The Effectiveness of Planned Teaching Programme on Knowledge Regarding Arterial Blood Gas Analysis among Undergraduate Nursing Students in Jhalawar District
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Abstract
An Arterial Blood Gas (ABG) test is a relatively swift and low-risk method that helps healthcare professionals obtain information on oxygen saturation, acid-base balance, partial pressure of oxygen, partial pressure of carbon dioxide, metabolic parameters, and arterial oxygen saturation 1
OBJECTIVES
1. To assess the existing knowledge regarding Arterial Blood Gas (ABG) analysis among undergraduate nursing students at a selected nursing college.
2. To evaluate the effectiveness of a planned teaching program on Arterial Blood Gas (ABG) analysis among undergraduate nursing students at a selected nursing college.
3. To determine the association between pre-test knowledge scores and selected demographic variables.
Material and Method:
A quasi-experimental one-group pre-test post-test design was used. A total of 125 samples were selected using the probability simple random sampling method. A structured questionnaire consisting of 30 items was administered as a pre-test on the first day,
followed by planned teaching, and a post-test was conducted on the seventh day. The reliability coefficient (r) of the questionnaire was 0.80, which is greater than 0.7, indicating that it was reliable. The conceptual framework was based on the Adaptation
Theory developed by Sr. Callista Roy (1976), incorporating input, processes, effectors, output, and feedback.
Result and Conclusion:
In the results of the structured questionnaire, it was found that 29.6% of
undergraduate nursing students had poor knowledge, 65.6% had average knowledge, and
4.8% had good knowledge regarding Arterial Blood Gas (ABG) analysis. The post-test
knowledge score findings showed an improvement in the knowledge of undergraduate
nursing students regarding ABG analysis. After the intervention, 41.6% of undergraduate
nursing students had average knowledge, while 54.4% had good knowledge scores
regarding ABG analysis. This suggests a marked increase in post-test knowledge scores,
indicating that the planned teaching was effective. The chi-square test computed between
pre-test knowledge and selected variables showed that knowledge was not dependent on
age, gender, qualification, or previous knowledge.
Article Details
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