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Transcript of €¦ · Web viewThe word education is derived from the ... of psychiatry.8thedition.Lippincott...
RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES,
KARNATAKA, BANGALORE.
ANNEXURE - II
PROFORMA FOR REGISTRATION OF SUBJECTS FOR
DISSERTATION
1 Name of the candidate
and address(in block letters)
Ms. ASHA.T.THOMAS
SAHYADRI COLLEGE OF NURSING,
SAHYADRI CAMPUS, NH-48, ADYAR,
MANGALORE-575007.
2 Name of the institution SAHYADRI COLLEGE OF NURSING,
SAHYADRI CAMPUS, NH-48, ADYAR,
MANGALORE-575007.
3 Course of study and subject M.Sc. NURSING, MENTAL HEALTH NURSING
4 Date of admission to course 25/10 /2010
5 Title of the topic:
A STUDY TO COMPARE THE EFFECTIVENESS
OF LECTURE CUM DEMONSTRATION AND LECTURE CUM
VIDEO ON KNOWLEDGE REGARDING MENTAL STATUS
EXAMINATION AMONG BSC NURSING STUDENTS IN
SELECTED COLLEGE , MANGALORE.
1
6 BRIEF RESUME OF THE INTENDED WORK
Introduction
According to rig Veda, “Education is the source of all illumination”.
Education is as old as the human race. It is closely bound with the intellectual,
economic, cultural, emotional, and social life of the human race. The word
education is derived from the Latin word “educere” which means to lead out, to
bring up, to train or to mould.1
According to Mahatma Gandhi, “education is the all round drawing out of
the best in child and man’s body, mind and spirit’. There are several teaching-
learning methods used in education. They are: lecture, demonstration, lecture cum
demonstration, lecture cum video.1
Lecture cum demonstration is a combination of the lecture and the
demonstration. These may be in the nature of properties of matter, explanation of
structure or steps of a procedure. The lecture-demonstration method is used
extensively in teaching sciences and nursing subjects. Because of its economy of
time and equipments, it is often used to replace individual laboratory work in the
sciences.2
The lecture- demonstration is the method used most frequently in video
teaching. Video is the most unique and dramatic of all media devised by man for
communication .Video is the electronic means by which sound and light energy are
transmitted from one place to another. It is an electro mechanical system of
converting the energy contained in sound and light patterns into electrical and
2
electromagnetic energy .Video is a multi-dimensional and general medium of
communication3.
Mental status examination is a standardized procedure where the primary
purpose is to gather more objective data to be used in determining etiology,
diagnosis, prognosis, and treatment, and to deal immediately with any risk of
violence or harm. Mental status examination is a diagnostic tool. It helps to
formulate the nursing diagnosis after identifying the client’s problems. It is a
teaching and research tool.4
6.1 Need for the study
Lecture method is more concerned with the teaching of facts and
information compared to other methods. Less attention is given to problem solving,
critical thinking and decision making in formal lectures.5
The advantages of demonstration are: the teacher illustrates the co-ordination
of head, heart and hands which is essential for the development and refining of
psychomotor skills and observational skill.5
Lecture cum demonstration increases the practicability and knowledge of the
students on mental status examination. Many studies show that lecture cum
demonstration is one of the important methods in teaching and learning2.
One of the advantages of video is, the voice of the broad caster can be heard
and his figure, movement, illustrations used by him, the demonstration presented by
him can be seen. Educational video combines sight and sound together and thus
makes the experience real, concrete and immediate. It offers opportunities of seeing
3
and listening to the scenes and events. It can teach large number of students at one
time. It stimulates and reinforces ideas, beliefs and tendencies already possessed by
the onlooker3. Dr. Wilbur Schramm, Director of the Stanford institute for
communication research, in an analysis of the findings of 393 comparisons of video
and conventional teaching methods in schools and colleges, reported that in these
comparisons 86% of them showed at least ‘same amount of learning’ by video and
one fourth of these reported ‘more learning’2.
Lecture cum video has implications for education. It changes the role of the
teacher in the class room. It makes better use of faculty time. By sharing the lecture
portions of their classes, many teachers will be able to spend more time in
discussion with individual students, in preparation of better lectures, and in
independent research or study and self-improvement. Video is helping teachers to
specialize, so that each does what he can do best .It requires changed teaching
techniques. It provides resources often unavailable to classrooms. Skills, knowledge
and time are required to prepare effective televised instruction. Instructional videos
provide excellent learning opportunities for both pre service and in service
education of teachers.2
A study was conducted by Phillips to find the effectiveness of closed-circuit
colour television for teaching nursing in a graduate workshop on military operating
room nursing. A series of telecasts presented the preoperative care of a surgical
patient each day for 9 days .These telecasts were made in various areas of the
hospital. Results showed that, the telecasts served as successful and effective
4
learning experiences were experienced by operating room nurses2.
A study was conducted in puducherry ‘effectiveness of video teaching Vs
lecture cum demonstration on antenatal examination’. A total of 80, third year BSc
nursing students were selected by simple random technique for the study (video-40,
lecture cum demonstration-40). One group pre test post test research design was
used. Questionnaire and observation check list was used to assess the skill of
students in doing abdominal examination during antenatal examination. The mean
post test knowledge of lecture cum demonstration was 27.775 and mean post test
knowledge of video teaching was 36.150. In this study the students who have
undergone lecture cum video got the post test score of 80% where as the knowledge
score of students who underwent lecture cum demonstration had a score of 55%
(P <0.001) The results showed that lecture cum video was more effective than the
lecture cum demonstration6.
Nursing curriculum includes variety of subjects taught in each year of the
course. In the third year mental health nursing is one of the subject to be learnt
which requires mental status examination to be used as a diagnostic tool. The
mental status examination is the description of the patient’s appearance, speech
action and thoughts during the interview. Studying mental status examination helps
the students to identify the problems of mentally ill patients. Mental status
examination is also an important diagnostic tool in psychiatry. Hence different
teaching methods help in understanding the methods of learning mental status
examination. So the investigator had chosen these two methods to teach mental
5
status examination to the students, the evaluation of which will help in choosing the
best of the method to be recommended in future4.
6.2 Review of literature
A study compared video tape and lecture method for teaching the mental status
examination to a second year medical school class. The results of each teaching
method were evaluated by a multiple –choice examination and a feedback
questionnaire and were compared with the results from teaching the mental status
examination using simulated patients in a previous year’s class. There was no
difference in examination results for students exposed to different instructional
methods. On the feedback questionnaire, students appeared to prefer instruction in
whatever form it was given. It was concluded that there is no difference in
instructional methods.7
A study was conducted on 80 undergraduate nursing students for teaching
pharmacology (respiratory drugs) using active lecture cum demonstration (ALCD)
and active lecture cum video (ALCV).The controls were taught with ALCD and the
experimental groups of students were taught using ALCV. It was observed that the
mean post test knowledge score of the experimental groups after the competency
program on drug administration using active lecture cum video were apparently
higher than the control group. Hence the competency program on drug
administration using ALCV proved to be more effective than ALCD.8
A study compared the effectiveness of teaching outcomes of the feedback
lecture approach (as by oysterman) with the traditional lecture method of
6
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 experimental (feedback lecture)
groups or a control (traditional lecture) groups. The traditional lecture group was
given a reading assignment to complete prior to the lecture and then attended 80
minute lecture on traumatic brain injuries .The feedback lecture group was small
group discussion .A post test was conducted after four months. Comparison of
control and experimental group’s student ratings of learning experience identified a
significant difference between the two groups. These findings suggest that although
the feedback lecture method is effective than the traditional lecture method, the
quality of teaching of the feedback lecture method was perceived more favourable
by students9.
A study was conducted on 215 students using ‘student perception of
technology scale’. The results showed that video conveyed the highest amount of
enjoyment, power point provided highest amount of learning and motivation,
internet provided highest carrier application of future jobs; younger students
preferred video where as older student’s favoured lecture. 10
A study was conducted to investigate the student’s attitudes, towards the
use of power point as a supporting teaching tool and data was collected from 653
students who enrolled at faculty of education technologies, faculty of engineering,
school of economics and administrative science and vocational school in Bayburt
university. Data was collected using ‘attitude towards the use of power point scale.
7
Additionally student’s opinion of the use of power point as a supporting teaching
tool was collected from their response to a question developed by researcher, then
written documents were analysed to reveal their opinions with respect to the use of
power point .The findings revealed the use of power point was a supporting tool in
the lecture 11.
A study was conducted to assess the effectiveness of using a standardized
patient (SP) to illustrate the mental status examination (MSE) to 170 second year
medical students in a large classroom setting. Standardized patient was trained to
portray a patient with schizophrenia who was interviewed during the mental status
examination lecture. A six-question survey was distributed to the students to
evaluate how the students felt about the learning experience. Results showed that
majority of students felt that using a standardized patient in a large classroom
setting helped them to understand the material better and was a useful teaching
tool.12
A study was conducted to compare the effectiveness of an interactive,
multimedia CD-ROM with traditional methods of teaching the skill of performing a
12-lead ECG.A randomised pre/post test experimental design was used. Seventy
seven bachelors of nursing students were recruited for the study. Two teaching
methods were compared. The traditional method included a self-study module, a
brief lecture cum demonstration by an instructor , and hands on experience using a
plastic manikin and a real 12-lead ECG machine in the learning laboratory .The
second method covered the same content using an interactive, multimedia CD-
8
ROM embedded with virtual reality and supplemented with a self-study
module .Results showed that there were no significant baseline differences in pre
test scores between the 2 groups and no significant difference by group in cognitive
gains , student satisfaction with their learning method or perception of self-
efficiency in performing the skill. Overall results indicated that both groups were
satisfied with their instructional method and were similar in their ability to
demonstrate the skill correctly on a live simulated patient13.
A study was conducted to assess the effectiveness of video assisted
teaching on tracheotomy care regarding knowledge and practice of staff nurse
working in selected hospitals. A quasi experimental research design was carried out.
About 60 staff nurses working in selected hospital were distributed in the
experimental group which contains 30 staff nurses and control group had 30.A close
ended questionnaire and observational check list was used to assess the
effectiveness of the study. Data was analysed using descriptive and inferitional
statistics .In control group; they scored 42.9% in pre test and 44.5% in post test. The
pre test knowledge score of experimental group was only 41.5%. After
implementation of video assisted teaching they scored 78.1%.So the result showed a
significant improvement in the knowledge of experimental group by the video
assisted teaching.
6.3 Problem statement
A Study to compare the effectiveness of lecture cum demonstration and
9
lecture cum video on knowledge regarding mental status examination among BSc
nursing students in selected colleges, Mangalore.
6.4 Objectives of the study
The objectives of the study are to :
Assess the pre and post test knowledge on mental status examination among
BSc nursing students.
Assess the effectiveness of lecture cum demonstration on mental status
examination among BSc nursing students.
Assess the effectiveness of lecture cum video on mental status examination
among BSc nursing students.
To compare the effectiveness of lecture cum demonstration and lecture cum
video on knowledge on mental status examination among BSc nursing
students.
Find the association between pre test knowledge score with selected
demographic variables.
6.5 Operational definitions
Effectiveness :
In this study effectiveness refers to gain in knowledge on
mental status examination after using teaching methods that is lecture cum
demonstration and lecture cum video among BSc nursing students and is expressed
in terms of gain in post test knowledge score.
Lecture cum demonstration:
10
Lecture cum demonstration is a combination of the
lecture and the demonstration .Its purpose is to point out relationships as they occur
during a demonstration.
In this study lecture cum demonstration is a method of teaching used to
teach mental status examination to BSc nursing students.
Lecture cum video:
This refers to the multimedia teaching in which organized and
sequential representation of information regarding mental status examination is in
patients.
In this study lecture cum video is a method of teaching used to teach
mental status examination to BSc nursing students.
Mental status examination:
According to Kaplan and Sadock, mental status examination is
the part of the clinical assessment that describes the sum total of the examiners
observation and impressions of the psychiatric patient at the time of the interview.
BSc (nursing) students:
In this study it refers to students studying in third year BSc
nursing course in selected colleges of Mangalore.
Knowledge
Knowledge is a detailed familiarity with or understanding of a
person, thing or situation .It can include facts and information, as well as
understanding that is gained through experiences, education or reason.
11
In this study knowledge refers to information on mental status
examination as measured by structured knowledge questionnaire.
6.6 Assumptions
The study assumes that,
Teaching methods influence the student’s learning.
Use of audio-visual aids helps in learning the methods in a better
way.
Educational video combines sight and sound and thus makes the
experience real, concrete and immediate.
6.7 Delimitations
The study is delimited to:
Third year BSc (N) students studying in selected nursing college in
Mangalore.
The students who will be available on the days of conducting the
study.
Selected methods of teaching.
6.8 Hypotheses (All the hypotheses will be tested at 0.05 level of significance)
H1: There will be significant difference between mean pre test and post test
knowledge score on mental status examination after lecture cum
demonstration method.
H2: There will be significant difference between pre test and post test
knowledge score on mental status examination after lecture cum video
12
7
method.
H3: There will be significant difference between post test knowledge score
of students in lecture cum demonstration and lecture cum video method on
mental status examination.
H4: There will be significant association between pre test knowledge score
with selected demographic variables
.
MATERIALS AND METHODS
7.1 Source of data
The data will be collected from third year BSc nursing students of selected
colleges in Mangalore.
7.1.1 Research design
The research design used for the study is Quasi experimental design.
GROUPS PRETEST X POST TEST
GROUP1O1 X1 O2
GROUP2 O1 X2 O2
O1:-Assessment of knowledge on mental status examination before teaching.
O2:-Assessment of post test knowledge on mental status examination after teaching.
X1:-Teaching by Lecture cum demonstration
13
X2: Teaching by Lecture cum video assistance.
7.1.2 Setting
The study will be conducted in selected Colleges of nursing in Mangalore.
7.1.3 Population
BSc (nursing) students studying in colleges of nursing, Mangalore.
7.2 Method of data collection
7.2.1 Sampling procedure:
Simple random sampling technique will be used to select the
samples.
7.2.2 Sample size
Sample size consists of 100 students studying in third year Bsc
nursing class. Out of which 50 students will be assigned to lecture cum
demonstration and 50 for lecture cum video teaching.
7.2.3 Inclusion criteria
Inclusion criteria for sampling ,
Third year BSc nursing students who are willing to participate in
study.
Third year BSc nursing students who are present during the data
collection.
7.2.4 Exclusion criteria
Exclusion criteria for sampling are:
14
Student who are repeaters in the same class.
7.2.5 Instrument intended to be measure
The instruments used for the study is structured knowledge
questionnaire.
Part 1-Demographic proforma
Part 2-structured knowledge questionnaire to assess knowledge on
mental status examination.
7.2.6 Data collection methods
Permission will be obtained from concerned authorities.
The purpose of the study will be explained to the students and
informed consent will be obtained from them.
Pre test will be given to the students.
Simple random technique will be used to assign the students to group
1(lecture cum demonstration) and group 2(lecture cum video).
Teaching on mental status examination will be given to group 1
using lecture cum demonstration.
Group 2 will be taught mental status examination using lecture cum
video.
After 7 days post test will be conducted using the same structured
knowledge questionnaire.
7.2.7 Data analysis plan
15
8
Data will be analysed using descriptive statistics and inferential
statistics.
Descriptive statistics- mean, median, standard deviation.
Inferential statistics-paired’ test, unpaired test, chi square.
7.3 Does the study require any investigations to be conducted on patients
or other humans or animals?
Yes
7.4 Has ethical clearance been obtained from your institution in case of
7.3?
Yes. Ethical clearance will be obtained from concerned authority
REFERENCE
1. Basavanthappa BT. Nursing Education. 1Stedition.NewDelhi: Jaypee
publication; 2003,8.
2. Loretta EH.Teaching and learning in schools of nursing.3rd edition. New
16
Delhi:Konark publishers;2002,430, 610-622.
3. Neeraja KP.Textbook of Nursing Education.1stedition.NewDelhi: Jaypee
publication;2003,229.
4. Benjamin JS, Virginia AS. Kaplan and Sadock’s Comprehensive Text book
of psychiatry.8thedition.Lippincott publication;805.
5. Sankaranarayanan B, Sindu B. Learning and teaching.3rdedition.Calicut:
Brainfil publication;2009 ,139.
6. Sarojini S .Effectiveness of video teaching Vs lecture cum demonstration on
antenatal examination. Nightingale times of india.2010 ; 6 (9):21-23.
7. Pohlr R, Lewis R, Niccolini R, Rubenstein R .Teaching the mental status
examination comparison of three methods. Journal of medical
Education.1982;57(8):626-629.
8. Sanatombi D, Mayya S, Bairy KL, Anice G, Manu M, Bobby S et al .A
comparative study analysis of the outcome of two teaching learning
approaches adopted for teaching pharmacology to under graduate nursing
students. International Journal of Nursing Education.2010.2 (2).
9. Hass B, Dal V,Bazyk, Susan, Ekelman,Beth et al. A study comparing the
effectiveness of the feedback lecture method with the traditional method.
Journal of physical therapy education.1999.
10. Ting TLP, Augustina MJ. Students’ perceptions of teaching technologies,
application of technologies, and academic performance. Computer &
education.2009;53(4):1241-12.
17
11. Kahraman S, Cevik C, Kodan H. Investigation of university students
attitude towards the use of power point according to some variables .P
rocedia computer science.2011;(3):1341-1347.
12. Brindorf CA, Kaye ME. Teaching the mental status examination to medical
students by using a standardized patient in a large group
setting.2002;26(3):180-183.
13. Jeffries PR, Woolf S, Linde B. A comparative study of two teaching the
skill of performing a 12-lead ECG. Nursing education.2003;23(2):70-74.
14. Raichal DA. A quasi experimental study to assess the effectiveness of video
assisted teaching on tracheotomy care regarding knowledge and practice of
staff nurses working in selected hospitals
9. Signature of the candidate
10. Remarks of the guide
11. Name and designation of (in block letters)
11.1 Guide MRS.IRENE VEIGAS
HOD, MENTAL HEALTH NURSING
SAHYADRI COLLEGE OF NURSING, SAHYADRI CAMPUS, NH - 48 ADYAR, MANGLORE- 575007.
11.2 Signature
11.3 Co-guide (if any)
11.4 Signature
18
1.5 Head of the department MRS.IRENE VEIGAS
HOD, MENTAL HEALTH NURSING
SAHYADRI COLLEGE OF NURSING, SAHYADRI CAMPUS, NH – 48, ADYAR, MANGLORE- 575007.
11.6 Signature
12. 12.1 Remarks of the Principal
12.2 Signature
19