Effectiveness of Computer Assisted Teaching on Knowledge and Practice regarding home visit among Student nurses

 

Mr. Subin Shelly. P

Assistant Professor, AKG Memorial Cooperative College of Nursing, Kannur, Kerala.

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

 

ABSTRACT:

A Quantitative, Pre experimental one group pre - test post- test design was used. The study was conducted in selected nursing colleges of Malappuram district. 60 IInd year BSc nursing students were selected using non probability purposive sampling technique. A structured knowledge questionnaire and observation checklist was used to assess the knowledge and practice and after the pretest computer assisted teaching regarding home visit was administered. On the seventh day post test was conducted with the same questionnaire. Results:  The mean post test knowledge score (19.12±1.12) on home visit was significantly higher than the mean pretest score (10.67±1.96) and calculated paired t value (-28.95) was statistically highly significant at 0.05 level with a p value 0.0001. Also the mean post test practice score (12.1±0.70) on home visit was significantly higher than the mean pretest score (5.57±0.86). The calculated paired t value (-30.16) was statistically highly significant at 0.05 level with a p value 0.0001. Hence it is evident that computer assisted teaching is effective in improving knowledge and practice regarding home visit. The result also showed that there was a significant association between knowledge regarding home visit with demographic variables like age, awareness of community health services in their residential area, and interest of samples on community health nursing. There was a significant association between the practice score regarding home visit with demographic variables like area of residence, the awareness of community health services in their residential area and the interest of samples on community health nursing. On the basis of the findings the researcher concluded that computer assisted teaching was effective in improving the knowledge and practice of student nurses regarding home visit.

 

KEYWORDS: Home visit, Computer Assisted Teaching, Student Nurses, Knowledge, Practice.

 

 


INTRODUCTION:

A home is a dwelling-place used as a permanent or semi-permanent residence for an individual, family, household or several families in a tribe. A home is generally a place that is close to the heart of the owner and can become a prized possession1. It has been argued that psychologically" The strongest sense of home commonly coincides geographically with a dwelling. Usually the sense of home attenuates as one move away from that point, but it does not do so in a fixed or regular way2. Home care is a supportive care provided in the home. Care may be provided by licensed healthcare professionals who provide medical care needs or by professional caregivers who provide daily care to help to ensure the activities of daily living (ADL's) are met3. Home visiting has been considered as a promising strategy for addressing the multiple needs of families4. For at least 100 years ago, nurse used home visiting as a service delivery strategy to improve the health and well-being of families4

 

The ‘cone of experience’ i.e. a pictorial device developed by Edgar Dale describes about the effectiveness of various teaching learning aids and experiences also substantiates the effectiveness of multimedia packages in learning. The tip of the cone consists of methods like verbal and visual symbols usually utilized in lecture cum demonstration method which are considered as least effective. The base of the cone consists of direct or contrived experiences and video demonstrations which are relatively more effective and are utilized in the computer assisted teaching5.

 

According to Dale, the least effective method at the top, involves learning from information presented through verbal symbols, i.e., listening to spoken words. The most effective methods at the bottom, involves direct, purposeful learning experiences, such as hands-on or field experience. Direct purposeful experiences represent reality or the close things to real, everyday life. The cone charts the average retention rate for various methods of teaching. The further you progress down the cone, the greater the learning and the more information is likely to be retained. It also suggests that when choosing an instructional method it is important to remember that involving students in the process strengthens knowledge retention5.

 

It reveals that “action-learning” techniques result in up to 90% retention. People learn best when they use perceptual learning styles. Perceptual learning styles are sensory based. The more sensory channels possible in interacting with a resource the better chance that many students can learn from it. According to Dale, instructors should design instructional activities that build upon more real-life experiences.5

 

STATEMENT OF THE PROBLEM:

A study to evaluate the effectiveness of computer assisted teaching on knowledge and practice regarding home visit among student nurses at selected colleges of nursing in Malappuram district.

 

OBJECTIVES OF THE STUDY:

1.     Assess the knowledge and practice regarding home visit before and after computer assisted teaching among student Nurses

2.     Evaluate the effectiveness of computer assisted teaching on knowledge and practice regarding home visit among student Nurses.

3.      Find out the association of knowledge and practice scores of student nurses regarding home visit with selected demographic variables.


 

 

Figure 1: Dale’s Cone of experience


HYPOTHESES:

H1.    There will be a significant difference between mean pretest knowledge and mean posttest knowledge scores of student nurses regarding home visit.

H2.    There will be a significant difference between mean pretest practice and mean posttest practice scores of student nurses regarding home visit.

H3.    There will be a significant association between knowledge of student nurses regarding home visit with selected demographic variables 

H4.    There will be a significant association between practice of student nurses regarding home visit with selected demographic variables.

 

METHODOLOGY:

A Quantitative approach, pre experimental one group pre - test and post - test design was chosen for this study. The study was conducted in selected nursing colleges namely Al shifa College of Nursing and MES College of Nursing in Perinthalmanna of Malappuram district, Kerala, India. 60 IInd year BSc nursing students were selected using non probability purposive sampling technique. A structured knowledge questionnaire and observation checklist was used to assess the knowledge and practice and after the pretest computer assisted teaching regarding home visit was administered. On the seventh day post test was conducted with the same questionnaire.

 

RESULTS AND DISCUSSIONS:

Table 1: Frequency and percentage distribution of sample based on age, gender, Nursing background in the family, Place of Residence Awareness of Community Health Services, Interest towards Community Health Nursing                               (n=60)

Demographic Variables

Frequency

Percentage

Age in Years

18-20

54

90

21-23

6

10

Gender

 

 

Male

5

8.33

Female

55

91.67

Nursing background in the family

Parents

6

10

Siblings

9

15

Other relatives

30

50

No relatives

15

25

Place of Residence

Urban

32

53.33

Rural

28

47.67

Awareness of Community Health Services

Aware

42

70

Not Aware

18

30

Interest towards Community Health Nursing

Yes

50

83.33

No

10

16.64

 

Figure 1 shows the pretest and posttest knowledge scores on home visit among student nurses. On pretest 9 (15%) samples had poor knowledge and 51 (85%) had satisfactory knowledge. On posttest 60 (100%) samples had good knowledge.

 

Fig. 1: Percentage distribution of samples based on pretest and posttest knowledge score

 

Figure 2: Percentage distributin of samples based on pretest and posttest practice score

 

Figure 2 shows that mean pretest and post test practice scores on home visit among student nurses. On the pretest 24 (40%) of the samples had inappropriate practice score and 36 (60%) of the samples had appropriate practice. On post test 60 (100%) of the samples had most appropriate practice.

 

In order to evaluate the effectiveness of computer assisted teaching on knowledge and practice regarding home visit, the data was analyzed using paired t test and the findings were presented in the table.


 

Table 2 Significance of difference in mean pretest and mean post test knowledge scores of samples regarding home visit           n=60

Variables

Test

Mean

S.D

Paired t value

p value

95% CI

Knowledge regarding home visit

Pre

10.67

1.96

-28.95

0.0001*

10.17-11.17

Post

19.12

1.12

 

 

18.83-19.40

 

Table 3 Significance of difference in mean pretest and mean post test practice scores of samples regarding home visit               n=60

Variables

Test

Mean

S.D

Paired t value

 p value

95% CI

Practice regarding home visit

pre

5.57

0.86

-30.16

0.0001*

5.35-5.79

post

12.1

0.70

 

 

11.92-12.28

 

Table 4: Association between knowledge score of samples regarding home visit with nursing background in the family, the place of residence of the samples, Awareness of community health services in their residential area and Interest towards community health nursing                                                                                                                                                                    (n=60)

Variables

Knowledge on home visit

Knowledge scores

Chi square

d.f

p value

Satisfactory

Poor

 

 

 

Age in Years

18-20

48

6

 

6.41

 

1

 

0.01*

21-23

3

3

Gender

 

 

 

 

 

Male

3

2

 

2.67

 

1

 

0.1

Female

48

7

Nursing background in the family

Parents

5

1

 

0.48

 

 

 

3

 

 

 

0.99

 

 

Siblings

7

2

Other relatives   

26

4

No relatives

13

2

Place of residence

 Rural

23

5

 

0.34

 

1

 

0.85

Urban

28

4

Awareness of community health services in their residential area

Aware

 39

3

 

6.78

 

1

 

0.009*

Not aware

12

6

Interest towards community health nursing

Yes

46

4

 

11.53

 

1

 

0.006*

No

5

5

 

Table 5: Association between pretest practice scores of samples regarding home visit with their age, gender, background in the family, the place of residence of the samples, Awareness of community health services in their residential  area and Interest towards community health nursing                                                                                                                                                            (n=60)

Variables

Practice on home visit

 

Practice scores

Chi Square

d.f

p value

 

Appropriate

In-appropriate

 

 

 

Age in Years

18-20

32

22

 

0.12

 

1

 

0.72

21-23

4

2

Gender

Male

2

3

0.91

1

0.34

Female

34

21

Nursing background in the family

Parents

4

2

 

 

3.33

 

 

3

 

 

0.34

siblings

6

3

Other relatives

20

10

No relatives

6

9

Place of residence

Rural

12

16

6.43

1

0.01

Urban

24

8

Awareness of community health services in their residential area

Aware

30

12

7.62

1

0.005*

Not aware

6

12

Interest towards community health nursing

Yes

34

16

8

1

0.004*

No

2

8

 


Table 2 depicts that the mean post test knowledge score (19.12±1.12) was significantly higher than the mean pretest score (10.67±1.96) and calculated paired t value (-28.95) was statistically highly significant at 0.05 level with a p value 0.0001 (t(59) = 2.001, p< 0.05, C.I-10.17-11.17, 18.83-19.40). Hence it revealed that samples gained knowledge regarding home visit after the administration of computer assisted teaching.

 

Table 3 depicts the mean post test practice score (12.1±0.70) regarding home visit was higher than the mean pretest practice score (5.57±0.86) and calculated paired t value (-30.16) was statistically highly significant at 0.05 level with a p value 0.0001. (t (59) = 2.001, p<0.05, C.I-5.35 5.79, 11.92-12.28). Hence it was evident that computer assisted teaching is effective in improving the practice regarding home visit.

 

Table 4 depicts that there is a statistically significant association between knowledge regarding home visit and selected demographic variables like age, awareness of community health services in their residential area and the interest towards community health nursing. There is no statistically significant association between remaining selected demographic variable.

 

Table 5 depicts that there is a statistically significant association between practice regarding home visit and selected demographic variables like place of residence, awareness of community health services in their residential area and the interest towards community health nursing. There is no statistically significant association between remaining selected demographic variable.

 

CONCLUSION:

Based on this study, it is concluded that the innovative methods of teaching like the one used in this study can have a positive impact on nursing education context. The finding proves that the knowledge and practice needed for home visit are better acquired through computer assisted teaching method. In case of knowledge aspect, the retaining of knowledge imparted to the students is good in case of computer assisted teaching as the post test results reveals the same. Duration of acquiring knowledge and practice through this method is good as it took 30 minutes for a student to learn the content.

 

In present study the researcher investigated the effectiveness of computer assisted teaching on knowledge and practice regarding home visit among student nurses in relation to demographic variables. The researcher found that there was a significant increase in the level of knowledge and practice after the computer assisted teaching and some of the demographic variables have association with the pretest level knowledge and practice of student nurses.

 

REFERENCES:

1.      Wikipedia. Home [Internet] Wikipedia: free encyclopedia; [Cited 2013 May 7] Available from: http://en.wikipedia.org/wiki/home

2.      Terkenli TS. Home as a Region. Geographical Review 85 (3); 1995 P. 324–334

3.      Wikipedia. Hospital to Homecare. [Internet] Wikipedia: free encyclopedia; [Cited 2012 March 10]. Available from: http://en.wikipedia.org/wiki/Home care

4.      Peralta N, Cludia. Impact of home visit in students Perception of teaching: The teacher Education Quarterly; 2003. p. 1-2

5.      Holt, Rinehart, Winston. Dale Edgar’s Audio-Visual Methods in Teaching. 3rd ed. New York: 1969. p.108

 

 

 

 

 

 

Received on 27.03.2019         Modified on 21.05.2019

Accepted on 24.06.2019       ©A&V Publications All right reserved

Int.  J. of Advances in Nur. Management. 2019; 7(3):189-193.

DOI: 10.5958/2454-2652.2019.00044.1