

students from selected nursing colleges at Mangalore.”

Objectives of the study

The objectives of the study are to:

• assess the practice scores of second year B. Sc. nursing students, Group I, on bag

technique after Lecture cum Demonstration method of teaching using practice

check-list.

• assess the practice scores of second year B. Sc nursing students , Group II, on bag

technique after Video assisted method of teaching using the same practice check-

list.

• compare the practice scores of video-assisted teaching method on bag technique

with lecture-cum-demonstration method.

• find out the association between practice scores on bag technique among second

year B. Sc. nursing students of both the groups with selected baseline variables.

9

Operational definitions

• Comparative: In this study, comparative refers to measuring or judging the

quality of Video-assisted and Lecture-cum-Demonstration method of teaching on

bag technique.

• Effectiveness: In this study, effectiveness refers to determining the extent to

which the Video-assisted and Lecture-cum-Demonstration teaching methods have

achieved desired effects as evidenced by gain in the post test score of nursing

students regarding bag technique.

• Video-assisted teaching: In this study, it refers to teaching the proper steps of

community health Bag Technique with the help of a Video on Bag Technique

which has prepared by the investigator.

• Lecture-cum-demonstration method: In this study, it refers to teaching correct

steps of bag technique by adequate explanation along with demonstration by the

investigator

• Group One: In this study, it refers to the second year B. Sc. nursing students who

are participating in the lecture-cum-demonstration method of teaching on bag

technique.

• Group Two: In this study, it refers to the second year B. Sc. nursing students who

are participating in the video-assisted method of teaching on bag technique.

10

• Bag technique: In this study, it refers to the technique carrying out by the public

health nurse using the container, which consists of necessary articles for nursing

care, during his or her home visit, can perform nursing procedures with ease and

deftness, saving the time and effort with the end in view of rendering effective

nursing care.

• Nursing colleges: In this study, it refers to an educational establishment situated

in Mangalore that provides nursing programme having science and principles of

nursing as the main stream of study.

• Nursing students: In this study, it refers to the second year Bachelor of Science

in nursing who are studying science and principles of nursing as the main stream

of study, in the selected nursing colleges at Mangalore.

Assumptions

The investigator assumes that:

1. The second year B. Sc. nursing students in the selected nursing colleges may have

some knowledge regarding bag technique.

2. Lecture-cum-demonstration method of teaching may have impact on students’

learning.

3. Video-assisted teaching method will stimulate the learning capacity of the

students

11

Hypotheses

The study is based on the following hypothesis and this will be tested at 0.05 levels of

significance

H1: There will be a significant difference in the practice scores of students who use the

Video-assisted study learning modality as compared to those who use Lecture-cum-

Demonstration method of teaching on bag technique

H2: There will be significant association between practice scores on bag technique,

among second year B. Sc. Nursing students of two groups, and selected baseline

variables.

Variables

Independent variable: Lecture-cum-Demonstration and Video Assisted method of

teaching on bag technique.

Dependent variable: Practice scores of second year B. Sc. nursing students on bag

technique after attending Video-assisted and Lecture-cum-Demonstration method of

teaching.

Baseline variables: Age, gender

Delimitations

The study will be delimited to:

• Two selected nursing colleges at Mangalore at the time of data collection.

• Second year BSc nursing students who are available during the period of study.

• Practice is assessed only for those items included in Observation checklist.

12

Conceptual framework

A framework is the conceptual underpinning of study. In a study that has its roots

in a specific conceptual model, the framework is often called the conceptual framework.

Conceptualization is the process of forming ideas, design and plan. The conceptual model

provides a certain frame of reference for clinical practice, research and education. It gives

direction to research for relevant questions on the phenomena, and points out solutions to

practical problems.

The conceptual framework used in this study was developed and arranged by

the investigator for evaluating two teaching approaches. The purpose of the framework

was to evaluate the effectiveness of two teaching methods on Bag technique for second

year BSc nursing students.

Concepts of the frame work consist of six components. These include:-

Teaching technique and approaches

Data collection Instrument

Learning modules

Re- demonstration

Evaluation of bag technique

Teaching technique and approaches:

A teaching method comprises the principles and methods used for instruction.

Commonly used teaching methods may include class participation, demonstration,

recitation, memorization, or combinations of these. The choice of teaching method or

methods to be used depends largely on the information or skill that is being taught, and it

may also be influenced by the aptitude and enthusiasm of the students.

13

In this study the teaching technique and approaches refers to the method was

planned by the investigator, to teach community health bag technique procedure to the

second year BSc nursing students. They are Lecture cum Demonstration method of

teaching and Video assisted teaching.

Data collection instrument:

Tool is something, an instrument or apparatus, used in performing an operation or

necessary in the practice of a vocation or profession. In this study instrument refers the

Observation checklist which was prepared by the investigator for the evaluation of bag

technique procedure by the second year BSc nursing students after Lecture cum

Demonstration method of teaching and Video assisted teaching on bag technique.

Learning modality: Learning modalities are the sensory channels or pathways through

which individuals give, receive, and store information.

In this study two learning modalities, interactive Lecture cum demonstration

method and Video assisted as a self learning modality were planned to use to teach, two

groups of second year BSc nursing students on bag technique.

Lecture cum Demonstration method includes the merits of lecture

method and demonstration method. The teacher performs the procedure in the class and

giving adequate explanation along with, what she does. It takes into account the active

participation of the student and is thus not a lopsided process like the lecture method.

In this study the investigator has prepared the lesson plan on bag technique which

contains the aims, objectives, principles and general steps of community bag technique.

The investigator was planned to use interactive Lecture cum Demonstration method of

teaching as a teaching approach to teach the first group students about bag technique.

14

The advantages of video-assisted teaching are, one-time investment will allow the

agency to train as many people as they want over a long time, flexibility because they can

present the curriculum at one time and the video cassettes contain the correct information.

In this study the investigator has developed a Video on bag technique. This

contains the information regarding aims, objectives, principles and general steps of

community health bag technique procedure. The investigator was planned to give the

second group students this Video as a self learning module to learn about bag technique

procedure.

Re- demonstration:

It is an instructional method by which the learner attempts to perform a

psychomotor skill, with cues or prompting as needed from the teacher. In this study the

investigator was planned to ask each group students to do the re- demonstration of bag

technique procedure, after Lecture cum Demonstration method of teaching and Video

assisted teaching on bag technique.

Evaluation: Evaluation is a systematic determination of a subject's merit, worth and

significance, using criteria governed by a set of standards. In this study the investigator

was planned to evaluate the practice of bag technique procedure by the second year BSc

nursing students after the Video assisted and Lecture cum Demonstration method of

teaching on bag technique, by using an Observation checklist. And also from the

obtained score the investigator can compare and evaluate the effectiveness of two

methods of teaching.

Conceptual framework on evaluation of two teaching methods is given in figure 1.

15

Figure 1: Conceptual frame work on evaluation of two teaching methods on Bag Technique

Video assisted teaching method

Data collection instrument

Development of learning module i.e., Video on bag technique

Self learning with the help of Video

Re- demonstration of bag technique

Lecture cum Demonstration method

Data collection instrument

Development of teaching module i.e.

Lecture cum Demonstration

Interactive teaching by Lecture cum Demonstration

Re-demonstration of bag technique

Evaluation of two teaching approaches Evaluation of bag technique

Evaluation of bag technique

Teaching approach

15

16

Summary

This chapter dealt with the statement of the problem, objectives of the study, operational

definitions, variables, assumptions, hypotheses, delimitations and conceptual framework.

17

CHAPTER 3

REVIEW OF LITERATURE

Reviewing the existing literature related to the study is a critical step in the

research process. It is essential that researchers work be built on the work of others

(Kaplan, 1964).

For the present study researcher has done an extensive literature review on the topic in

various sources like books, journals, internet and unpublished thesis etc.

The literature review for the following study is categorized under following headings.

3.1 Literature related to Lecture cum Demonstration as a teaching method

3.2 Literature related to studies comparing the different methods of teaching and

Computer aided learning in general and in nursing education

3.3 Literature related to use of Bag Technique.

3.1 Literature related to Lecture cum Demonstration as a teaching method:

The lecture method is the most common form of teaching in institutions of

higher education throughout the world, and is likely to continue to be so. In this article,

aspects of lecturing are explored. Attention is given to explaining and to other strategies

of lecturing and to the possibility of demarcating certain lecturing styles. The findings are

based on an empirical study involving a Likert-type questionnaire in which some 200

university teachers were involved. The items of the Lecturing Styles Questionnaire (LSQ)

can provide (in the view of the author) a useful approach to self assessment of lecturing

skills and to the formulation of a lecturing self-profile. Coupled with feedback from

students on their perceptions of the lecturer’s presentation, the lecture as a teaching

method can be much improved.23

18

A qualitative study was conducted in USA on interactive instruction in

otolaryngology resident education. The current study was undertaken to examine the

feasibility of using the different types of interactive learning techniques in an

otolaryngology residency programme. Possibilities considered in the current study

include standard interactive lecturing, facilitated discussion, brainstorming, small group

activities, problem solving, competitive large group exercises, and the use of illustrative

cliff hanger and incident cases. The study results concluded that interactive instruction is

one of the effective teaching methods in otolaryngology resident education.24

A descriptive study was conducted on Popularization of Water purifying

Technology at Household Level in Slum Areas of Delhi after selecting 200 women

respondents randomly. Mass media (Lecture cum Demonstration) related to water

purifying technology was prepared by analyzing the target audience. The pre test was

administered to assess the existing level of knowledge of the respondents regarding Janta

Water Filter. A week after pre test, the respondents were initially exposed to the media

package (Lecture cum demonstration). Then, immediately after the exposure, the post test

was administered to find out the gain in knowledge regarding Janta water filter.

Frequency, percentage, mean scores and‘t’ test were used to draw meaningful inferences.

Results regarding water facility showed that most of the respondents 56.50 percent used

hand pump water for drinking, stored drinking water in pitchers 83 percent, washed water

storage containers frequently 62 percent, had not adopted measure for safe storage of

drinking water 89 percent, took water with glass holding in the hand 91.50 percent and

stored drinking water in covered storage container 73.50 percent. 25

19

On the basis of aggregate mean scores‘t’ test (18.72**) showed significant

difference between pre-exposure and post-exposure knowledge. So, it clearly indicates

that the respondents had gained sufficient knowledge after giving them exposure through

mass-media package-lecture cum demonstration.25

A cross sectional study was conducted in UK to assess the immediate cognitive

impact of kangaroo mother care workshop on medical students. A cross sectional,

intervention carried out in Neonatal unit of a teaching hospital on 63 Final professional

medical students. Knowledge about kangaroo mother care assessed by a pre-test

Questionnaire. A one hour lecture cum demonstration was carried out following which

the same questionnaire was given as a post test assessment. In results, the maximum

possible score was 25. The pre test score was zero in 54 % of students, one in 39.7% and

2 in 6.3 % of them respectively. The post test percent score was 100 in 46 % of students.

It was 96,92,88,84 and 76 in 19%, 11.1%, 6.4% of student’s respectively. Conclusion was

the immediate cognitive impact of kangaroo mother care workshop on medical students

was excellent.26

A qualitative study was conducted in Taiwan on the development of lecture on

spiritual care for adult critical care trainees, and to evaluate the trainees’ appraisal of the

effectiveness of this lecture in preparing them to provide spiritual care for their clients in

a critical care setting. A questionnaire and descriptive qualitative content analysis was

used. A convenience sampling consisting of 64 registered nurses. A total 64 female

participants completed the questionnaire. Ninety two percent of the subjects considered

the lecture on spiritual care to be helpful in assisting them to provide holistic care to

critical ill patients in the intensive care unit. Three types of helps were identified by the

subjects.

20

Help in clarifying the abstract concept related to spiritual care 86%, Help in self-

disclosing the nurse’s personal beliefs and values regarding life goals, nurse and spiritual

needs 67 %t, Help in learning how to provide spiritual care patients in a critical care

setting 34 %t. The study concluded that the lecture method of teaching on spiritual care

for adult critical care trainees, was effective. 27

A study comparing the effectiveness of the feedback lecture method with the

traditional lecture method for occupational therapist students and physical therapist

students enrolled in a neurology medicine class. Thirty six first year students who

volunteered to participate were randomly assigned to either an experiment (feedback

lecture) group or a control (traditional lecture) group. The traditional lecture group was

given a reading assignment to complete prior to the lecture and attended an 80-minute

lecture on traumatic brain injuries. The feedback lecture group was given a carefully

developed package of learning materials and activities for the students to complete prior

to class. The feedback lecture consisted of two 30 minute lectures, with each lecture

followed by 10 minutes of small group discussion. Both groups completed a pre test and

an immediate post test and were asked to answer questions regarding their learning

experience. Four months later, both groups were given a second post test. Results

indicated no difference in test scores between groups for all time periods. Comparison of

control and experimental group student ratings of the learning experience identified a

significant difference between the two groups. These than the traditional lecture

method.28

21

3.2. Literature related to studies comparing the different methods of teaching and

Computer aided learning in general and in nursing education:

A comparative study was conducted among students of Biology Rensselaer

Polytechnic Institute, Troy, New York, to assess the effectiveness of studio v/s interactive

lecture demonstration. The sample size was 50. Two delivery methods for a course in

Genetics and Evolution were compared using pre- and post-testing of basic concepts to

evaluate the effectiveness of each method. The metric <g>, the gain in learning, was

calculated as the ratio of the difference between the post-test and pre-test score divided by

the difference between the highest possible score and the pre-test score. The first or studio

teaching method involved heavy use of team work by students, hands-on exercise, and

minimal lecturing, the second or interactive lecture demonstration method met in a large

lecture hall and involved posing questions followed by simulations or other

demonstrations of result. The lecture-cum-demonstration method resulted in a drop in

student learning from <g>=0.75±0.25 to <g>=0.46±0.37. It was found that the gain

learning by video teaching method was 0.75±0.25. The result of this study suggested that

studio techniques are more effective means of instruction than interactive lecture.4

A comparative study was conducted in Japan to assess the effects of computer-

assisted, text-based and computer-and-text learning conditions on the performances of

three groups of medical students in the pre-clinical years of their programme. A fourth

group of students served as a control group. Participants were randomly assigned to four

learning conditions and tested before and after the study on their knowledge of and skill

in performing an abdominal examination, in a multiple choice test and an objective

structured clinical examination respectively. Information about performance in the

programme was collected from school records and students were classified as average,

good, or excellent.

22

Student and faculty evaluations of their experience in the study were explored by

means of a short evaluation survey. Compared to the control group all three study groups

exhibited significant gains in performance. The performances of the three groups did not

differ on the objective structured clinical examination measure. Analyses of gains by

performance level revealed that high achieving students’ learning was independent of the

study method. Lower achieving students performed better after using computer-based

learning methods. The results suggest that computer-assisted learning methods will be of

greater help to students who do not find the traditional methods effective. Explorations of

the factors behind this area are a matter for future research.18

A study was conducted among the students of Valdosta State University, to

assess the effectiveness of computer-assisted instruction v/s. traditional instruction in an

advanced level computer course. The sample size was 83; the study used a survey

instrument containing Likert scale statements and several open-ended questions dealing

with a variety of issues related to computer instruction and the computer-assisted software

programme. The survey was administered to several different groups of students over a

two-year period with an overall number of 83. Results of the study indicated that students

rated both methods of instruction very favourably with a slight tendency to favour the

computer-assisted instruction. Students overwhelmingly favoured a balanced mix of

computer-assisted lesson instruction and traditional instruction. According to this study

computer-assisted lesson was very effective for 54 percent, effective for 44 percent,

ineffective for 2 percent, and very ineffective for none. Traditional lecture method was

very effective for 43 percent, effective for 52 percent, ineffective for 5 percent, and very

ineffective for none. This study indicated that computer-assisted instruction is an effective

teaching method for advanced computer classes than traditional method of teaching. 19

23

A comparative study was designed to assess the efficacy of a video-assisted

teaching module versus conventional teaching module, regarding post-exposure

prophylaxis among 58 dental students in Tehran, Iran. They were asked to take a test

about the principles of post-exposure prophylaxis prior to being taught via lecture or the

video films. The test was repeated following conventional teaching module and the video-

assisted teaching module. Data were analysed using t-test and Chi-square. The pre-

teaching test results were indicative of low knowledge among the students regarding post-

exposure prophylaxis 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 (7.32±2.94), respectively. Moreover, this study revealed

that the post-teaching test results differed significantly following the conventional

teaching phase and the video-assisted teaching phase. This study indicated that video-

assisted teaching might be an effective means of promoting persistent knowledge among

students. Therefore, this method can be suggested for academic educations.20

A qualitative study to assess efficacy of a geriatric oral health CD, as a learning

tool to better preparedness of the professionals to meet the needs of older patients. A self

instructional computer module on geriatric oral health was previously developed. A

convenient sampling procedure was used. Sample size calculation revealed that fifty-six

subjects were required to meet clinical and statistical criteria. Paired t-test addressed the

hypothesis that use of the educational tool is associated with improvement in knowledge.

Fifty eight first year dental students and nine third year medical students completed the

pre-intervention test and were given the CD based educational tool. After seven days, all

participants completed the post-intervention test. Knowledge of geriatric oral health

improved among the sixty seven students included in this study (p=0.019).

24

When stratified on the basis of viewing the CD-ROM, the subgroup of thirty-eight

students who reported not actually reviewing the CD ROM had no change in their

knowledge scores, while the subgroup of twenty nine students who reported reviewing

the CD had a significant improvement in test scores(p<0.001). Use of a self-instructional

e-learning tool in geriatric oral health is effective among those students who choose to

employ such tools.29

An evaluatory study on enhancing self management in children with sickle cell

disease through playing a CD-ROM educational game was conducted in US. The purpose

of study was to determine whether playing a simple CD-ROM educational game

(developed specifically for children with sickle cell disease), improved children’s

knowledge and confidence in selected symptom management and practice. Twenty two

eligible children completed a pre-test to determine knowledge and confidence levels,

played the Sickle Cell Slime-O-Rama Game, and then completed an identical post test.

Findings of study were identified that Significant increase in knowledge (t= 2.828,

p=.010) and confidence (t=3.759, p=.001) levels between pre and post tests. It is

promising that a simple, interacting CD-ROM game allowed children with sickle cell

disease to quickly acquire knowledge about the disease and symptom management, and

increased their confidence to apply this new knowledge. Results suggest the high utility

of this tailored game to foster active self management behaviours in this population.30

A randomized controlled trial was conducted in the West Midlands, U.K. in six

postgraduate education centres. Fifty five newly qualified foundation year one doctors

(U.S internship equivalent) were randomized to either computer based sessions or an

equivalent lecture in evidence based medicine and systematic reviews.

25

The change from pre to post intervention score was measured using a validated

questionnaire assessing knowledge (primary outcome) and attitudes (secondary outcome).

Both groups were similar at baseline. Participants improvement in knowledge in the

computer based group was equivalent to the lecture based group (gain in score:

2.1[S.D=2.0] versus 1.9[S.D=2.4]; ANCOVA p=0.078) Attitudinal gains were similar in

both the groups. On the basis of their findings, they feel computer based teaching and

learning is as effective as typical lecture based teaching sessions for educating

postgraduates in evidence based medicine and systematic reviews.31

A study to evaluate the efficacy of counsellor vs. Computer delivered

interventions with mandated college student. The purpose of this study was to evaluate

the efficacy of two brief interventions and the inclusion of a 1-month booster session with

college students who were referred to attend alcohol education following an alcohol-

related incident. Participants (N=225; 48.9% male) were randomly assigned to receive

one session of a Brief Motivational Interview or Computer delivered intervention with the

Alcohol 101 CD-ROM. Participants were also randomly assigned to booster/no booster.

At 3-month follow up, participants in Brief Motivational Interview reported greater help

seeking and use of behavioural strategies to moderate drinking. At 12-month follow up,

Brief Motivational Interview participants were drinking more frequently and computer

delivered intervention participants were consuming a greater number of drinks per

occasion than at baseline. Mediation analysis showed that the use of specific behavioural

strategies mediated the effect of Brief Motivational Interview condition on drinking

volume. There was no intervention effect on alcohol problems, and the booster condition

did not significantly affect outcomes. Promoting specific behaviours in the context of in-

person brief interventions may be a promising approach to reducing drinking volume

among identified at-risk students.32

26

A study on comparison of the acceptability and effectiveness of two methods of

distance education: CD-ROM and audio teleconferencing. Eighty pharmacists were

recruited from a 2003 University of Wisconsin distance education programme, 47 of

whom participated in the course using the traditional audio teleconference method, and 33

whom participated using a home study CD-ROM containing the same material presented

in the teleconference. Volunteers were required to complete a pre test, a first post test

immediately following completion of the continuing education course, a second post test

1 month following the conclusion of the course, and an evaluation. The study results can

help coordinators of continuing pharmaceutical education programs to determine the most

effective and acceptable method for future distance-education opportunities.33

A comparative study on technology based vs. Traditional instruction for teaching

the skill of performing a 12 lead EC was conducted in Indiana University School of

Nursing, Indiana Polis, USA. The study was to compare the effectiveness of an

interactive multimedia CD-ROM with traditional methods of teaching in the skill of

performing 12-lead ECG. In this study, there were no significant (p<0.05) baseline

difference in pre test score between the two groups and no significant difference by group

in cognitive gain and skills.35

An evaluatory study was conducted in Japan to assess the differences in

traditional classroom lecture and computer-assisted instructions. An experimental group

was taught by using computer-assisted instructions and control group was taught by

traditional method. The results of this study were that the students felt that Computer

assisted instruction made class more interesting and highly organized.

27

The use of CAI allowed for integration of learning and increases students

involvement in the class without feeling self-conscious. Disadvantages in this study were

that the faculty needed more time to develop the material with computer-assisted

instructions.36

A study to assess the effectiveness of Computer assisted instruction within a

small group of midwifery students. Nine pre-registration students were chosen at random

to be taught either by tutorial or a CAI package that had been written for medical

students. A test of CTG interpretation was given to the whole group before instruction

and the test was repeated, two weeks after instruction. The score of the CAI group

improved in the post test compared to their pre test scores, whereas the tutorial group

showed no improvement. However, the pre test revealed a higher level of prior

knowledge in the group receiving the tutorial, compared to the group who were allocated

to CAI. The conclusion from the study was that the CAI package was effective as the

knowledge of the group given CAI improved and the improvement was receiving CAI

and tutorial instruction was different, we cannot compare the methods of instruction.37

A prospective randomized study was designed to compare the outcomes of

self-learning using the software and using the textbooks in UK. Students in the text group

seemed to fulfil their assignments and improved their post test scores better than those in

the computer assisted instruction groups. After three weeks the final test scores of both

the groups demonstrated a significant decrease but showed insignificant difference

between the two groups. However, it was concluded that, with more time available, use of

software may be as good as the conventional learning method can be an alternative tool.

The computer assisted instruction programme seems to enhance the learning process.38

28

A Videoconferencing lecture cum demonstration for all public sector units total of

around 80 representatives from Public Sector and SCOPE Member constituents

participated in the one day programme. The lecture cum demonstration was divided into

four separate sessions. The response and feedback was encouraging and some of the

organizations have already started using NIC Videoconferencing facility from 26 cities.

Videoconferencing Division, network information centre and NICSI jointly coordinated

the event for promoting NIC’s VC services on charging basis among different public

sector units.39

A study to evaluate emergency physician success and satisfaction using a video-

assisted semi-rigid fiberoptic stylet, the Clarus Video System (CVS), during a simulated

difficult airway scenario. Emergency physicians (EPs) of all levels were first shown a

brief slide show and three example videos, and then given 20 min to practice intubating a

mannequin using both the CVS and standard direct laryngoscopy (DL). The mannequin

was then placed in a c-collar and set to simulate an apneic patient with an edematous

tongue and trismus. Each EP was given up to three timed attempts with each technique.

They rated their satisfaction with the CVS, usefulness for their practice, and the

effectiveness of the tutorial. Direct laryngoscopy had a 65% success rate on the first

attempt, 20% on the second, and 15% required three or more. The CVS had a 100%

success rate with a single attempt. Average time for independent DL attempts was 43.41 s

(SD = ±26.82) and 38.71 s (SD = ±34.14) with CVS. Cumulative attempt times were

analyzed and compared (DL = 74.55 ± 68.40 s and CVS = 38.71 ± 34.14 s; p = 0.028). EPs

rated their satisfaction with, and usefulness of, the CVS as ≥6 out of 10.Emergency

physicians were satisfied with the CVS and felt that it would be useful in their practice.47

29

A two group’s pre-test-treatment-Post test experimental design which intended to

study the effectiveness of Video Assisted Instruction and relationship between study

habits and achievement of students studying mathematics at Hr. Sec.level. A sample of

40 students were selected for both control and experimental group for the study using

random sampling technique. The ‘t’ test was used to study the significance of difference

between the groups. Scatter gram was used to study the correlation between the variables.

The experimental and control group students who learnt through video assisted

instruction and conventional method differ in their achievement ( t = 27.215 vide table 4

at 0.01 level). The experimental group students who learnt through video assisted

instruction are at higher level than the control group students who learnt through

conventional method. Boys and girls who learnt through video assisted instruction and

through conventional method differ in their achievement (Boys t = 26.34 vide table at

0.01 level and girls t = 25.0875 3 at 0.01 level). The experimental group boys and girls

who learnt through video assisted instruction are at a higher level than the control group

boys and girls who learnt through conventional method. The gain percentage is more for

experimental group than the control group. It is concluded that the video assisted

instruction method is more effective in improving the achievement of students in

mathematics than the conventional method.48

An experimental research study was conducted in Mangalore on effectiveness of

video assisted teaching on Oral Hygiene Practices among Preschool Children in Selected

Anganwadi aged three to six years. The sample was 50 experimental groups and 50

control group. Data was collected using an observation checklist. The results showed that

in the pre-test 15% pre-school children in the aspect of experimental group had poor

knowledge, 20% had average knowledge and 50% pre-schoolers had good knowledge.

30

In the control group only 5% pre-school children had poor knowledge, 35% had

average knowledge, and 45% had good knowledge. In both the groups only 15% had very

good knowledge. The researcher concluded that there was significant impact of video and

its sequences enhanced the children’s knowledge and hygiene practices regarding oral

hygiene.49

After reviewing these studies it is been felt that more studies can be done to find

out the outcomes of different computer aided materials in nursing education, especially in

Indian scenario.

3.3. Literature related to use of Bag Technique

An exploratory and descriptive study was conducted in 2007 at Indiana among

Bachelor of Science in Nursing programmes to assess the use of the standard public

health nursing bag in the academic setting. The sample size was 437. The short survey

instrument included 15 questions, including Yes or No, multiple choice, and short answer

questions. Two of the multiple choice questions asked for further details were based on

specific responses. The result of the study showed that 32% of responding schools

continued to utilise a standard public health bag during home visits, the majority did not.

The study suggested that further research is necessary in order to clarify the use of the

public health nursing bag. In addition, teaching tools need to be developed, such as

DVDs, to facilitate the use of the public health nursing bags in the academic setting.2

A survey was conducted in 1987 at Indiana among the baccalaureate public

health nursing faculty to ascertain how many schools were teaching the bag technique.

They investigated the use of the standard nursing bag and the practice of asepsis for

students making home visits.

31

Their survey revealed that of 62 responding schools, 66% used a standard public

health nursing bag during their community clinical experience. Furthermore, the survey

revealed that 62 % reported that the school faculty were responsible for teaching the bag

technique to the students, with only 41% evaluating the students on the use of the bag.

Faculty determined that the inclusion of use of the bag within the curriculum was not

obsolete and the nursing bag provided students with an essential, organised reservoir for

supplies as well as an effective tool to promote the practice of infection control.2

WHO and other international health agencies are now trying for community

reorientation to meet the health needs of the family; it is necessary to provide nursing care

on a selective basis and to demonstrate the care to some responsible member of the

family. Every nurse has a responsibility to the family, to herself, to professional nursing

to use and to practice and to teach scientifically tested techniques and procedures. It is

assumed that every qualified nurse knows the fundamentals of every basic procedure. For

this, the student nurse has to be adequately trained.40

Today’s prominent technologies are passive media: books, slides, transparencies

(foils), movies, videotape and recorded sound. Tomorrow’s academic technologies will

be interactive multimedia that requires the user, the researcher, learner, or students to

interact directly with the media in real time and modify them to achieve instructional or

research goal. Computer technology is an exciting addition to the repertoire of teaching

strategies available for use by nurse educators 42.

32

Summary

Chapter 2 deals with the review of related literature of the study. The study was

divided into 3 areas and discussed widely. The area of literature was on studies related to

Lecture cum Demonstration as a teaching method, comparing the different methods of

teaching and Computer aided learning in general and in nursing education and Literature

related to use of Bag Technique.

33

CHAPTER 4

METHODOLOGY

Research methodology is a way to systematically solve the research problem.

It describes various steps that are generally adopted by the researcher in studying the

research problem, along the logic behind them and explain why he uses a particular

method or technique so that research results are capable of being evaluated by him or by

others. Research methodology of the research study indicates the researchers overall plan

for obtaining answers to research questions and it spells out the strategies that the

researcher adopts to develop the information that is accurate, objective and interpretable50.

The present study aimed at assessing the effectiveness of Video assisted vs.

Lecture Cum Demonstration method of teaching on Bag Technique among second year

BSc nursing students in selected colleges at Mangalore. This chapter includes the

research design, setting of the study, population, sample and sample size, sampling

technique, description of the tool, the method of data collection and plan for data analysis.

Research approach

Research approach indicates the basic procedures for conducting the study. It is a

systematic, controlled, empirical and critical investigation of natural phenomena guided

by theory and hypothesis about the presumed relations among such phenomena51.

Evaluative approach is an applied form of research that involve finding out how well a

programme, procedure or policy is working and its goal is to assess or evaluate the

success of a programme.

34

In view of the nature of the problem under study and to accomplish the objectives

of the study an Evaluative approach was found to be appropriate to describe the

effectiveness of Video assisted Vs Lecture Cum Demonstration method of teaching on

Bag technique among second year BSc nursing students.

Research design

Research design is the researcher’s overall plan for obtaining answers to the

research questions being studied and for handling some of the difficulties encountered

during the research process.52

The most appropriate design for measuring the effectiveness of Video assisted Vs

Lecture cum Demonstration method of teaching on Bag technique was the Quasi

Experimental Only Post Test Design. Comparison of one teaching method with the other

method was provided. The effectiveness was measured by comparing the post test scores

of Video assisted and Lecture cum Demonstration method of teaching on bag technique.

The study design shows that, on the day one the Lecture cum Demonstration and Video

assisted method of teaching on Bag technique was administered to first and second group

respectively. On the seventh day post – test was conducted to assess the practice score of

both the group students on bag technique after each method of teaching using the

Observation checklist. The study design is schematically represented as follows:

Groups

Treatments

Post test practice scores

Comparison

G1

G2

X1

X2

O2

O4

O2 Vs O4

35

G1: Second year B. Sc. nursing students who are participating in the Lecture-cum-

Demonstration method of teaching on bag technique.

G2: Second year B. Sc. nursing students who are participating in the Video-assisted

method of teaching on bag technique.

X1: Lecture-cum-Demonstration method of teaching on bag technique.

X2: Video-assisted method of teaching on bag technique.

O2: Post test practice score of group I second year BSc nursing students on Bag

Technique.

O4: Post test practice score of group II second year BSc nursing students on Bag

Technique

36

Fig 2: Schematic representation of research process

Population Sample Sampling

Technique Research

setting

Treatment Post test Data analysis

Second year BSc Nursing students from selected nursing colleges at Mangalore

60 second year BSc nursing students

Stratified Random sampling

Selected nursing colleges at Mangalore

Administration of Video assisted and Lecture Cum Demonstration method of teaching on Bag Technique G1 X O2 G2 X O4

Assessment of post test practice scores of students regarding Bag technique by observation Checklist

Descriptive and inferential statistics

37

Setting

Setting is the physical location in which data collection takes place48. This study

was conducted in two selected nursing colleges at Mangalore, which are affiliated to

Rajiv Gandhi University.

The colleges were selected on the basis of:

Feasibility of conducting study

Availability of samples

38

Fig 3: Setting of the study

DR.M.V.S.T.CON LAXMI MEMORIAL CON ATHENA CON INDIRA CON

39

Population

A population is a group whose members possess specific attributes that the

researcher is interested in studying47. In the present study population comprised of

second year BSc nursing students from all the nursing colleges at Mangalore, coming

under Rajiv Gandhi University.

Sample and sample size

A finite subject of the population selected from it with the objective of investigating

its properties is called a sample54.

The sample for the present study consisted of 60 second year BSc nursing

students, who met the sampling criteria, studying in two different nursing colleges at

Mangalore coming under Rajiv Gandhi University.

Sampling criteria

Inclusion criteria

1. Colleges which are coming under RGUHS

2. Students who are willing to participate in the study.

Exclusion criteria

1. Students who are absent during data collection.

Sampling technique

Sampling is a process of selecting a group of people, events or portion of the

population to represent the entire population55.

40

Stratified random sampling technique was found appropriate to select 60 second

year BSc nursing students from the selected nursing colleges for the study. It is a type of

probability sampling in which a population is first divided into subgroups, called strata,

and a sample is selected from each stratum by using ‘Simple Random Sampling’.

In Mangalore total fifteen nursing colleges are coming under Rajiv Gandhi

University. Among this four nursing colleges were selected randomly for the present

study. Two colleges for the pilot study two for the main study. For the pilot study total

20 subjects were selected randomly from the two selected nursing colleges. From the

remaining two selected nursing colleges, 30 students were selected by using simple

random method and they constitute the samples for the main study.

Nursing colleges in Mangalore coming under RGUHS

Stage I

Random selection

College 1 College 2 Colleg3 College 4

Random selection

College I College 2 College 3 College 4

Pilot study Main study

Stage II

Random selection

Nursing colleges in Mangalore coming

Under RGUHS

10 Students 10 Students 30 Students 30 students

41

Data collection technique

Selection and development of the tool

The tool is a device used to collect data. In this study the researcher was intending

to use an observation checklist to assess the performance of bag technique. This was

prepared on the basis of the review of literature, and validation by the experts in the field

of Community health nursing.

The following steps were adopted in developing the tool;

• Review of both research and non-research articles, text books and internet sources

related to community health bag technique.

• Opinion and suggestions from the experts in the field.

• The investigators own experience in the clinical field and teaching field.

Description of the tool

Tools used for the study include two sections:

SECTION I: a) Base line variables and

b) Information about community health bag

SECTION II: Observation checklist to assess the performance of bag technique

Section I:- a) Baseline variables

This section consists of 2 items intended to gather background information

regarding each student’s age and gender. The purpose of this was to determine the

association between baseline variables and practice scores of nursing students on Bag

technique.

Section I: b) Information about community health bag

This section consists of 6 items intended to gather information regarding

community health bag.

42

Section II: - Observational checklist to assess the performance of bag technique

Second section consists of 30 items related to the practice on Bag technique

demonstration.

Items are listed in 5 parts.

PART 1: Eight items related to perform soon after reach the house

PART 2: Five items on hand washing

PART 3: Four items related to performance of procedure

PART 4: This session has 9 items has to be performed after the procedure

PART 5:Four items regarding recording of procedure.

Scoring was based on performed, partially performed and not performed base with a score

of 2, 1, and 0 respectively.

The maximum possible score was 60 and lowest possible score was 0.

1-20 - Poor

21-40 –Average

41-60- Good

Preparation of teaching module I for Lecture cum Demonstration method of

teaching on bag technique.

The steps followed in the development of lesson plan on Bag technique were as follows.

• Formulation of educational objectives.

• Review of literature

• Preparation of the first draft of the teaching content

• deciding the method of instruction and the AV aids

• Content validation of the teaching programme by the experts

• Preparation of the final draft.

43

Formulation of educational objectives.

Objectives of the teaching methods were listed in behavioural and achievable

terms. The outline of the teaching programme was based on the objectives

Review of literature.

A detailed literature review was done to find out the content of the teaching

programme from various text books, internet sources, research and non research articles

and different journals.

Preparation of the first draft of the teaching content.

First draft was prepared based on the review of literature and the expert opinion.

The teaching plan consisted of teaching learning objectives, content, teaching

method and description of the AV aids for teaching. The content was made clear and

comprehensive keeping in mind, the student’s capacity to understand the concept. The

areas covered are introduction principles, aims, and objectives, contents of community

health bag and steps of community health Bag technique demonstration.

Deciding the method of instruction and the A-V aids

Teaching method planned to adopt for the study was Lecture cum Demonstration

and the AV aids planned to use include OHP and Blackboard.

Content validation of the planned teaching programme

Criteria checklist was prepared and content prepared had given to 9 experts for

content validation in the field of community health nursing.

44

Preparation of the final draft of lesson plan on Bag Technique

Based on the suggestions and opinion of the experts, the final draft was prepared

on Bag technique.

Development of Teaching Module II: Video on bag technique as a self learning

method.

Teaching plan is a guide for the teacher because it helps to cover the topics

comprehensively with proper sequence of points without missing anything. Video clips

bring training and teaching to life.

Video clips help to emphasise ideas and lessons, Video Research in Learning

Sciences gives a new insight into research methodologies in learning sciences. Video is

an effective method of teaching due to a variety of reasons. Video lectures serve major

strategic purpose. For one, they get exposure to natural language in a non-threatening

setting. Secondly, movies and video provide common ground to students of any

international background.

Video assisted teaching programme was developed by the investigator using the

following steps:

1) Review of literature and data collection.

2) Preparation and organization of the content.

3) Preparation of the Video script by sequence.

4) Recording of video.

5) Preparation of video clips.

6) Editing of video clips.

7) Evaluating the Video.

45

Review of literature and data collection: An extensive literature review was undertaken

on Bag technique from the textbooks, journals, online sources, and periodicals to prepare

the video assisted teaching programme.

Preparation and organization of the content: Content of the video assisted teaching

programme was prepared and organized under various headings according to the specific

objectives.

Preparation of the script for the Video: A script was made according to the prepared

content. It consists of all the scenes included in the video such as aims, objectives,

principles, and articles in the community health bag and also the general steps of bag

technique.

Recording and Preparation of video: A video suited by the investigator in the natural

setting according to the prepared script. All the steps of the bag technique were suited,

from the arrival at the family to the recording of the procedure. The hand washing

procedure also suited sequencly. Required clips for the video were prepared with the help

of experts in that field.

Editing the video: The prepared video clips were edited by professional editors.

Evaluating the Video: The video was evaluated by content validation, which was

ascertained by consulting experts in the field of nursing and other discipline. The major

suggestions and recommendations were accepted from experts in the field of community

health nursing, to modify the plan. Further effectiveness of Video assisted teaching

programme was evaluated by using observation checklist.

Content validity of the tool

Validity is the degree to which an instrument measures what it is supposed to

measure. The prepared tool, objectives and criteria checklist, Video CD and lesson plan

on Bag technique were given to 9 experts to ensure the content validity.

46

The experts were from the field of Community health nursing. The experts were

requested to give their opinion and suggestion regarding the adequacy, relevance and

appropriateness of the item. Suggestions and recommendations given by the experts were

accepted and necessary corrections were done for modifying the tool and teaching

methods.

Pre testing the tool

After obtaining permission from the Principal of the college of nursing the tool

was pretested on 22.08.2012 by administering it to 5 students other than the samples,

from the randomly selected nursing college at Mangalore. During the pre testing it was

found that there was no difficulty in administering the observation checklist. Approximate

time taken for each subject was 20-25 minutes.

Reliability:

Reliability of an instrument is the degree of consistency or dependability with

which an instrument measures the attribute it is designed to measure. The reliability of a

measuring tool can be assessed in the aspects of stability, internal consistency and

equivalence depending upon the nature of the instrument and aspects of reliability

concept. Split half technique was used to find out the reliability of the present study. In

order to ascertain reliability, the study was conducted in one of the randomly selected

nursing college at Mangalore. The Observation checklist was administered to 10 students.

The test result was divided into two equivalent halves (as odd and even groups)

and correlation for the half test was calculated using Karl Pearson Correlation Coefficient

formula, and significance of correlation was tested using Spearman Brown prophesy

formula. The ‘r’= 0.78 the tool was found to be reliable.

47

Pilot study

Pilot study is the small version of the actual study conducted with the purpose of

testing and potentially refining the research plan. The purpose of the pilot study is to find

out the feasibility of the study, clarity of the language of the tool and finalise the plan for

analysis. Pilot study was conducted from 23.08.2012 to 10.09 2012. To find out the

feasibility of the study 20 second year BSc nursing students were selected randomly

from the two selected nursing colleges at Mangalore. The colleges were selected by

stratified random sampling. The subjects for the study possessed the same characteristics

as that of sample for final study.

Step I: The pilot study was conducted in two selected nursing colleges at Mangalore

which was selected by stratified random sampling

Step II: Permission was obtained from the Principal College of nursing prior to the study.

Step III: Ten II year BSc nursing students were selected by simple random sampling

method from both colleges and named them as group I and group II, to find out the

feasibility of the study. The subjects of the pilot study possessed the same characteristics

as that of the sample of the main study.

Step IV: The researcher introduced herself to the subjects and purpose of the study was

explained.

Step V: Informed consent had taken from all the participants.

Step VI: From 23.08.2012 to 25.08.2012 Lecture Cum Demonstration method of

teaching on Bag technique was administered to the first group students and from

27.08.2012 to 28.08.2012 Video assisted method of teaching on bag technique was

administered to the second group students. The duration of the session for Lecture cum

Demonstration was 1 hour and for Video assisted teaching was 20 minutes.

48

Step VII: On seventh day (from 4.09.2012 to 10.09.2012) post test was conducted to find

the effectiveness of each teaching modality by using an Observation checklist. The

collected data was analyzed using descriptive and inferential statistics.

Step VIII: The effectiveness of Video assisted teaching and Lecture cum Demonstration

method of teaching on bag technique was found using unpaired‘t’ test.

Pilot study findings

Pilot study findings reveals that majority of the students, 70% in the video

method and 80% in the lecture method, were in the age group of 19-21 years and

remaing were in the age group of 18 years.

The overall mean and SD of the video assisted teaching method was 24.2 ± 1.07

with a percentage mean of 40.33% which contribute more effective. Whereas the

overall mean and SD of Lecture cum Demonstration method of teaching was 20.1

± 1.13 with a percentage mean of 33.5% which contribute less effective.

Comparison between Video assisted and Lecture cum Demonstration method of

teaching on Bag technique was found using unpaired t test (t19=2.09 P<0.05).

The above results shows that the Video assisted teaching method on bag technique

was more effective than Lecture cum Demonstration method of teaching.

Procedure for data collection for main study

For collecting the data following steps were taken;

1. Administrative permission from Principal College of nursing was obtained.

2. Permission from the Principals of selected nursing colleges was obtained.

3. Informed consent was taken from the participants of selected nursing colleges of

Mangalore. Respondents were assured the anonymity and confidentiality of the

information provided by them. The study period was from 1.10.2012 to 18.10.2012.

49

4. On the first day Lecture cum Demonstration and Video assisted method of teaching

on bag technique was administered as an educational intervention to the first and

second group second year BSc nursing students from the randomly selected nursing

colleges at Mangalore. The duration of the Lecture cum Demonstration was 1 hour

and the Video assisted teaching was 20 minutes.

5. On the 7th day, post test was conducted to find the effectiveness of each teaching

method.

Plan for data Analysis:

Descriptive statistics are useful for summarizing empirical information.

Inferential statistics which is based on laws of probability provide a means for drawing

conclusions about the population from which data is obtained for sample56.

The collected data will be analyzed by using descriptive and inferential statistics.

Data will be analyzed by the following steps:

Organizing the data in master sheet

Frequency and percentage of data would be calculated to describe personal

characteristics

Mean, mean percentage, and standard deviations of practice scores would be used

to determine the effectiveness of Video assisted teaching method.

The statistical significance of the effectiveness of the programme would be

analyzed by using unpaired‘t’ test.

Analyzed data would be presented in tables, graphs and diagrams.

Summary : This chapter deals with the research approach, setting, variables, population,

sampling procedure, data collection technique, pre testing of the tool, validity and

reliability of the tool, pilot study and findings, data collection procedure and plan for

data analysis.

50

CHAPTER 5

RESULTS

This chapter deals with the analysis and interpretation of data obtained from

sixty II year BSc nursing students to determine the effectiveness of Video assisted Vs

Lecture cum Demonstration method of teaching on Bag technique. The collected

information was organized, tabulated, analyzed and interpreted using descriptive and

inferential statistics. The analysis was done based on the objectives of the study.

Objectives of the study

The objectives of the study are to:

• assess the practice scores of second year B. Sc. nursing students, Group I, on bag

technique after Lecture cum Demonstration method of teaching using practice

check-list.

• assess the practice scores of second year B. Sc nursing students , Group II, on bag

technique after Video assisted teaching using the same practice check-list.

• compare the practice scores of Video-assisted teaching method on bag technique

with Lecture-cum-demonstration method.

• find out the association between practice scores on bag technique among second

year B. Sc. nursing students of both the groups with selected baseline variables.

The analysis of data helps to summarize, compare, and test the hypothesis and

to infer the findings. Further the interpretation of data helps to explain and clarify the

findings of the study.

51

Presentation of data

To begin with, the data were entered in master sheet for tabulation and statistical

processing. The analysis of data was organized and presented under the following broad

headings.

Section I: Baseline characteristics of the sample and information about community health

bag

Section II: Assessment on level of practice scores of Group I and Group II students on

bag technique

• Area wise analysis of post test practice scores after both methods of teaching

Section III: Evaluate and compare Lecture cum Demonstration and Video assisted

method of teaching on Bag technique

A) Comparison of overall Mean, Median, Mean Percentage and Standard Deviation

Of Group I and Group II students post test practice scores on bag technique

B) Comparison of post test practice scores of Group I and Group II students

on bag technique and effectiveness of the study

Section IV: Association of post test practice score of Group I and Group II students on

bag technique and selected baseline variables.

Section I: Baseline characteristics of the sample and information about community

health bag

The sample in the study consists of 60 second year BSc nursing students who

were selected by stratified random sampling. This part deals with the distribution of

participants according to their baseline characteristics. Data was analyzed using

descriptive statistics and was summarized in terms of percentage.

52

Table 1: Frequency and percentage distribution of Group I and Group II students

according to personal characteristics

n1 = 30

n2 = 30

Baseline variables LDM VAM

Age in years

Gender

Frequency percentage Frequency Percentage

<18 13 43.33% 11 33.7%

19-21 15 50% 16 53.3%

22-24 2 6.7% 3 10%

Male 0 0% 0 0%

Female 30 100% 30 100%

Data presented in Table I show the distribution of the students according to their

baseline characteristics of age and gender. In the LDM most (50%) of the students were

in the age group of 19-21 years, 43.33% of students were in the age group of 18 years

and 6.66% were in the age group of 22-24 years whereas in the VAM of teaching

majority (53.33%) of students were in the age group of 19-21 years, 33.36% of the

students were in the age group of 18 years, and 10% were in the age group of 22-24 years.

In both methods of teaching 100% of the subjects were females. The data is also

presented in Figure 4.

53

Figure 4: Bar diagram showing distribution of Group I and Group II students

according to age

Distribution of Group I and Group II students according to their obtained scores in basic

information regarding community health bag will be dealt in Table 2.

54

Table 2: Distribution of students according to obtained scores in basic information

about community health bag n1 = 30

n2 = 30

LDM VAM

Areas

Frequency

Percentage

Frequency

Percentage

Compartments of bag

16

53.3%

30

100%

Bag materials

30

100%

30

100%

Articles in inner

compartment

18

60%

23

76.6%

Outer compartment

articles

19

63.3%

24

80%

Hand washing articles

25

83.3%

29

96.6%

Use of bag

30

100%

30

100%

Data presented in Table 2 discusses regarding students response on basic

information regarding community health bag. After LDM of teaching 100% of the

students given correct answer to material for the preparation of bag and use of community

health bag.

55

Eighty three percent, 63.3%, 60%, and 53.3% of the students given correct

answer to hand washing articles, articles in the outer compartments, articles in the inner

compartments, and compartments of bag respectively. Whereas in VAM of teaching

100% of the students given correct answer to compartments of community health bag,

material for the preparation of bag, and use of community health bag and 76.6%, 80%,

96.6% of the students given correct answer to articles in the inner compartments, articles

in the outer compartments and articles for hand washing respectively. The data is also

presented in Figure 5.

Figure 5: Column diagram showing distribution of Group I and Group II students

according to obtained scores in basic information regarding community health bag.

Assessment on level of practice scores of Group I and Group II students on bag technique

will be dealt in section II

56

Section II: Assessment on level of practice scores of Group I and Group II students

on bag technique

In the present study practice scores of the students were assessed with an

Observation checklist. Scoring was based on performed, partially performed and not

performed base with a score of 2, 1, and 0 respectively. The maximum possible score was

60 and lowest possible score was 0.

Table 3: Range of scores obtained in post test practice area by the Group I and

Group II students on bag technique

n1 = 30

n2 = 30

LDM VAM

Scores

Range

Frequency

Percentage

Frequency

Percentage

Poor

1-20

0

0%

0

0%

Average

21-40

30

100%

14

46.7%

Good

41-60

0

0%

16

53.3%

Total

30

100

30

100

Data presented in table 3 shows that the practice scores after VAM of teaching

was higher compared to the practice score after LDM of teaching on Bag technique.

57

In the LDM majority (100%) of the students had average practice score on bag

technique whereas in the VAM of teaching most (53.33%) of the students had good

practice score and 46.7% of the students had average practice score on Bag Technique.

None of them had poor score in both the groups. This indicates that Video assisted

teaching method was more effective than Lecture cum Demonstration method of teaching

on Bag technique. Same data is also presented in figure 6.

Figure 6: Pyramid showing distribution of students based on post test scores.

Area wise mean, standard deviation and mean percentage of post test practice

scores of Group I and Group II students on bag technique were calculated.

58

Table 4: Area wise analysis of post test practice scores of Group I and Group II

students on bag technique.

n1 = 30

n2 = 30

LDM VAM

Area Mean SD Mean% Mean SD Mean%

I 7.46 2.4 46.87 12.3 2.5 76.87

II 3.96 1.8 39.6 7.3 1.16 73

III 2.3 0.97 28.75 4.23 1.37 52.87

IV 7.53 2.89 41.83 13.2 1.94 73.3

V 2.86 2.46 35.75 3.2 3.58 40

Overall 24.11 1.25 40.66 40.23 1.08 67.43

The data presented in the above table 4 show the comparison of area wise post test

practice scores obtained by the second year BSc nursing students after Lecture cum

Demonstration and Video assisted method of teaching on bag technique.

Comparison of area wise mean, mean percentage and SD of post test practice

scores show the effectiveness of Video assisted teaching programme in each area.After

VAM of teaching, in the area I(During arrival at home) the mean percentage of practice

score was 76.87% whereas after LDM of teaching the mean percentage of practice score

was 46.87% . In the area II(during hand washing) the mean percentage of practice score

was 73% after VAM of teaching.In the same area the mean percentage of practice score

was 39.6% after LDM of teaching.

59

In the area III (during procedure) the mean percentage of practice scores after VAM

of teaching and LDM of teaching were 52.87% and 28.75 % respectively. In the area IV

(after the procedure) the mean percentage of practice score was 73.3% after VAM of

teaching, whereas after LDM of teaching the mean percentage of practice score was

41.83%. After VAM of teaching, in the area V, (recording of procedure) the mean

percentage of practice score was 40%, whereas after LDM of teaching the mean

percentage practice score was 35.75 %. The results reveal that the overall practice scores

after VAM of teaching on bag technique were higher when compared to that of the

practice scores obtained after LDM of teaching. So the Video assisted method of teaching

on bag technique was effective. Data is also presented in figure 7.

Figure 7: Scatter diagram showing the area wise mean of post test practice scores in

different areas

60

Scatter diagram shows the area wise mean of post test practice scores of the

students on bag technique.In the Video assisted method majority of the values were

coming above the mid value whereas in the Lecture Cum Demonstration method most of

the values were below the mid value.

Comparison of post test practice scores of Group I and Group II students on bag

technique and effectiveness of the study will be dealt in section III.

Section III

Evaluate and compare Lecture cum Demonstration and Video assisted method of teaching

on Bag technique

A) Comparison of overall Mean, Median, Mean Percentage and Standard

Deviation of Group I and Group II students post test practice scores on bag

technique

B) Comparison of post test practice scores of Group I and Group II

students on bag technique and effectiveness of the study

Section A: Comparison of overall Mean, Median, Mean Percentage and Standard

Deviation of Group I and Group II students post test practice scores on bag

technique

This part deals with comparison of overall Mean, Median, SD and Mean

percentage of post test practice scores on bag technique.

61

Table 5: Range, Mean, Median and Mode of post test practice scores of Group I and

Group II students

n1 = 30

n2 = 30

Range Mean Median Mode SD

LDM

22-27 24.4 24 24 1.25

VAM 39-42 40.46 41 41 1.08

The data presented in the table 5 show the range of practice scores obtained by the

Group I and Group II students after LDM and VAM of teaching on bag technique.The

maximum score obtained by the Group I students were 27 and minimum was 22.

Whereas in the VAM the students scored better score than the LDM of teaching, that

was maximum score of 42 and minimum of 39.

Table 6: Comparison of overall Mean, Median, Mean Percentage and Standard

Deviation of Group I and Group II students on bag technique

n1 = 30

n2 = 30

Method of

teaching Mean Median Mean Percentage SD

LDM 24.4 24 40.66% 1.25

VAM 40.46 41 67.43% 1.08

62

Data presented in Table 6 shows the Mean, Median, Mean Percentage and Standard

Deviation of group I and group II students. The overall mean and SD of VAM of teaching

was 40.46 ± 1.08 with a percentage mean of 67.43% whereas the overall mean and SD of

LDM of teaching was 24.4 ±1.25 with a percentage mean of 40.66%. The mean post test

score of Video assisted teaching method is significantly higher than that of the mean post

test score of the Lecture cum Demonstration method of teaching on bag technique. The

data also presented in figure 8.

Figure 8: frequency polygon showing the overall post test practice scores of Group

I and Group II students on bag technique

The frequency polygons in figure 7 shows the distribution of post test overall

practice scores of Group I and Group II students on bag technique. The two frequency

polygon indicates that the post test score of the students after VAM of teaching fall

beyond the post test scores after LDM of teaching. These findings reveal that there was a

considerable improvement in scores after the administration of Video assisted teaching

method on bag technique.

63

On comparing the two frequency polygon, it is evident that the mean and median of

both post test scores fall at different points in the distribution. Both the polygons are

slightly skewed.

Figure 9: Ogive comparing the cumulative frequency of post-test practice scores of

Group I and Group II students on bag technique

The cumulative frequency distribution of post test practice scores is shown in the

Ogives. The data presented in the Ogives shows significant difference between the post

test practice scores of Group I and Group II students on bag technique. The post test

practice scores median of Group I students was 24 whereas the post test practice scores

median of Group II students was 41. This indicates that there was a significant difference

between the post test practice scores of Group I and Group II students on bag technique.

Section B: Comparison of post test practice scores of Group I and Group II

students on bag technique and effectiveness of the study

To evaluate the effectiveness of Video assisted Vs Lecture cum Demonstration

method of teaching on bag technique among Group I and Group II students, a null

hypothesis was formulated. An unpaired‘t’ test was used to find the effectiveness.

64

H01: There is no significant difference in the practice scores of students who use the

Video-assisted study learning modality as compared to those who use Lecture-cum-

Demonstration method of teaching on bag technique

Table 7: Comparison of post test practice scores of Group I and Group II students

on bag technique and effectiveness of the study

n1 = 30

n2 = 30

Method of

teaching Mean Median SD ‘t’value

LDM 24.4 24 1.25 54*

VAM 40.46 41 1.08

* = Significant

t = 2.001, P< 0.05

Data presented in Table 8 shows the Mean, Median, Standard Deviation and

unpaired ‘t’ value of second year BSc nursing students after Lecture cum Demonstration

and Video Assisted method of teaching on bag technique . The overall mean and SD of

the Video assisted teaching method was 40.46 ± 1.08 with a percentage mean of 67.43%

whereas the overall mean and SD of Lecture cum Demonstration method of teaching was

24.4 ±1.25 with a percentage mean of 40.66%. The calculated‘t’ value was higher than

the table value (t59 = 2.001, P < 0.05). Hence the null hypothesis was rejected and

research hypothesis was accepted and it was inferred that in the present study there was

significant difference between the post test practice scores after Lecture cum

Demonstration and Video assisted method of teaching on bag technique among second

year BSc nursing students. Therefore it can be concluded that the Video assisted teaching

programme was effective.

65

The association between post test practice scores of Group I and Group II

students on bag technique with selected baseline variables is discussed in Section IV

Section IV: Association of post test practice score of Group I and Group II students

on Bag technique and selected baseline variables.

Chi-square test was computed to test the association between the post test practice scores

of Group I and Group II students on bag technique and selected personal characteristics;

the following null hypothesis was formulated

H02: There will be no significant association between post test practice scores of

Group I and Group II students on bag technique with selected personal characteristics.

Table 8: Association between post test practice scores of Group I and Group II

students on Bag technique and baseline variables.

n1 = 30

n2 = 30

Baseline

variable

Lecture cum

Demonstration

Age

Video assisted method

Practice

χ2 df p-value Inferneces

1.66

1

0.05

NS

2

1

0.05

NS

Table value=3.84, df=1, NS= Not significant 

66

The findings in the Table 9 show that the computed Chi-square values at 0.05

level of significance with baseline variables of the second year BSc nursing students to

the post test practice scores. The calculated Chi-square values of both the groups (1.66

and 2) were greater than the table value (3.84) at Degrees of freedom 1.

In the area of age there was no significant association. Hence the null hypothesis was

accepted and it is inferred that practice scores of second year BSc nursing students after

Lecture cum Demonstration and Video assisted method of teaching on bag technique was

independent of the above variable.

Summary

This chapter dealt with the analysis and interpretation of the data collected from

60 second year BSc nursing students from selected nursing college at Mangalore. Data

was analysed using descriptive and inferential statistics. The analyzed data wass

organized under various sections such as sample characteristics, assessment on level of

practice score on Bag technique, effectiveness of Video assisted Vs Lecture cum

Demonstration method of teaching, comparison between Video assisted and Lecture cum

Demonstration method of teaching on Bag technique and association of post-test practice

score of second year BSc Nursing students and selected baseline variables.

67

CHAPTER 6

DISCUSSION

Computer technology is an exciting addition to repertoire of teaching

strategies available for use. But when we think of using the newer technologies, it is

better to analyze whether this method has any advantage or effect over the traditional

method. So the investigator felt the need to do a study regarding this. Since computer,

influences all wakes of life, nurses and specially nurses working in the community

should not be left behind. The nursing education can be better imparted if more studies

are done in this field. It is the need of the hour to have more technology friendly

nurses.42

The present study was designed to compare the effectiveness of Video assisted

Vs Lecture cum Demonstration method of teaching on bag technique among second year

BSc nursing students in selected nursing colleges at Mangalore. Based on the nature of

the problem under study and to achieve the objectives of the study a two group post test

only research design was adopted. Stratified random sampling technique was adopted to

select the sample. The data was collected from 60 second year BSc nursing students.

Statement of the Problem

“A comparative study to assess the effectiveness of Video-assisted Vs. Lecture-cum-

Demonstration method of teaching on bag technique among second year B. Sc. nursing

students from selected nursing colleges at Mangalore.”

68

The main objectives of the study are to:

• assess the practice scores of second year B. Sc. nursing students, Group I, on bag

technique after Lecture cum Demonstration method of teaching using practice

check-list.

• assess the practice scores of second year B. Sc nursing students , Group II, on bag

technique after Video assisted method of teaching using the same practice check-

list.

• compare the practice scores of Video-assisted teaching method on bag technique

with Lecture-cum-Demonstration method.

• find out the association between practice scores on bag technique among second

year B. Sc. nursing students of both the groups with selected baseline variables.

Hypothesis

The hypotheses will be tested at 0.05 level:

H1: There will be a significant difference in the practice scores of students who use the

video-assisted study learning modality as compared to those who use lecture-cum-

demonstration method of teaching on bag technique

H2: There will be significant association between practice scores on bag technique,

among second year B. Sc. Nursing students of two groups, and selected baseline

variables.

69

Major findings of the study

Analysis of the study findings has been organized under the following headings

Section I: Baseline characteristics of the sample

Section II: Assessment on level of practice scores of Group I and Group II students on

bag technique

• Area wise analysis of post test practice scores after both methods of teaching

Section III: Evaluate and compare Lecture cum Demonstration and Video assisted

method of teaching on Bag technique

A) Comparison of overall Mean, Median, Mean Percentage and Standard

Deviation Of Group I and Group II students post test practice scores on

bag technique

B) Comparison of post test practice scores of Group I and Group II students

on bag technique and effectiveness of the study

Section IV: Association of post test practice score of Group I and Group II students on

bag technique and selected baseline variables.

Section I: Baseline characteristics of the samples

•  Age: In the Group I majority (50%) and in the Group II maximum (53.33%) of the

students were in the age group of 19-21 years.

• Gender: Majority (100%) of the samples were females in both groups.

An exploratory and descriptive study was conducted in 2007 at Indiana among

Bachelor of Science in nursing programmes shows that Most of the subjects

(48.75%) were in the age group of 19-21 years and majority (92%) were females.

This finding is in accordance with the findings of the present study.

70

Section II: Assessment on level of practice score on Bag technique among Group I

and Group II students

• In the Lecture cum Demonstration method majority (100%) of the students had

average practice score on bag technique

• In the Video assisted method of teaching most (53.33%) of the students had good

practice score on Bag Technique.

• None of them had poor score in both the groups.

A comparative study was designed to assess the efficacy of a video-assisted

teaching module versus conventional teaching module among 58 dental students in

Tehran, Iran. The pre-teaching test results were 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 (7.32±2.94), respectively.

This study indicated that video-assisted teaching was an effective means of promoting

persistent knowledge among students.20 this finding is contrasting to the findings of the

present study.

Area wise analysis of post test practice scores of Group I and Group II students on

bag technique

The area-wise analysis revealed that the Group I and Group II students scored,

• Highest (46.87%) and (76.87%) in the area of during arrival at home.

• Group I scored least (28.75%) in the area of during procedure and Group II scored

(40%) in the area of recording of procedure respectively.

71

The mean practice scores of Group I and Group II students were 24.4±1.25, with a

mean percentage of 40.66% and 40.46±1.08 with a mean percentage of 67.43%

respectively. Results revealing that the overall practice scores of Group I and Group II

students come under average and good category.

A survey was conducted in 1987 at Indiana among the baccalaureate public

health nursing faculty to ascertain how many schools were teaching the bag technique.

Their survey revealed that of 62 responding schools, 66% used a standard public health

nursing bag during their community clinical experience, 62 % reported that the school

faculty were responsible for teaching the bag technique to the students, with only 41%

evaluating the students on the use of the bag 2. This finding is contradictory with the

present study findings.

Section III: Evaluate and compare Lecture cum Demonstration and Video assisted

method of teaching on Bag technique

The overall mean and SD of the practice score after VAM of teaching on bag

technique was 40.46 ± 1.08 with a percentage mean of 67.43%

The overall mean and SD of the practice score after LDM of teaching on bag

technique was 24.4 ±1.25 with a percentage mean of 40.66%.

The calculated‘t’ value in practice (54) aspect was greater than the table value

(2.001) at 0.05 level of significance. Therefore the null hypothesis was rejected

and the research hypothesis was accepted indicating that the gain in practice was

not by chance.

It is inferred that in the present study there was significant difference between the

post test practice scores after Lecture cum Demonstration and Video assisted

method of teaching on bag technique among second year BSc nursing students.

72

Therefore it can be concluded that the Video assisted teaching programme was

effective.

A study was conducted among the students of Valdosta State University, to

assess the effectiveness of computer-assisted instruction v/s. traditional instruction in an

advanced level computer course. The study used a survey instrument. The survey was

administered to several different groups of students over a two-year period with an

overall number of 83. According to this study computer-assisted lesson was very

effective for 54 percent, effective for 44 percent, ineffective for 2 percent, and very

ineffective for none. Traditional lecture method was very effective for 43 percent,

effective for 52 percent, ineffective for 5 percent, and very ineffective for none. This

study indicated that computer-assisted instruction is an effective teaching method for

advanced computer classes than traditional method of teaching. This finding is

contradictory with the present study findings. 19

Section IV: Association of post test practice score of Group I and Group II students on

bag technique and selected baseline variable.

• The calculated chi-square value of personal characteristic was less than the

concerned table value.

• The null hypothesis was accepted and concluded that there was no significant

association between post test practice scores of Group I and Group II students on

bag technique with selected personal characteristics.

Summary

This chapter discussed the significant findings of the study in relation to other

studies and the insight received by the investigator during the period of data collection.

73

CHAPTER 7

CONCLUSION

This chapter deals with the conclusion, implication for nursing practice, nursing

education, nursing research, nursing administration, limitations of the study, suggestions

and recommendations.

The following conclusions were drawn on the basis of the data analysis:

The analysis of personal characteristics revealed that in the Lecture cum

Demonstration method most (50%) of the students were in the age group

of 19-21 years, 43.33% of students were in the age group of 18 years and

6.66% were in the age group of 22-24 years. Whereas in the Video assisted

teaching method majority (53.33%) of students were in the age group of

19-21 years 33.36% of the students were in the age group of 18 years, and

10% were in the age group of 22-24 years. In both the methods 100% of

the students were females.

The overall mean and SD of the post test practice scores of group I

students were 24.4 ±1.25 with a percentage mean of 40.66%. The overall

mean and SD of the post test practice scores of Group II students were

40.46 ± 1.08 with a percentage mean of 67.43% which contribute more

effective.

The calculated ‘t’ (t=54)value was higher than the table value (t59 = 2.001,

P < 0.05). Hence the null hypothesis was rejected and research hypothesis

accepted. Therefore it can be concluded that the Video assisted teaching

programme was effective.

74

Nursing implications

The findings of the study have implications on nursing practice, nursing

education, nursing administration and nursing research.

Implications for nursing practice

Nursing’s professional obligation is the provision of caring services to human

beings. Several implications may be drawn from the present study for the nursing

practice. The Video assisted and Lecture cum Demonstration method of teaching on Bag

Technique contributes to improvement of practice of nursing students in community area

and provision of quality nursing care to people. This teaching programme also helps the

future nurses to practice the general steps of community health bag technique while

caring their clients in their home setting. Nursing students as future nurses have a role in

preparing their clients for achieving good health through proper guidance and education.

Implications for nursing education

Nursing in today’s world experience changes in the expectations and needs of

their consumers. Majority are focusing on the aspects of holistic health care. As the

numbers of health care consumers are increasing day by day, it is critical that the nurses

become informed of all levels of patient care. It is one of the responsibilities of a nurse to

equip herself with updated knowledge of management of clients in hospitals as well as in

community setting. She should be able to impart her knowledge to her patients and to the

community. The nursing curriculum is a means through which future nurses are prepared.

It should enable the nurses to equip themselves with the knowledge of clients. In this

study the Video assisted teaching programme proved its effectiveness on bag technique.

Hence, the system of education should emphasize on application of video assisted

teaching in to practice.

75

Education helps the individual to learn new things and thereby it plays an

important role in changing behaviour of the learner. A nurse at postgraduate level needs

to develop various skills in preparing the materials for teaching according to the level of

the participants of the teaching programme.

Implications for nursing administration

Nurse administrator plays a vital role in the supervision and management of

nursing profession. The nurse administrator can plan and conduct education programmes,

which are beneficial to nursing faculty, staff nurses and students. The concept of extended

and expanded role of a nurse offers many opportunities for the nurse administrator to

coordinate the work of her subordinates in providing holistic health care to the clients.

Planning and organizing such work requires sufficient team spirit, planning for

manpower, money, material, method, time and good will to conduct successful education

programme. Nurse administrators can also take the initiative in imparting knowledge

through different teaching strategies.

Implications for nursing research

Research is a systematic attempt to obtain meaningful answers to phenomena or

events through the application of scientific procedures. The result of the present study

shows the effectiveness of video assisted teaching programme on bag technique among

second year BSc nursing students. Therefore the nurse researchers should focus on

conducting research to find out the knowledge level of BSc nursing students on bag

technique and make use of newer methods of imparting information, which will be

effective if empirically used. The students can be guided to make awareness on

importance of video assisted teaching programme in various fields.

76

Limitations

Limitations of the study were as follows:

The study was conducted in a small group of second year BSc nursing students

from selected nursing colleges at Mangalore hence generalization is limited.

The study was conducted only in two nursing colleges, thereby restricting the

generalization of the findings.

The study did not use a control group. The investigator has no control over the

events that took place between the two different teaching methods.

Recommendations

On the basis of the finding of the study, following recommendations have been made;

A similar study can be replicated on a large sample with similar baseline

characteristics.

A similar study can be replicated on a large sample with a control group using a

large population of nursing students

A follow up study can be conducted to determine the effectiveness of teaching

programme.

Summary

This chapter has brought out the various implications of the study and also has

provided suggestions for future studies. The study was interesting and enriching

experience for the investigator in the field of research. The constant encouragement and

direction of guide, cooperation, and interest of the study subjects contributed to the

fruitful and successful completion of the study

77

CHAPTER 8

SUMMARY

The main objectives of the study are to:

assess the practice scores of second year B. Sc. nursing students, Group I, on bag

technique after Lecture cum Demonstration method of teaching using practice

check-list.

assess the practice scores of second year B. Sc nursing students , Group II, on bag

technique after Video assisted Method of teaching using the same practice

check-list.

compare the practice scores of video-assisted teaching method on bag technique

with lecture-cum-demonstration method.

find out the association between practice scores on bag technique among second

year B. Sc. nursing students of both the groups with selected baseline variables

Hypotheses

The hypotheses will be tested at 0.05 level:

H1: There will be a significant difference in the practice scores of students who use the

video-assisted study learning modality as compared to those who use lecture-cum-

demonstration method of teaching on bag technique

H2: There will be significant association between practice scores on bag technique,

among second year B. Sc. Nursing students of two groups, and selected baseline

variables.

78

Methodology

In order to achieve the objectives of the study, an evaluatory approach was

adopted. The conceptual framework used for the study was an evaluation of

effectiveness of two teaching methods. An observation checklist was used to assess the

practice scores of second year BSc nursing students on bag technique. Stratified random

sampling was used to select the samples from different nursing colleges at Mangalore.

The sample consisted 60 second year BSc nursing students from two different nursing

colleges. A pilot study was conducted in two selected nursing colleges at Mangalore.

There were no problems encountered while conducting the study. The main study was

conducted in another two colleges which were selected by simple random sampling

technique. The data collected was systematically tabulated to facilitate the data analysis.

The collected data analyzed by using descriptive and inferential statistics.

Findings

Baseline variables

The analysis of personal characteristics revealed that  in the video method

majority (53.33%) of students were in the age group of 19-21 years

33.36% of the students were in the age group of 18 years, and 10% are in

the age group of 22-24 years.

In the Lecture cum Demonstration method most (50%) of the students

were in the age group of 19-21 years, 43.33% of students were in the age

group of 18 years and 6.66% were in the age group of 22-24 years.

In both the methods 100% of the subjects were females.

79

Information about community health bag

The major areas were included are, compartments of a community health

bag, common materials using for preparation of bag, inner and outer

compartment articles, hand washing articles and major procedures can be

done with community health bag.

After Video assisted teaching 100% of the students given correct answer to

the first, second and sixth question,76.6%, 80%, 96.6% of the students

given correct answer to the third, fourth and fifth questions respectively.

After Lecture cum Demonstration method of teaching 100% of the

students given correct answer to the second and sixth question,83.3%,

63.3%, 60%, and 53.3% of the students given correct answer to the fifth,

fourth ,third and first question respectively

Effectiveness of Video assisted teaching

In the Lecture cum Demonstration method majority (100%) of the students

had average practice score on bag technique

In the Video assisted method of teaching most (53.33%) of the students

had good practice score on Bag Technique.

The overall mean and SD of the post test practice scores of Group I

students were 24.4 ±1.25 with a percentage mean of 40.66%.

The overall mean and SD of the post test practice scores of Group II

students were 40.46 ± 1.08 with a percentage mean of 67.43% which

contribute more effective.

80

The calculated ‘t’ (t=54)value was higher than the table value (t59 = 2.001,

P < 0.05). Hence the null hypothesis was rejected and research hypothesis

accepted. Therefore it can be concluded that the Video assisted teaching

programme was effective.

Analysis of the association of post test practice scores with personal

characteristics revealed that the calculated chi-square value of personal characteristic

was less than the table value. So the null hypothesis was accepted and concluded that

there was no significant association between post test practice scores of second year BSc

nursing students on bag technique with selected personal characteristics.

81

REFERENCES

1. Community bag technique [online].2009. [updated 2009 Feb 10; cited Aug 2009].

Available from:http//www.answers.com

2. Abalone P, Richards E, Webster K, Davis L. Use of the public health nursing bag

in the academic setting. Public Health Nursing Journal 2009;26(1):88-94.

3. What is interactive video? [online]. [updated 2009 Feb 2; Cited Oct 2009].

Available from:http://www.sharmakrausko pf.com

4. Teaching studio genetics and evolution.[online].[updated 2009 Jan 8; cited Apr

2009]. Available from:http://www.rpi.edugenetics.htm

5. Buhler-Wilkerson K. Left carrying the bag: experiments in visiting nursing.

Nursing Research;36(1):42-7.

6. Davis PL, Madigan EA. Evidence based practice and the home care nurse’s bag.

Journal of Public Health 2009:17(5):295-99.

7. Grant AH. Nursing: A community health service. Philadelphia: W. B. Saunders

Company.

8. Harmer B, Henderson V. The principles and practice of nursing. 4th ed. New

York: The Macmillan Company.

9. Hodgson VH. Supervision in public health nursing. Manual of Public Health

Nursing. 3rd ed. New York: Macmillan Company.

10. Olson LM. Improvised equipment in the home care of the sick. Philadelphia: W.

B. Saunders Company.

82

11. Shamansky SL, Hamilton WM. Is the public health nurse’s bag an anachronism?

Nursing Outlook;28(6):379-81.

12. Zarbock SF. More than squeaky blue shoes and a black bag, Home care in rural

area. Homecare Provider;1(4):205-6.

13. Davis P, Madigan A. Home care nursing bag: How safe is the homecare nurse’s

bag anyway? Home Healthcare Nurse;17(5):295.

14. The National Organization for Public Health Nursing, The home visit. Manual of

public health nursing. 3rd ed. New York: Macmillan Company, New York. p. 105-

124.

15. Friedman M, Rinehart E. Improving infection control in homecare: From ritual to

science-based practice. Home Healthcare Nurse;18(2):99-105.

16. Draft definitions for surveillance of infections in home health care. American

Journal of Infection Control;28(6):449-53.

17. Devlin R. It’s in the bag. Community Outlook;153-61.

18. Comparison of computer assisted instruction vs. traditional text book methods for

training in abdominal examination. [online]. 2009. [updated 2009 Feb 12; cited

Sep 2009]. Available from:http://onlinelibrary.wiley.com

19. Efficacy of video-assisted teaching programme on the knowledge of

undergraduate students. [online]. 2009. [updated 2009 Mar 12; cited Aug 2009].

Available from:http://iadr.confex.com

83

20. Why use video-assisted teaching. [online]. 2006. [updated 2006 Feb 12; cited

2008 Apr 8]. Available from:http://www.iacis.org.//iis/2006iis/PDFS.

21. Reaction towards video-assisted feedback.[online]. 2006. [updated 2006 Feb 12;

cited Oct 2006]. Available from: research.microsoft.com

22. Lecture method of teaching.[online]. Available from:

http://navyadvancement.tpub.com/12045/css/12045_68.htm

23. Lecture cum demonstration as a teaching method.[online].2009.[cited 2009 Sep

2].Availablefrom

http://www.tandfonline.com/doi/abs/10.1080/03075078812331377866

24. Interactive instruction otolaryngology resident education.[online]. 2009. [updated

2009Jan12;cited2009Apr8].Availablefrom:

http://www.ncbi.nlm.nih.gov/pubmed/18021835

25. Popularization of water purifying technology [online]. 2005. [updated 2005 Feb

18; cited 2005 Sep 15]. Available from. http://www.krepublishers.com/02-

Journals/JHE/JHE-18-0-000-000-2005-Web/JHE-18-2-000-000-2005-Abst-

PDF/JHE-18-2-117-119-2005-1292-Karwasra-S/JHE-18-2-117-119-2005-12

26. Immediate cognitive impact of kangaroo mother care workshop on medical

students [online].2006[cited2006 Feb 21]. Available from:

www.kmcindia.org/healthcare/fact_immediate.htm

27. A lecture on spiritual care for adult critical care trainees [online]. 2010. [cited

2010 Jan 4].Available from: http://www.ncbi.nlm.nih.gov/pubmed/10595046

84

28. Comparing the effectiveness of the feed back lecture method with the traditional

lecture method[online]. 2010. [cited 2010 May 9]. Available from:

http://www.highbeam.com/doc/1P3-44300563.html

29. Efficacy of a geriatric oral health CD as a learning tool [online]. 2009. [cited 2009

May 18]. Available from: http://www.ncbi.nlm.nih.gov/pubmed/17170329

30. Enhancing self management in children with sickle cell disease through playing a

CD –ROM educational game [online]. 2009. [cited 2009 Oct 8]. Available from:

http://www.ncbi.nlm.nih.gov/pubmed/17411004

31. Computer based teaching is a good face to face lecture based teaching of evidence

based medicine [online]. 2008. [cited 2008 Aug 4]. Available from:

http://www.biomedcentral.com/1472-6920/7/23

32. Evaluate the efficacy of counsellor vs. Computer delivered interventions [online].

2010. [cited 2010 June 6].Available from:

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2000456/

33. Comparison of the acceptability and effectiveness of two methods of distance

education [online]. 2010. [cited 2010 Jan 11]. Available from:

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1636889/

34. Technology based vs. Traditional instruction [online]. 2009. [cited 2009 Feb 8].

Available from: http://www.ncbi.nlm.nih.gov/pubmed/12743975

35. CD-ROM and printed material on pressure procedure [online]. 2011. [cited 2011

Feb 17]. Available from: http://www.ncbi.nlm.nih.gov/pubmed/12938901

85

36. Evaluate the differences in traditional class room lecture and computer assisted

instruction [online]. 2012. [updated 2012 Jan 12; cited Mar 2012]. Available

from: http://ojni.org/7_2/christian.htm

37. Effectiveness of computer assisted instruction among midwifery students [online]

2011.[cited 2011 Nov 2 ].Available from:

http://www.epistemonikos.org/pt/documents/b6e2504ae716173ee86473086bdfae8

9e4f58d1e/dolmen_referred?classification=primary-study

38. Does computer assisted instruction really help to improve the learning process

[online]. 2011.[cited 2011 Jan 5]. Available from:

http://www.ncbi.nlm.nih.gov/pubmed/11564203

39. 39.A video conferencing lecture demonstration for all public sector [online]. 2010.

[updated 2012 April 4; cited 2012 Sep 5]. Available

from:http://article.wn.com/view/2012/09/05/Symmetry_Visualizer_Delivers_Vide

o_Analytics_Above_the_Rest/

40. Use of community health bag [online]. 2010. [cited 2010 May 8]. Available from:

http://delcode.delaware.gov/title24/c019/index.shtml

41. Use of bag by home visiting nurses [online]. 2009. [cited 2009 Feb 1]. Available

from: http://www.ncbi.nlm.nih.gov/pubmed/11984192

42. Community health bag technique [online ]. 2008. [updated 2008 Jan 12; cited

2008 Apr8].Available from:

http://www.nap.edu/openbook.php?record_id=13149&page=19

43. Computer assisted instruction [online]. 2008.[cited 2008 Aug 8]. Available from:

http://ojni.org/7_2/christian.htm

86

44. Cunningham and Plot kin. Internet use in nursing clinical practice use [online].

2008. [updated 2008 Feb 12; cited 2008 Sep 8]. Available from:

http://ojni.org/8_1/kokol.htm

45. Marlett GA, Gordon JR computer-assisted instruction in students learning styles

[online]. 2010. [cited 2010 Mar 12]. Available from:

http://ojni.org/7_2/christian.htm

46. Hunt WA, Barnett LW Computer assisted instruction [online]. 2008. [updated

2008 Feb 12; cited 2008 Apr 8]. Available from:

http://ojni.org/7_2/christian.htm

47. Emergency physician success and satisfaction using a video-assisted semi-rigid

fiberoptic stylet, the Clarus Video System (CVS), during a simulated difficult

airway scenario[online]. 2012. [updated 2012 Jan 12; cited 2009 Apr 8]. Available

from: http://www.intjem.com/content/5/1/24

48. The effectiveness of VAI and relationship between study habits and achievement

of students studying mathematics at Hr. Sec.level [online]. 2008. [cited 2008 Mar

8]. Available from: http://susairaj.blogspot.in/2005/03/effectiveness-of-video-

assisted.html

49. Quienie Renita Saldanha. Effectiveness of Video assisted teaching programme on

oral hygiene. Unpublished M. Sc. nursing research dissertation submitted to Rajiv

Gandhi University of Health Sciences, Bangalore;2010

50. Kothari CR. Research methodology methods and techniques. 2nd ed. New Delhi:

New Age International; 2004

87

51. Kerlinger NF. Foundation of behavioural research. 2nd ed. New Delhi: Surjeet

Publications; 1983.

52. Polit DF, Hungler BP. Nursing research. Principles and Methods.6th

Ed.Philadelphia: Lippincott Publishers;2000

53. Nieswiadomy R. foundations of nursing research. 3rd ed. Connecticut: Appleton

and Lange; 1995.

54. Hardey M, Mulhall A. Nursing research theory and practice. London: Chapman

and Hall Publications; 1994.

55. Best WJ, Khan VJ. Research in education. New Delhi: Prentice Hall of India

Private Limited; 1993.

56. Gupta BN. Statistics theory and practice. Agra: Sahitya Bhavan; 1991.

57. Mark W. Hardwick, Ph.D.Lecture Method of Presentation: “Boon or Bane” to

learning — [online]. 2009. [cited 2009 Feb 1]. Available

from:http://www.plusoneperformance.com/resources/LectureMethodofPresentatio

n.pdf

88

Annexure-1

Letters granting permission for pilot study

89

90

91

Annexure-2

Letters granting permission for research study

92

Annexure-3

Letter requesting opinion and suggestion of experts to validate the tool.

From

Ms. Manju M.S

IInd yr MSc Nursing

Dr. M.V.Shetty College of Nursing,

Mangalore – 575013.

To

Respected Sir/Madam,

Subject: Request for Consent to Validate the Research Tool

I, Ms .Manju M.S II Year M. Sc. Nursing, Dr.M.V.Shetty College Of Nursing, has selected

the below mentioned topic for the research study, that has to be submitted to the Rajiv Gandhi

University of Health Sciences, Bangalore as a partial fulfillment of Master of Nursing

Science Degree.

Topic: “A comparative study to assess the Effectiveness of Video assisted Vs Lecture

cum Demonstration method of teaching on bag technique among second year BSc

nursing students in selected nursing colleges at Mangalore ”

I would be highly obliged if you kindly give your acceptance. The acceptance form is

enclosed herewith for your kind perusal.

Thanking you

Yours sincerely

Place: Mangalore. Miss Manju M.S

Date:

93

Annexure-4

Letter seeking experts for content validity of tools.

From

Ms. Manju M.S

IInd yr MSc Nursing

Dr. M.V.Shetty College of Nursing,

Mangalore – 575013.

Forwarded through

The principal

Dr, M.V Shetty College of Nursing.

Mangalore.

Subject: request for consenting to validity of tool

I am a 2nd year M.Sc. Nursing Student of Dr. M.V.Shetty College of Nursing, Mangalore. The

topic selected for my dissertation is “A COMPARATIVE STUDY TO ASSESS THE

EFFECTIVENESS OF VIDEO ASSISTED Vs LECTURE CUM DEMONSTRATION

METHOD OF TEACHING ON BAG TECHNIQUE AMONG SECOND YEAR BSc

NURSING STUDENTS IN SELECTED NURSING COLLEGES AT MANGALORE.”

This is to be submitted to Rajiv Gandhi University as a partial fulfillment of university

requirement of Master’s of Science in Nursing Degree.

Your’s Sincerely

Place:

Date: Signature of the Principal

94

Annexure-5

Acceptance form for the tool validation

Name: ………………………………………………..

Designation: ………………………………………………..

Name of the Institution: ………………………………………………..

Statement of acceptance / Non acceptance to validate the tool.

I give my acceptance /non acceptance to validate the tool.

Topic: “A COMPARATIVE STUDY TO ASSESS THE EFFECTIVENESS OF VIDEO

Vs LECTURE CUM DEMONSTRATION METHOD OF TEACHING ON BAG

TECHNIQUE AMONG SECOND YEAR BSc NURSING STUDENTS IN SELECTED

NURSING COLLEGES AT MANGALORE.”

Place: Signature of Expert

Date:

95

Annexure-6

Tool validation certificate

I , here by ,certify that I have validated the tool of Miss Manju M.S, 2nd year M.Sc Nursing

Student of Dr. M.V.Shetty College of Nursing ,who is undertaking the following study:

Topic: “A comparative study to assess the effectiveness of Video assisted Vs

Lecture cum Demonstration method of teaching on bag technique among second year

BSc nursing students in selected nursing colleges at Mangalore.”

Place: Signature of the Expert:

Date:

Designation and Address

96

Annexure-7 Criterion Check List for Validation of information about community health bag Dear validator,

Please go through the checklist given below and place a tick mark (√) against the

criteria of each item. The forth column is for your suggestions in case you find the

respective item is not relevant or needs modification.

Item no

Relevant Not Relevant

Need Modification

Suggestions if not relevant / need Modification

1.

2.

3.

4.

5.

6.

Overall opinion: Signature and Seal of the Validator

97

Annexure-8

Criteria checklist for validation of observational checklist for assessing the

performance of bag technique.

Dear Validator,

Please go through the checklist given below and place a tick mark (√) against the

criteria of each item. The fourth column is for your suggestions in case you find the

respective item is not relevant or needs modification.

Item no Relevant Not Relevant

Need modification

Suggestions if not relevant / need modification

On arrival

1

2

3

4

5

6

7

8

During hand washing

1

2

3

4

5

98

During procedure

1

2

3

4

After the procedure

1

2

3

4

5

6

7

8

9

Overall opinion:

Signature and seal of the validator

Record the procedure

1

2

3

4

99

Annexure-9

Criteria checklist for content validity of Video Assisted Teaching On bag technique

Kindly go through the content for video teaching programme on bag technique and rate

the content in the appropriate column. Kindly give your expert opinion and suggestions in

the remarks column if found not relevant or needs modification.

Sl no content Relevant Not relevant

Needs modification

Remarks

1.

Subject oriented

Realistic to achieve

2.

Content selection reflect the objectives

According to the subjects cognitive level

Aims at the knowledge promoting behaviour of the subjects

3.

Organization of the content

Logical sequence Continuity integration

4.

Language

Simple clear Understandable

Date Signature of the validator

100

Annexure-10

Criteria checklist for evaluating and validating the lesson plan on bag technique

Dear Madam/Sir,

Please go through the criteria listed below which has been formulated for

evaluating and validating the lesson plan on bag technique. There are four response

columns in the checklist.

Column 1: Agree

Put the tick mark against this column, if you think that the content is appropriate.

Column II: Modifiable

Put the tick mark against this column, if you think that the content is satisfactory.

Column III: Disagree

Put the tick mark against this column, if you think that the content is irrelevant.

Remark column: When responses are made in column II and III, the evaluator’s

comments are requested in the remark column.

The evaluator is requested to go through the content and express his/her opinion by

marking against the specific column in the criteria checklist.

Your expert opinion and kind co-operation will be highly appreciated.

101

No. Criteria of lesson plan on bag technique I II III Remarks

I. Formulation of objectives:

1

Comprehensive enough for the

students

2

Realistic to accomplish

3

Objectives are in terms of participants

behavioural outcomes

II Selection of content

1 Content provides reliable information

based on objectives

2 Contents is adequate as per objectives

3

Content is according to the level of

students

III Organisation of contents

1 Logical sequence

2 Continuity of presentation

3 Integration of content

IV Teaching Aids

1 simple and understandable

102

2 Appropriate and Relevant

3 Easy to follow

4 In sequence

V Feasibility/Practicability

1

The lecture cum demonstration

method of teaching is acceptable

2

It is up to the understanding level of

students

3

The lecture cum demonstration

method of teaching is interesting

VI

Any other suggestions

Signature

103

Annexure 11

List of Validators who validated Tool, Content and Video on bag technique

1. Mrs. Irine Alvaris

Associate Professor

Department of Community Health Nursing,

Father Muller College Of Nursing,

Mangalore.

2. Mrs.Jacintha Principal

Department of Community Health Nursing Zulekha College Of Nursing Manglore.

3. Mrs. Leena K.C.

Associate Professor,

Department of Community Health Nursing,

Father Muller College of Nursing, Mangalore.

4. Mrs. Shiji

Associate Professor

Department of Community Health Nursing,

Father Muller College of Nursing, Mangalore

5. Ms.Jayalaxmi .K

Assistant Professor

Department of Community Health Nursing

Manipal College of Nursing  

6. Sr. Jacintha D’souza Principal and HOD of Community Health Nursing Department Athena College of Nursing Mangalore

7.  Mrs. Jinefer D’souza Associate Professor Community Health Nursing Department Laxmi Memorial College of Nursing Mangalore

104

105

Annexure 13

Blue print for Observation checklist

Area

Items

Percentage

On Arrival

8

26.7%

During Hand washing

5

16.7%

During procedure

4

13.3%

After the procedure

9

30%

Recording of procedure

4

13.3%

Total

30

100%

106

Annexure 14

Tool

The tool consists of the following parts:

Tool I: Part A) Base line variables

Part B) Information about community health bag

Tool II: Observational checklist to assess the performance of bag technique

Instruction to participants:

Dear participant kindly give relevant information regarding yourself and community

health bag by answering below questions.

Tool I

Part A:

1. Age in years

a) Less than 18 [ ]

b) 19-21 [ ]

c) 22-24 [ ]

2. Gender

a) Male [ ]

b) Female [ ]

Part B:

1. How many compartments are usually an ideal community health bag contains?

a) 1 b) 2 c) 3 d) 4 [ ]

2. Which is the preferred material used in making community health bag?

a) Rexene b) Leather c) Woollen d) Cloth [ ]

3.Articles in the inner compartments of the community health bag are

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

107

17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 4. Articles in the outer compartments of the community health bag are 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 5. Articles needed for hand washing are 1. 2. 3. 4. 5. 6.Major procedures we can do with community health bag 1. 2. 3. 4.

Tool II: Observational checklist to assess practice of bag technique Instruction to the observer: Please observe the subjects while performing the bag

technique carefully and record. Put a cross(x) mark in the column if the subject has

performed the task. If they are not performed correctly mark in partially done and not

performed the step mark in not done column. Do not leave any point as un attempted.

Done

Partially done Not done

On Arrival: • Greets the family

• Explains the purpose of the visit

• Selects a clean working area

• Selects a safe corner with a raised platform

• Spreads the news paper on the flat surface

• Keeps the bag on the left side of the news paper

• Puts the Bag’s strap beneath the bag

• Unbuckles the bag

During hand washing:

• Removes the hand washing materials such as soap,

towel, brush and plastic from the bag

108

• Arranges the washing area

• Follows hand washing technique using seven steps

• Wipes the hands from finger to elbow

• Hangs the towel to dry with clip

During procedure:

• Takes out all necessary articles to the working area

• Makes or set up news paper bag

• Closes the bag

• Proceeds in performing the procedure

After the procedure:

• Cleans all the articles

• Washes the hands after procedure

• Replaces the articles after drying

• Keeps the soil or wet articles outside pouch for

further cleaning

• Folds the paper

• Places the paper inside the bag

• Closes the bag

• Carries the waste container

• Safe disposal of waste

Record the procedure:

• Records all the necessary data were gathered and

observed

• Interactions with family members

• Skills in performing the procedure

• Explains to family

109

PRACTICE SCORES

RANGE OF SCORE

LEVEL OF PRACTICE

1-20 poor

21-40 Average

41-60 Good

110

Annexure-15

Lesson plan on Community health bag technique

LESSON PLAN ON

COMMUNITY HEALTH

BAG TECHNIQUE DEMONSTRATION

Manju M.S

II Year MSc Nursing

DR.M.V.S.T.CON

111

Outline of the lecture cum demonstration method of teaching on bag technique

Topic : Community Health Bag Technique Demonstration

Group : Second Year Bsc Nursing Students

Number Of Participants : 30

Place : Selected nursing college at Mangalore

Duration : 30 minutes

Mode of teaching : Lecture Cum Demonstration

A V aids used : OHP, Black board

Central objective

At the end of the Lecture Cum Demonstration method of teaching the students will get adequate knowledge regarding community health bag technique demonstration and will do it in proper way during field visits

Behavioural objectives

After completion of the Lecture Cum Demonstration method of teaching the students will be able to

• define community health bag

• explain the aims and objectives of community health bag technique

• enumerate the principles of community health bag technique

• list down the contents of community health bag

• demonstrate the general steps of community health bag technique

112

Specific objective

Time Content Teacher’s activity

Learners’ activity

AV aids Evaluation

Introduce the topic Define community health bag

1min.

1min.

Introduction

Community health bag is an essential and indispensable equipment of the community health nurse, which he or she has to carry along while conducting community visits. It contains basic articles which are necessary for giving nursing care at home situations or community settings. Community health bag The bag is made up of durable long lasting weightless washable and easily dryable material. The bag contains two outer compartments and two inner compartments with necessary pockets. A strap is attached to facilitate shoulder hanging and while hanging, the flap of the bag should be facing towards us. The bag is closed with two buckles.

Participants listen to the lecture actively. Participants listen to the definition

OHP

Which are the compartments of community health bag?

113

Specific objective

Time Content Teacher’s activity

Learners’ activity

AV aids Evaluation

Explain the aims and objectives of community health bag technique

Enumerate the principles of community health bag technique

3min 5min

AIM:

• To render effective nursing care to clients in various settings such as home, school, occupational setting etc

OBJECTIVES OF COMMUNITY HEALTH BAG TECHNIQUE:

• To assess the health status of the clients

• To carry out need based nursing

procedure based on scientific principles

• To demonstrate procedures to

individuals, families and community

• To teach the clients, families and community regarding various procedures

• To evaluate the progress in the

health status

Listens and ask questions

Participants listens carefully

Black board

What are the

aims and objectives of community health bag technique?

What all are the principles of community health bag technique?

114

Specific objective

Time Content Teacher’s activity

Learners’ activity

AV aids Evaluation

List down the contents of community health bag

3min

PRINCIPLES:

• The use of the bag technique should minimize the spread of infection from individuals to families and to the community.

• Bag technique should save time and effort on the part of the nurse in the performance of nursing procedures.

• The bag should contain all necessary articles and supplies required to provide essential services

• The bag and its contents should be kept clean always.

• Avoid unnecessary exposure of the articles inside the bag and take out only the required articles for the particular procedure

• Hand washing is done as frequently

participants listens and contribute the points

OHP OHP

Name the articles in the inner compartments of the community health bag?

115

Specific objective

Time Content Teacher’s activity

Learners’ activity

AV aids Evaluation

Demonstrate the general steps of community health bag technique

15min

as the situation calls for which helps in minimizing the risk of infection.

• The bag and its contents should be cleaned as often as possible, supplies replaced and ready for use at any time.

• The bag when used for a communicable case should be

thoroughly cleaned and disinfected before replacing items for next use. CONTENTS OF THE COMMUNITY HEALTH BAG: Outer Compartment contains:

1. Folded Newspapers 2. Paper bags 3. Diary/notebook 4. Pen 5. Pencil 6. Scale 7. Soap 8. Soap dish 9. Towel 10. Plastic sheet 11. Clean Specimen bottles 12. Measuring tape

participants listens the topic, observing and re-demonstrating the steps

116

Specific objective

Time Content Teacher’s activity

Learners’ activity

AV aids Evaluation

Summarize the topic

1min

13. Torch

Sterile compartment contains: 1. Small bottle containing Normal

saline 2. Beta dine 3. Benedict reagent 4. Surgical spirit 5. Acetic acid 6. Artery forceps 1 7. Thumb forceps 1 8. Scissors 1 9. Steel bowl 1 10. Thermometer 1 11. Gauze pieces 12. plaster/adhesive tape 13. bandage

clean compartment contains:

1. Kidney tray

2. Match box/Lighter

3. Clean rag piece

Listens actively Listens actively

117

Specific objective

Time Content Teacher’s activity

Learners’ activity

AV aids Evaluation

Conclude the topic

1min

4. Fetoscope 1

5. Test tube 1

6. Test tube holder 1

7. Test tube brush 1

8. Spirit lamp / Candle 1

9. Measuring cup 1

10. Dropper 1 11. Broomstick with cotton 4

GENERAL STEPS:

• Greet the family and explain the purpose of visit

• Select a flat clean work area

preferably on a higher surface which underpins body mechanics.

• Ask for a charpoy

• Spread the newspaper over the

118

Specific objective

Time Content Teacher’s activity

Learners’ activity

AV aids Evaluation

charpoy

• Place the bag on the left side of the newspaper.

• Put the bag’s strap beneath the bag

• Ask the family for hand washing

area

• Unbuckle the bag and take out the hand washing articles from the outer compartment

• Give specific instructions to the

family member as per the procedure

• Place the soap dish over the small piece of plastic near the washing area.

• Wash hands with soap and water

using seven steps and dry with towel

• Hang the towel on a string under

119

Specific objective

Time Content Teacher’s activity

Learners’ activity

AV aids Evaluation

sunshine to dry with a clip

• If tub is available make use of that or else ask the family member to pour water on your hands

• Take out the articles from the bag

required for the planned procedure

• Keep the bag closed and arrange the articles over the spread paper.

• Carry out the procedure with proper

explanation to the family members. • Ask the family member to flush the

urine in toilet and give the specimen bottle back for cleaning

• Wash and dry the articles after the

procedure ,wipe with spirit

• After hand washing replace the articles properly in the bag.

120

Specific objective

Time Content Teacher’s activity

Learners’ activity

AV aids Evaluation

• Provide relevant health education to

family members.

• Hand over the newspaper and other solid waste to the family and ask them to dispose it by burning.

• If it is not possible to burn the waste

materials, carry it in the waste container and dispose by appropriate Bio Medical Waste Management Method

• Evaluate the effectiveness of

nursing care provided, write a report of the activities carried out in the diary

• With a glad face say thanks to

family members and plan for next visit.

121

Specific objective

Time Content Teacher’s activity

Learners’ activity

AV aids Evaluation

SUMMARY:

Today we have discussed about the

community health bag , aims and objectives

of community health bag technique,

principles of community health bag

technique, contents of community health

bag and the general principles we have to

follow while performing the community

health bag technique.

CONCLUSION:

The bag technique is a tool by which the

nurse, during her visit will enable her to

perform a nursing procedure with ease and

deftness, to save time and effort with the

122

Specific objective

Time Content Teacher’s activity

Learners’ activity

AV aids Evaluation

end view of rendering effective nursing care

to clients. The public health bag is an

essential and indispensable equipment of a

public health nurse which she has to carry

along during her home visits. It contains

basic medication and articles which are

necessary for giving care.

BIBLIOGRAPHY:

1. Bag Technique: Principles, Contents, & Steps online available from:http://nurseslabs.com/home-visits-bag-technique/#

2. T.N.A.I, “A Community Health Nursing Manual”, (2005), completely revised edition.

3. Basavantappa B.T, “Community Health Nursing”, revised edition(2005),Jaypee Brothers medical publishers(p)Ltd.

123

Annexure-16

Statistical formulae

1. Spearman-Brown Prophecy formula

r1= r

r+12

2. Karl-Pearson’s coefficient of correlation

r= ∑ ∑ ∑ ∑

∑ ∑ ∑−−

−

])((][)(([

))((2222 yynxxn

yxxyn

3. Chi-square test

χ2= ))()()((

)( 2

dbcadcbabcabN

++++−

4. Unpaired t-test

)11(2

)1()1(21

21

222

211

21

nnnn

nnXXt

+−+−+−

−=

σσ

124

Annexure-17

POST-TEST SCORES (Lecture cum Demonstration) Master Data Sheet of practice scores on bag technique

Post Test Scores(Lecture Cum Demonstration Method)sample  1  2  3  4  5  6  7  8  9 10 11 12 13 14 15 16 17 18 19 20  21 22 23 24 25 26 27 28 29 30 Total

1  2  0  1  1  2  1  1  2  2 2 1 2 0 1 0 0 0 1 0 0  0 1 1 1 0 1 1 0 0 0 242  2  1  1  0  2  2  0  1  2 0 2 0 2 1 1 0 0 0 1 1  0 0 1 1 1 0 1 0 0 0 233  0  0  0  1  1  0  1  1  1 0 0 0 1 0 0 0 1 0 2 1  2 2 2 1 1 2 1 1 0 2 244  1  1  1  0  2  2  0  1  1 1 2 0 2 1 1 1 0 1 2 0  0 1 1 1 0 0 0 2 0 0 255  2  2  1  1  1  0  0  1  1 1 0 0 2 1 1 1 0 1 0 0  2 2 1 1 0 1 0 1 1 2 266  2  2  0  1  1  1  0  2  0 1 1 1 0 0 0 2 1 1 1 1  0 0 1 2 1 0 0 1 1 2 267  1  1  1  2  2  0  0  1  1 1 0 0 1 2 1 1 0 0 1 1  0 1 2 0 0 2 1 1 0 0 248  0  1  1  2  2  1  1  1  1 1 0 1 1 0 0 1 0 0 0 0  0 1 0 1 0 1 1 1 1 2 229  2  0  1  1  2  1  1  2  2 2 1 2 0 1 0 0 0 1 0 0  0 1 1 1 0 1 0 1 0 0 2410  2  1  1  2  2  0  1  2  0 2 0 2 1 1 1 0 0 0 1 0  0 0 1 0 0 0 1 0 0 0 2311  1  1  1  0  0  1  0  0  0 1 1 1 0 1 1 1 0 0 2 1  2 2 2 1 0 0 2 2 0 0 2412  0  0  2  0  0  0  1  1  1 0 0 2 1 0 1 1 1 2 0 2  1 1 1 0 2 2 0 1 1 1 2513  1  1  1  0  1  1  1  0  1 1 1 0 1 1 1 0 0 0 2 0  2 0 2 1 0 2 2 0 0 0 2314  1  1  1  0  2  2  0  1  1 1 2 0 2 1 1 1 0 1 2 0  0 1 1 1 0 0 0 2 0 0 2515  2  1  1  0  0  1  2  1  0 0 1 1 1 1 2 0 0 0 1 1  1 0 2 0 1 1 1 0 2 2 2616  2  1  1  1  1  2  2  1  0 0 2 0 0 1 0 0 1 1 0 1  1 1 1 1 2 2 1 1 0 0 2717  1  1  1  0  1  2  0  1  1 1 2 0 2 1 1 1 0 1 2 0  0 1 1 1 0 0 0 2 0 0 2418  0  0  1  0  1  0  1  1  1 0 0 0 1 0 0 0 1 0 2 1  2 2 2 1 1 2 1 1 0 2 2419  0  0  1  1  2  0  0  2  1 0 1 1 0 0 1 1 2 1 0 0  1 1 1 0 0 2 2 1 1 1 2420  2  0  1  1  2  1  1  2  2 2 1 2 0 1 0 0 0 1 0 0  0 1 1 1 0 1 1 0 0 0 2421  0  0  0  1  0  0  0  1  0 0 0 1 0 1 0 1 1 1 2 0  2 0 2 1 0 2 2 1 1 1 2222  0  0  2  0  0  0  1  1  1 0 0 2 1 0 1 1 1 2 0 2  1 1 1 0 2 2 0 1 1 1 2523  1  1  1  0  2  2  0  1  1 1 2 0 2 1 1 1 0 1 2 0  0 1 1 1 0 0 0 2 0 0 2524  1  1  1  2  2  0  0  1  1 1 0 0 2 2 1 1 0 0 1 1  0 1 2 0 0 2 1 1 0 0 2525  2  2  0  0  1  1  0  2  0 1 1 1 0 0 0 2 1 1 1 1  0 0 1 2 1 0 0 1 1 2 2526  0  0  1  1  2  2  1  1  1 1 1 0 1 1 0 0 1 0 0 2  0 0 1 2 2 1 1 1 1 1 2627  0  0  1  1  2  2  1  1  1 1 1 0 1 1 0 0 1 0 0 2  0 0 1 2 2 1 1 1 1 2 2728  2  0  1  1  2  1  1  2  2 2 1 2 0 1 0 0 0 1 0 0  0 1 1 1 0 1 0 1 0 0 2429  0  0  2  1  0  0  0  1  0 0 0 1 0 0 0 1 0 2 1 2  2 2 1 1 2 1 1 0 2 0 2330  2  0  1  1  2  1  1  2  2 1 2 0 1 1 0 0 1 0 0 1  1 1 1 0 1 0 1 0 0 1 25

125

POST-TEST SCORES (Video Assisted Teaching)

[

Post Test Scores(Video Assisted Teaching)Sample  1  2  3  4  5  6  7  8  9 10 11 12 13 14 15 16 17 18 19 20  21 22 23 24 25 26 27 28 29 30 Total

1  0  2  2  2  2  2  2  2  2 2 2 1 1 0 2 0 2 1 2 2  2 1 2 2 2 0 1 0 0 0 412  1  2  2  2  2  2  2  2  2 2 2 1 1 0 2 0 2 0 2 2  2 0 2 0 2 0 1 1 1 0 403  1  0  0  0  0  2  2  2  1 2 2 2 1 2 0 2 0 1 1 2  2 2 2 2 2 2 2 2 2 0 414  2  1  1  1  2  2  2  2  1 2 2 2 1 2 0 2 0 1 1 2  2 0 2 2 2 0 2 2 2 1 425  1  1  1  1  2  2  1  2  0 2 0 2 2 2 0 2 0 2 1 1  2 2 2 2 1 2 2 1 0 0 396  1  2  2  2  2  2  2  2  1 1 0 2 0 2 1 2 2 2 1 2  2 2 2 1 1 1 2 0 0 0 427  2  2  1  1  2  2  2  2  1 1 2 0 2 2 2 0 2 0 2 1  2 2 2 1 1 1 0 0 1 0 398  1  2  2  2  2  2  2  2  2 2 2 1 1 0 2 0 2 0 2 2  2 0 2 2 2 0 1 0 0 0 409  1  2  2  2  0  2  2  2  0 2 2 1 1 0 2 0 2 1 2 2  2 1 2 2 2 2 1 1 1 0 4210  1  1  1  1  2  2  2  2  2 1 1 2 1 1 0 1 1 2 2 2  0 1 0 2 1 1 1 1 2 2 3911  1  2  2  2  2  2  2  2  1 2 2 2 1 2 0 2 0 1 1 2  2 2 0 1 1 1 0 1 1 1 4112  0  1  1  1  2  2  2  2  2 2 0 1 1 1 2 2 2 0 2 2  1 1 2 2 2 2 1 0 1 0 4013  0  2  2  2  2  2  2  2  2 2 2 1 1 0 2 0 2 1 2 2  2 1 2 2 2 0 0 0 0 1 4114  2  0  1  2  2  1  2  2  2 2 1 1 2 0 2 2 2 0 2 0  2 1 2 2 1 1 1 1 1 1 3915  0  2  2  2  2  2  2  1  1 2 2 1 1 1 2 0 1 0 1 1  2 2 2 2 2 0 0 1 1 1 4116  1  1  0  1  2  2  2  2  1 1 2 2 0 2 2 2 1 1 1 0  2 2 2 2 2 2 1 1 1 0 4017  0  0  1  1  0  0  1  2  2 2 2 1 1 0 2 0 2 1 2 2  2 2 2 2 2 2 2 2 1 1 4118  0  0  1  2  2  1  2  2  2 2 1 1 2 0 2 0 2 2 2 0  2 0 2 1 2 2 1 1 1 1 3919  0  0  1  0  2  2  2  1  2 2 2 1 2 0 2 0 1 1 2 2  0 2 2 2 2 2 1 1 1 1 3920  1  2  2  2  0  2  2  2  0 2 2 1 1 0 2 0 2 1 2 2  2 1 2 2 2 2 1 1 1 0 4221  1  2  2  2  2  2  2  2  1 2 2 2 1 2 0 2 0 1 1 2  2 2 2 1 0 0 1 1 0 1 4122  1  2  2  2  2  2  2  2  2 2 2 1 1 0 2 0 2 0 2 2  2 0 2 0 2 0 1 1 1 0 4023  0  1  1  1  2  2  2  2  1 2 2 2 1 2 0 2 0 1 1 2  2 0 2 2 2 0 2 2 2 1 4224  1  2  2  2  2  2  2  2  2 2 2 1 1 0 2 0 2 1 2 2  2 1 2 0 2 1 0 0 0 1 4125  0  1  1  1  2  2  2  2  1 2 2 2 1 2 0 2 0 1 1 2  2 0 2 2 2 0 2 2 2 1 4226  1  1  2  2  2  2  2  2  2 2 2 2 1 2 0 2 0 1 1 2  2 2 2 1 0 0 1 1 0 1 4127  1  1  1  1  2  2  2  2  2 0 2 2 1 1 0 2 0 2 1 2  2 2 1 2 2 2 0 1 0 0 3928  1  1  1  1  2  2  1  2  0 2 0 2 2 2 0 2 0 2 1 1  2 2 2 2 1 2 2 1 0 0 3929  0  1  1  1  2  2  2  2  2 2 0 1 1 1 2 2 2 0 2 2  1 1 2 2 2 2 1 0 1 0 4030  0  2  2  2  2  2  2  2  2 2 2 1 1 0 2 0 2 1 2 2  2 1 2 2 2 0 0 0 0 1 41