David Deepshikha, Kaur Simarjeet, Siddiqui Adiba, Sarin Jyoti
Department of Obstetrics and Gynaecological Nursing, Faculty of Nursing, Maharishi Markandeshwar College of Nursing, Maharishi Markandeshwar (Deemed to be University), Ambala, Haryana, India.
J Educ Health Promot. 2020 Sep 28;9:243. doi: 10.4103/jehp.jehp_236_20. eCollection 2020.
Educational interventions have been associated with improved performance and significant changes, especially in perinatal outcomes. Teaching is one of the main components in educational planning which is a key factor in conducting educational plans through various teaching strategies such as simulation, demonstration and video teaching.
The study aimed to assess lecture cum demonstration (LCD) versus video-based teaching (VBT) regarding active management of the third stage of labor (AMTSL) in terms of knowledge and skills of General Nursing Midwifery (GNM) students.
This was a quasi-experimental study conducted on 100 GNM third-year students selected by purposive sampling and randomly assigned to LCD ( = 50) and VBT ( = 50) groups. Sample characteristics performa, Structured Knowledge Questionnaire, and observational checklist were used to collect data from GNM students through self-report and observational technique.
The study results showed that the mean posttest knowledge scores of LCD (17.32 ± 2.14) and VBT group (16.90 ± 2.41) were nearly equal and mean rank posttest skills score of LCD group (54.40) was slightly higher than VBT group (49.51), but computed " " value of mean posttest knowledge and computed " " value of skill score of both LCD and VBT group (0.47, 0.54) were found to be statistically non-significant at 0.05 level of significance.
It can be concluded that both LCD and VBT were found to be effective in improving knowledge and skills of GNM students regarding AMTSL.
教育干预与绩效改善及重大变化相关，尤其是在围产期结局方面。教学是教育规划的主要组成部分之一，是通过模拟、演示和视频教学等各种教学策略实施教育计划的关键因素。
本研究旨在评估讲座加演示（LCD）与基于视频的教学（VBT）在普通护理助产（GNM）专业学生关于第三产程积极管理（AMTSL）的知识和技能方面的效果。
这是一项准实验研究，对100名通过目的抽样选取的GNM专业三年级学生进行研究，并随机分为LCD组（n = 50）和VBT组（n = 50）。通过自我报告和观察技术，使用样本特征表现、结构化知识问卷和观察清单从GNM专业学生中收集数据。
研究结果表明，LCD组（17.32 ± 2.14）和VBT组（16.90 ± 2.41）的平均测试后知识得分几乎相等，LCD组的平均测试后技能得分排名（54.40）略高于VBT组（49.51），但LCD组和VBT组的平均测试后知识的计算“t”值和技能得分的计算“t”值（0.47，0.54）在0.05显著性水平上均无统计学意义。
可以得出结论，LCD和VBT在提高GNM专业学生关于AMTSL的知识和技能方面均有效。
