Impact of Video-Assisted Teaching on Knowledge and Practice Regarding the Use of Metered Dose Inhalers Among Patients With Obstructive Respiratory Disorders.

INTRODUCTION

Obstructive respiratory disorders include asthma and chronic obstructive pulmonary disease (COPD). This study was conducted with an aim to assess the impact of video-assisted teaching on knowledge and practice regarding the use of metered dose inhalers among outpatient department patients with obstructive respiratory disorders and a comparison of these knowledge and practices across the intervention and control groups was done.

METHODOLOGY

A quasi-experimental two-group pre-test and post-test design was used; 162 participants (81 each in the intervention and control groups) were selected using a simple random sampling technique, all from the Navi Mumbai Municipal Corporation Hospital, Navi Mumbai. A pre-test was taken, and video-assisted teaching was provided related to knowledge and practice regarding the use of metered dose inhalers, and on the eighth day, the post-test was conducted. The tools used were a structured questionnaire to assess the knowledge and a checklist to assess practices regarding the use of metered dose inhalers. The analysis was performed using frequency and percentage distribution. The impact of the intervention was statistically evaluated by paired and unpaired t-tests, and the association of pre-interventional knowledge and practice with the demographic variables was tested by the chi-square test.  Result: The results of the present study showed that the pre-test knowledge score for the maximum participants in both the intervention and control groups was poor, i.e., 28 (34.57%) and 26 (32.1%), respectively. The maximum participants scored poorly in the pre-test score for practice regarding the use of metered dose inhalers, i.e., 30 (37.03%) and 36 (44.44%), respectively. There was a significant improvement in the knowledge and practice scores of participants in the intervention group after the intervention of video-assisted teaching. The mean of the pre-test knowledge score was 10.81, the standard deviation (SD) was 8.28, the t-value was -14.65, and the p-value was 0.001. The mean of the pre-test practice score was 11.48, the SD was 4.36, the t-value was -17.97, and the p-value was 0.001. Thus, a statistically significant difference between knowledge and practices regarding the use of metered dose inhalers in the intervention group of patients with obstructive respiratory disorders was found, as calculated by the paired t-test (p-value < 0.05). A comparison of the mean and SD of post-test scores for knowledge and practice, as calculated with the unpaired t-test, showed a statistically significant difference between the intervention and control groups, with p-value < 0.05. There was no significant association between the pre-interventional knowledge score regarding the use of metered dose inhalers among the patients and sociodemographic variables (p > 0.05). Similarly, no significant association was found for practice score with the sociodemographic variables (p > 0.05) except for the variable of the duration of illness.  Conclusion: Findings concluded an improvement in the knowledge and practices of patients with obstructive respiratory disorders regarding the use of metered dose inhalers after the implementation of video-assisted teaching among patients with obstructive respiratory disorders.