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INTERNATIONAL JOURNAL OF SCIENTIFIC DEVELOPMENT AND RESEARCH International Peer Reviewed & Refereed Journals, Open Access Journal ISSN Approved Journal No: 2455-2631 | Impact factor: 8.15 | ESTD Year: 2016 open access , Peer-reviewed, and Refereed Journals, Impact factor 8.15 |
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| Paper Title: | Compare the effect of video assisted teaching VS lecture method on knowledge regarding Glasgow coma scale (GCS) among nursing students |
| Authors Name: | Larance Marie |
| Unique Id: | IJSDR2306204 |
| Published In: | Volume 8 Issue 6, June-2023 |
| Abstract: | ABSTRACT INTRODUCTION Glasgow Coma Scale was first published in the year 1974 at the University of Glasgow by Neurosurgery Professors Graham Teasdale and Bryan Jennett. The Glasgow Coma Scale (GCS) is being used to objectively describe the extent of impaired consciousness in all types of acute medical and trauma patients. The scale assesses patients according to three main aspects of responsiveness: eye-opening, motor, and verbal responses. Reporting each of these separately provides a clear and communicable picture of a patient’s state. STATEMENT OF THE PROBLEM A study on comparison of Video Assisted Teaching Vs Lecture Method on Knowledge regarding Glasgow Coma Scale (GCS) among Nursing Students OBJECTIVES To assess the pre-test knowledge on Glasgow coma scale among the nursing students. To assess the effect of lecture teaching method on Glasgow coma scale in improving the knowledge among nursing students. To assess the effect of video assisted teaching on Glasgow coma scale in improving the knowledge among nursing students. To compare the effect of video assisted teaching and lecture teaching method on Glasgow coma scale in improving the knowledge among nursing students METHODOLOGY A Quasi- Experimental study was undertaken to compare the effectiveness of video assisted teaching vs lecture method on knowledge regarding Glasgow coma scale among nursing students. The study was conducted among 1st and 2nd year nursing students at College of Nursing, PIMS in the month of September 2019. 76 nursing students were selected randomly i.e. 38 in each group. Pre-test was conducted to assess the knowledge on GCS using self administered questionnaire. Then the two experimental groups were given interventions respectively. On the 8th day, post test was conducted for both experimental groups. The data was analyzed for frequency, percentage, mean and standard deviation. Paired t test was done for finding out the effectiveness of the interventions. Independent t test was done to compare both the interventions. RESULTS OF THE STUDY The result of analysis of data shows that in experimental group-I the pre-test mean was 7.47, post test 10.79 with a the standard deviation of 2.69 and 1.65 respectively . In experimental group-2 the pre-test was 8.45 post-test was 13.76 with the standard deviation of 2.62 and 2.55 respectively .The mean difference in pre-test was 0.98 and post test was 2.97 with ‘t’ value 1.600 and -6.037respectively . There was statistical significant difference between the mean knowledge level of lecture teaching method and video assisted teaching in post test at p<0.001 by using independent ’t’ test CONCLUSION The current study findings suggest that video assisted teaching is an effective teaching method compared to the traditional lecture teaching method, and it can be easily administered to the student nurses, which in turn will improve the knowledge level as well as retention of the knowledge which has been acquired from the teaching. Key Words:Glasgow coma scale, lecture method, video assisted teaching. |
| Keywords: | Key Words:Glasgow coma scale, lecture method, video assisted teaching. |
| Cite Article: | "Compare the effect of video assisted teaching VS lecture method on knowledge regarding Glasgow coma scale (GCS) among nursing students ", International Journal of Science & Engineering Development Research (www.ijsdr.org), ISSN:2455-2631, Vol.8, Issue 6, page no.1484 - 1510, June-2023, Available :http://www.ijsdr.org/papers/IJSDR2306204.pdf |
| Downloads: | 000337350 |
| Publication Details: | Published Paper ID: IJSDR2306204 Registration ID:207263 Published In: Volume 8 Issue 6, June-2023 DOI (Digital Object Identifier): Page No: 1484 - 1510 Publisher: IJSDR | www.ijsdr.org ISSN Number: 2455-2631 |
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