Journal of Nursing Research, Education and Management (e-ISSN: 2582-001X)

Comparison of Problem-Based Learning and Lecture-Based Learning among Second Year B. Sc Nursing Students

Lavanya . — 2021-07-09

Lecturing is the most common traditional teaching method in the field of education. It has teacher cantered approach. Problem-based learning (PBL) used submissively in olden days; it is one of the active and student-oriented learning strategies which have gained attention in the present scenario. Statement of the Problem: Comparative Study on Problem-Based Learning with Lecture-Based Learning among Nursing Students of II Year at Nehru College Of Nursing, Vaniyamkulam. Objectives: To compare problem-based learning with lecture -based learning and its learning outcome Methodology: Non experimental approach– Qualitative research approach was used in this study. Descriptive statistics were used to analyse the demographic variables and learning outcome of PBL and LBL. Results and Discussions: Traditional approach in teaching learning is useful to obtain the desired learning outcome. Some of the areas it shows 100% have strongly agree for Facilitation of problem-solving skills, Improves communication skills, Increases intrinsic motivation of students, Integration of theoretical and clinical knowledge and Assist learners in personal thinking. Regarding agree, 97% were agreed Improves self-directed learning, 95% were Develops self-assessment and peer assessment skills, provides learners with lots of opportunities and Help the learners to create focus, energy and passion and only minimum students has given the option of neutral. No students were given the option of disagree and strongly disagree.PBL improves clinical reasoning skills,Facilitation of problem-solving skills, Improves communication skills, Integration of theoretical and clinical knowledge, Provides learners with lots of opportunities and assist learners in personal thinking. Conclusion: Both the teaching methodologies were used to the group and assessed the learning outcome. After the analysis both the teaching methodology is very effective to bring out the desired learning outcome. LBL were teacher centred and student will receive new information and only need to listen and take notes. But in PBL students need to put their effort, whole involvement, understand the scenario and collect all information to disseminate the concept to the group. Students were agreed that PBL improves clinical reasoning skills, leadership skills and confident, utilization of more time in library and helps to score high marks in examination. In view of this PBL is an effective method if the students actively participate and gets adequate guidance from the teacher/Mentor.

A Study to Assess the Effectiveness of Clinical Management System in Terms of Knowledge, Attitude and Practice among Staff Nurses at SMVMCH, Puducherry

Revathi D, Prabavathy S — 2021-07-09

Background: Nursing is constantly subjected to a wide range of changes. Age, educational level, years of nursing experience, computer knowledge, and experience has all been found to influence nurses' attitudes toward computerization. Clinical Management Systems are created with the goal of integrating the necessary components for hospital management automation. According to the current system, the majority of staff nurses need to learn how to use the clinical management system. In this study, PowerPoint presentation regarding clinical management systems to improve knowledge, attitude and practice among staff nurses is investigated. Objectives: To assess the level of knowledge, attitude, and practice regarding clinical management system among nursing staff, To assess the effectiveness of structured teaching programme on knowledge, attitude, and practice regarding clinical management system among staff nurse and To associate the knowledge, attitude and practice regarding clinical management system among nursing staff with their selected demographic variables. Material and Methods: The study employed a Quantitative research approach, Pre experimental one group pre-test and post test design. A convenience sampling technique was used to select a sample of 100 staff nurses. Structured closed ended questionnaire and likert scale was used to assess it. Result: The study found that power point presentation helps to improve the level of knowledge, attitude and practice regarding clinical management system among staff nurses. Conclusion: According to the findings, power point presentation was effective in improving staff nurses' knowledge, attitudes and practice about clinical management system among staff nurses.

Impact of Online Classes on Physical Wellbeing of Nursing Students during Covid- 19 Pandemic in Kerala

Sabna PK, Anju NC, Aswathi NV, Senthilkumar.T — 2021-08-04

The physical wellbeing means having the physical strength, endurance and energy to work towards our goals. The present study assessed the impact of online classes on physical wellbeing during COVID- 19 among nursing students in selected colleges at Kannur. A Non-experimental quantitative survey approach was used for this study and a total of 220 samples were selected by using convenience sampling technique. Data collection process was done through Google form. The data was analyzed by using both descriptive and inferential statistics on the basis of the objectives of the study. The study results revealed that about 14.1% nursing students have good physical wellbeing, 55.9% have moderate physical wellbeing and 30% have poor physical wellbeing. There was a significant association between physical wellbeing and age, year of study and duration of online classes with an obtained chi-square value of 19.4 (p=0.001), 25.53 (p=0.001) and 11.947 (p=0.018).

A Quasi Experimental Study to Assess the Effectiveness of Self Instructional Module on Knowledge Regarding Enteral and Parenteral Nutrition among Staff Nurses Working in a Selected Hospital of District Faridkot, Punjab

Navneet Kaur — 2021-09-17

Introduction: Nutrition begins as a life process. All individuals need food to live. Sometimes a person cannot eat any or enough food because of an illness. The stomach or bowel may not be working quite right, or a person may have had surgery to remove part of these organs. Under those conditions, nutrition must be provided either via tube feedings into the digestive tract (enteral nutrition) or, when the digestive tract cannot be used, via an intravenous solution into the veins (parenteral nutrition). Since the clinical data and previous researchers conclude that educational programs are effective in improving the knowledge of staff nurses, the present study aimed to assess the effectiveness of Self Instructional Module on knowledge of staff nurses regarding enteral and parenteral nutrition. Aim of the Study: to assess the effectiveness of Self Instructional Module on knowledge of staff nurses regarding enteral and parenteral nutrition. Materials and Methods: Study was conducted in Guru Gobind Singh Medical College and Hospital, Faridkot. Quasi experimental non randomized control group design quantitative research approach was used to assess the effectiveness of SIM on enteral and parenteral nutrition and non-probability convenience sampling technique was used to select 60 study subjects. Structured Knowledge Questionnaire was prepared to assess knowledge of staff nurses on enteral and parenteral nutrition. Results: In experimental group during the pre-test knowledge mean±S.D is 14.73±2.36 and during post test of experimental group mean±S.D is 22.5±3.5, t=14.2, p value=0.000 showing significance at the level of p<0.05. In control group during the pre-test knowledge mean±S.D is 15.7±3.52 and during post test of experimental group mean±S.D is 18.6±3.82, t=5.2, p value= 0.001 showing significance at the level of p<0.05 but the mean scores is increased more in experimental group as compared to control group. Conclusion: self-instructional module was effective in the improvement of knowledge regarding enteral and parenteral nutrition.

Black Fungus: Overview during Covid- 19 Pandemic

Rangappa. S. Ashi — 2021-11-04

At the end of the 19th century, the black fungus which is clinically relevant to the black yeasts and their relatives, i.e., members of the Ascomycete (also known as sac fungi) order Chaetothyriales. Knowing the natural ecological niche of this fungus is essential to understand their pathology, the black yeast Exophiala dermatitidis, a potential agent of brain infections. The Black fungus is also known as Mucormycosis, a serious fungal Infection, causes of the black fungus Mucormycetes are a type of mould that causes fungal infections. These moulds can be found everywhere in the environment, like soil, air, and food. Hospital part of the infection which includes skin, also. The affected area may become as blistered, red, or swollen and maybe experience pain, blackening over the affected area or warmth of the skin from the infectious site, through blood circulation carry the infection to other parts of the body. The diagnostic purpose of the black fungus culture biopsy, CT scan of lungs and sinuses based on the patient condition other lab investigations are been recommended. Black fungus is treated with the antifungal agent’ samphotericin B and caspofungin or Posaconazole. The result showed the survival rates are much higher in patients with rhino orbital cerebral mucormycosis. These infections have been discovered in patients who have developed co-fungal infections due to covid -19 as post complication. The virus effect later in life, which is known as mucormycosis or black fungal infection which leads to vision and hearing loss, and ultimately causes death.

A Study To Evaluate the Effectiveness of Collaborative Learning on Knowledge & Skills on Indwelling Urinary Catheter Care Among Undergraduate Students At Selected Nursing College, Dharwad

Vidyashree. S. Patil — 2021-12-07

Background of the study: Nursing is a practice oriented discipline, where teaching-learning activities are directed towards development of competencies. Peer learning, or peer instruction, is a type of collaborative learning that involves students-teacher working in pairs or small groups to discuss concepts or find solutions to problems. Similar to the idea that two or three heads are better than one, educational researchers or instructor have found that through peer instruction, communication and share each other suggestion by achieving collaborative learning process. Objectives: To assess the pre-interventional knowledge and skills of undergraduate nursing students regarding indwelling urinary catheter care. To evaluate the effectiveness of collaborative learning. Methods: Conceptual framework of the study TAM (technological acceptance model) was applied to the pre –experimental one group pre-test and post- test research design was adopted for the present study. The sample consisted of 40 undergraduate nursing students selected by probability simple random sampling technique Result: The calculated ‘t’ value was (23.44) higher than table value i.e. (2.021) at 0.05 level of significance, Overall gain in knowledge on collaborative learning was 87.5%. The calculated ‘t’ value was 65.03, higher than table value i.e. (2.021) at 0.05 level of significance, Overall gain in skills on collaborative learning was 87.5%. Hence the research hypothesis H1 & H2 was accepted. Conclusion: The results of the study demonstrated that collaborative learning fosters the development of critical thinking through discussion, helps the learner to clarify and evaluation of each other ideas.