RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES

KARNATAKA, BANGALORE

ANNEXURE – II

PROFORMA FOR REGISTRATION OF SUBJECTS FOR DISSERTATION

1. Name of the candidate and address MANJU M. S.

(in block letters) I YEAR M. Sc. NURSING
DR. M. V. SHETTY COLLEGE OF NURSING
VIDYANAGAR
MANGALORE – 575013.

2. Name of the Institution DR. M. V. SHETTY COLLEGE OF NURSING

VIDYANAGAR
MANGALORE – 575013.

3. Course of Study and Subject M. Sc. NURSING

COMMUNITY HEALTH NURSING

4. Date of Admission to the Course 26.06.2011

5. Title of the study

A COMPARATIVE STUDY TO ASSESS THE EFFECTIVENESS OF

VIDEO ASSISTED Vs LECTURE CUM DEMONSTRATION

METHOD OF TEACHING ON BAG TECHNIQUE AMONG

SECOND YEAR BSc NURSING STUDENTS FROM SELECTED

NURSING COLLEGES AT MANGALORE.

6. Brief resume of the intended work

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6.1 Need for the study

“Teaching in the absence of learning is just talking.”

- Thomas Angelo

The bag technique is a tool by which the nurse, during her visit will enable her to
perform a nursing procedure with ease and deftness, to save time and effort with the end
view of rendering effective nursing care to clients. The public health bag is an essential and
indispensable equipment of a public health nurse which she has to carry along during her
home visits. It contains basic medication and articles which are necessary for giving care. It
saves time and effort in the performance of nursing procedures. The bag technique can be
performed in a variety of ways depending on the agency’s policy, the home situation, or as
long as principles of avoiding transfer of infection are always observed.1

The bag should contain all the necessary articles, supplies, and equipment that will be
used to answer the emergency needs; its contents should be cleaned very often; the supplies
replaced and ready for use any time; its content should be well protected from contact with
any article in the patient’s home. Consider the bag and its contents clean and sterile, while
articles that belong to the patient as dirty and contaminated. The arrangement of the contents
of the bag should be one most convenient to the user, to facilitate efficiency and avoid
confusion.1

The bag is an essential of practice, containing items necessary for providing home
care to the sick, maternity nursing, health demonstrations, and other functions within the role
of public health nursing agencies or private organisations in which nurses give home care to
multiple patients. The historical use of the bag as both a repository for the instruments of
skilled care and expert knowledge, and of bag technique as a means of infection control may
help explain the endurance of the black bag as a symbol of public health nursing.7

The public health nurses traditionally have taken equipment and medical supplies
into homes of families to use in providing nursing care or serving as health teaching tools.

The bags carried by public health nurses contain this equipment and medical supplies which
are considered medically clean, not sterile. The identified principles are applicable to the use
of the bag in public health nursing activities. It is possible to assume there are as many

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different techniques in the bag procedure as there are nurses who carry the public health
nursing bag, at least in the official community health facility in which students receive their
public health nursing clinical experience. So it is necessary to teach nursing students about
bag technique using an effective method of teaching.10

A stratified random sample of 104 National League of Nurses-accredited

baccalaureate schools was surveyed regarding the use of standard public health nursing bags
by students in public health nursing courses. Return rate was 60 percent. Result indicated
that 66 percent of responding schools used public health nursing bags when students
provided home care. It can be concluded that teaching of bag technique continues to be an
applicable component of many nursing education programmes.6

Lecture can be the effective method of instruction due to its versatility. At the same
time it can be one of the least effective method if improperly used. A video-assisted
curriculum has three distinct parts. There is a facilitator who guides the discussion, the video
cassette that contains consistent current information, and handouts for the participants so
they can be actively involved in the process. The advantages of video-assisted teaching are,
one-time investment will allow the agency to train as many people as they want over a long
time, flexibility because you can present the curriculum at one time or divide it, and the
video cassettes contain the correct information, and you will not have people getting
different messages from different people.3

A report by the Association of American Medical Colleges points out that 37 percent
of North American medical schools scheduled over 1,000 hours of lecturers for the first two-
year preclinical medicine curriculum, and another 42 percent scheduled between 800 and
1,000 hours. With abundant evidence that the educational yield from lectures is generally
low, the report recommends reducing scheduled lectures by one-third to one-half, and
allowing students unscheduled time for more productive learning activities.3

A study was conducted among the students of Valdosta State University, to assess the
effectiveness of computer-assisted instruction v/s. traditional instruction in an advanced

level computer course. The sample size was 83; the study used a survey instrument
containing Likert scale statements and several open-ended questions dealing with a variety
of issues related to computer instruction and the computer-assisted software programme. The

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survey was administered to several different groups of students over a two-year period with
an overall number of 83. Results of the study indicated that students rated both methods of
instruction very favourably with a slight tendency to favour the computer-assisted
instruction. Students overwhelmingly favoured a balanced mix of computer-assisted lesson
instruction and traditional instruction. According to this study computer-assisted lesson was
very effective for 54 percent, effective for 44 percent, ineffective for 2 percent, and very
ineffective for none. Traditional lecture method was very effective for 43 percent, effective
for 52 percent, ineffective for 5 percent, and very ineffective for none. This study indicated
that computer-assisted instruction is an effective teaching method for advanced computer
classes than traditional method of teaching. 19

An exploratory study was conducted in Pune, India, to assess teachers’ reaction

towards video-assisted feedback. The 4-week studies investigated teachers’ reaction towards
the use of video as a feedback instrument. Four teachers in a public-private school in Pune,
India, were treated to three feedback protocols involving video technology in different
measures and modes of operation. Results indicated that teachers had a strong preference for
feedback protocols that involved video, both in terms of effectiveness and ease of use, and
also found evidence to suggest that video technology improved the quality of human
feedback by enabling rapid recall of events and by facilitating resolution of conflicts.21

Based on the advancement of video-assisted learning process in various streams the

investigator felt a need to adopt the same in the teaching of bag technique. On the basis of
the investigator’s community clinical experience she also suggests that such a ‘visual media’
based learning process would be more effective for nursing students than any other
approaches.

6.2 Review of literature

An exploratory and descriptive study was conducted in 2007 at Indiana among

Bachelor of Science in Nursing programmes to assess the use of the standard public health

nursing bag in the academic setting. The sample size was 437. The short survey instrument
included 15 questions, including Yes or No, multiple choice, and short answer questions.
Two of the multiple choice questions asked for further details were based on specific
responses. The result of the study showed that 32 percent of responding schools continued to

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utilise a standard public health bag during home visits, the majority did not. The study
suggested that further research is necessary in order to clarify the use of the public health
nursing bag. In addition, teaching tools need to be developed, such as DVDs, to facilitate the
use of the public health nursing bags in the academic setting.2

A survey was conducted in 1987 at Indiana among the baccalaureate public health
nursing faculty to ascertain how many schools were teaching the bag technique. They
investigated the use of the standard nursing bag and the practice of asepsis for students
making home visits. Their survey revealed that of 62 responding schools, 66 percent used a
standard public health nursing bag during their community clinical experience. Furthermore,
the survey revealed that 62 percent reported that the school faculty were responsible for
teaching the bag technique to the students, with only 41 percent evaluating the students on
the use of the bag. Faculty determined that the inclusion of use of the bag within the
curriculum was not obsolete and the nursing bag provided students with an essential,
organised reservoir for supplies as well as an effective tool to promote the practice of
infection control.2

A comparative study was conducted among students of Biology Rensselaer

Polytechnic Institute, Troy, New York, to assess the effectiveness of studio v/s interactive
lecture demonstration. The sample size was 50. Two delivery methods for a course in
Genetics and Evolution were compared using pre- and post-testing of basic concepts to
evaluate the effectiveness of each method. The metric <g>, the gain in learning, was
calculated as the ratio of the difference between the post-test and pre-test score divided by
the difference between the highest possible score and the pre-test score. The first or studio
teaching method involved heavy use of team work by students, hands-on exercise, and
minimal lecturing, the second or interactive lecture demonstration method met in a large
lecture hall and involved posing questions followed by simulations or other demonstrations
of result. The lecture-cum-demonstration method resulted in a drop in student learning from
<g>=0.75±0.25 to <g>=0.46±0.37. It was found that the gain learning by video teaching

method was 0.75±0.25. The result of this study suggested that studio techniques are more
effective means of instruction than interactive lecture.4

A comparative study was conducted to assess the effects of computer-assisted, text-

based and computer-and-text learning conditions on the performances of three groups of

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medical students in the pre-clinical years of their programme. A fourth group of students
served as a control group. Participants were recruited from the pre-clinical years of the
training programmes in two medical schools in Japan. Participants were randomly assigned
to four learning conditions and tested before and after the study on their knowledge of and
skill in performing an abdominal examination, in a multiple choice test and an objective
structured clinical examination respectively. Information about performance in the
programme was collected from school records and students were classified as average, good,
or excellent. Student and faculty evaluations of their experience in the study were explored
by means of a short evaluation survey. Compared to the control group all three study groups
exhibited significant gains in performance. The performances of the three groups did not
differ on the objective structured clinical examination measure. Analyses of gains by
performance level revealed that high achieving students’ learning was independent of the
study method. Lower achieving students performed better after using computer-based
learning methods. The results suggest that computer-assisted learning methods will be of
greater help to students who do not find the traditional methods effective. Explorations of the
factors behind this area are a matter for future research.18

A comparative study was designed to assess the efficacy of a video-assisted teaching

module versus conventional teaching module, regarding post-exposure prophylaxis among
58 dental students in Tehran, Iran. They were asked to take a test about the principles of
post-exposure prophylaxis prior to being taught via lecture or the video films. The test was
repeated following conventional teaching module and the video-assisted teaching module.
Data were analysed using t-test and Chi-square. The pre-teaching test results were indicative
of low knowledge among the students regarding post-exposure prophylaxis with a mean
value of 8.98±2.99 which was significantly different compared to post-teaching test results
following the lecture only phase (11.30±3.90) and the video-assisted teaching phase
(7.32±2.94), respectively. Moreover, this study revealed that the post-teaching test results
differed significantly following the conventional teaching phase and the video-assisted

teaching phase. This study indicated that video-assisted teaching might be an effective means
of promoting persistent knowledge among students. Therefore, this method can be suggested
for academic educations.20

6.3 Statement of the problem

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 “A comparative study to assess the effectiveness of video-assisted vs. lecture-cum-
demonstration method of teaching on bag technique among second year B. Sc. nursing
students from selected nursing colleges at Mangalore.”

6.4 Objectives of the study

The objectives of the study are:

 assess the practice scores of second year B. Sc. nursing students, Group I, on bag
technique after video-assisted teaching using practice check-list.

 assess the practice scores of second year B. Sc nursing students , Group II, on bag
technique after lecture-cum-demonstration using the same practice check-list.

 compare the practice scores of video-assisted teaching method on bag technique with
lecture-cum-demonstration method.

 find out the association between practice scores on bag technique among second year
B. Sc. nursing students of both the groups with selected baseline variables.

6.5 Operational definitions

 Comparative: In this study, comparative refers to measuring or judging the quality

of video-assisted and lecture-cum-demonstration method of teaching on bag
technique.

 Effectiveness: In this study, effectiveness refers to determining the extent to which

the video-assisted and lecture-cum-demonstration teaching methods have achieved
desired effects as evidenced by gain in the post test score of nursing students
regarding bag technique.

 Video-assisted teaching: In this study, it refers to the facilitator who guides the
discussion, the video CD that contains consistent current information regarding bag
technique.

 Lecture-cum-demonstration method: In this study, it refers to teaching correct

steps of bag technique by adequate explanation along with demonstration.

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 Group One: In this study, it refers to the second year B. Sc. nursing students who are
participating in the lecture-cum-demonstration method of teaching on bag technique.

 Group Two: In this study, it refers to the second year B. Sc. nursing students who are
participating in the video-assisted method of teaching on bag technique.

 Bag technique: In this study, it refers to the technique carrying out by the public
health nurse using the container, which consists of necessary articles for nursing care,
during his or her home visit, can perform nursing procedures with ease and deftness,
saving the time and effort with the end in view of rendering effective nursing care.

 Nursing colleges: In this study, it refers to an educational establishment situated in

Mangalore that provides nursing programme having science and principles of nursing
as the main stream of study.

 Nursing students: In this study, it refers to the second year Bachelor of Science in
Nursing who are studying science and principles of nursing as the main stream of
study, in the selected nursing colleges at Mangalore.

6.6 Assumptions

The investigator assumes that:

1. The second year B. Sc. nursing students in the selected nursing colleges may have
some knowledge regarding bag technique.

2. Lecture-cum-demonstration method of teaching may have some impact on students’

learning.

3. Video-assisted teaching method will stimulate the learning capacity of the students.

6.7 Hypotheses

The study is based on the following hypothesis and this will be tested at 0.05 levels
of significance

H1: There will be a significant difference in the practice scores of students who use the
video-assisted study learning modality as compared to those who use lecture-cum-

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 demonstration method of teaching on bag technique.

H2: There will be significant association between practice scores on bag technique among
second year B. Sc. Nursing students of two groups and selected baseline variables.

6.8 Variables

Independent variable: Video-assisted and lecture-cum-demonstration method of teaching

on bag technique.

Dependent variable: Knowledge of second year B. Sc. nursing students on bag technique
after attending video-assisted and lecture-cum-demonstration method of teaching.

Baseline variables: Age, gender, knowledge.

6.9 Delimitations

The study is delimited to:

 The size of the sample is 60, G1= 30 and G2 = 30.

 Area selected for the study is some selected nursing colleges at Mangalore.

 Checklist is the only instrument used to assess practice aspects of demonstration.

7. Material and methods

7.1 Source of data

Data will be collected from the second year B. Sc. Nursing students who fulfil the
inclusion criteria.

7.1.1 Research design

The research design for the study will be quasi-experimental. In this study, the
researcher will follow two-group only post-test design because this study intends to ascertain
the gain in practice on bag technique by the second year B. Sc. Nursing students who will
participate in the video-assisted as well as lecture-cum-demonstration method of teaching on

9
bag technique. The subjects would be divided into two groups, G1 and G2. For the first group
lecture-cum-demonstration method and for the second group video-assisted teaching method
will be administered. After the administration of each method the investigator will assess the
students practice on bag technique by using observation checklist.

G1 X O2

G2 X O2

G1 X = Lecture-cum-demonstration method

G2 X = Video-assisted Teaching

7.1.2 Setting

The present study will be conducted in some selected nursing colleges at Mangalore
that provides nursing programme in science and principles of nursing stream. The nursing
college would be selected for the study on the basis of geographical proximity, feasibility of
conducting study and availability of sample.

7.1.3 Population

In this study, the population consists of the second year B. Sc. nursing students,
studying in some selected nursing colleges at Mangalore.

7.2 Method of data collection

Sample: In this study, the sample would consist of second year B. Sc. nursing students who
are:

 studying in some selected nursing colleges at Mangalore.

 willing to participate in the study.

7.2.1 Sampling procedure

In this study simple random sampling method will be used.

7.2.2 Sample size

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 The sample for the present study would consist of 60 second year B. Sc. nursing
students, G1= 30 and G2=30, who meet the inclusion criteria from some selected nursing
colleges at Mangalore.

7.2.3 Inclusion criteria for sampling

Second year B. Sc. nursing students who are:

 willing to participate in the study

 Studying in some selected nursing colleges at Mangalore.

7.2.4 Exclusion criteria for samplings

 Second year B. Sc. nursing students who all are not available at the time of data
collection.

7.2.5 Instruments intended to be used

An observation checklist will be developed by the investigator and will be used when
students are demonstrating bag technique.

7.2.6 Data collection method

Step 1: The researcher will obtain prior permission from the concerned authority.

Step 2: The purpose of the study will be explained to all the second year B. Sc. nursing
students in some selected nursing colleges at Mangalore and informed consent will be
obtained from them.

Step 3: The subjects were divided into two groups, G1 and G2. For the first group lecture-
cum-demonstration method and for the second group video-assisted teaching method will be
provided.

Step 4: After each method, the investigator will assess the students’ practice on bag
technique using an observation checklist.

7.2.7 Plan for data analysis

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 Collected data will be analysed by using descriptive and inferential statistics.

7.3 Does the study require any investigations or interventions to be conducted on

patients, or other animals? If so please describe briefly.

Yes. Video-assisted as well as lecture-cum-demonstration method of teaching will be

administered to the participants.

7.4. Has ethical consideration been obtained from the institution in case of the
above?

Yes. Ethical clearance has been obtained from the ethical committee of the
institution. Permission will be taken from some selected nursing colleges before data
collection. Consent from samples will be taken at the time of data collection.

8. References

1. Community bag technique. [online]. Available from: URL:http//www.answers.com

2. Abalone P, Richards E, Webster K, Davis L. Use of the public health nursing bag in
the academic setting. Public Health Nursing Journal 2009;26(1):88-94.

3. What is interactive video? [online]. Available from: URL:http://www.sharmakrausko

pf.com

4. Teaching studio genetics and evolution. [online]. Available from:

URL:http://www.rpi.edugenetics.htm

5. Buhler-Wilkerson K. Left carrying the bag: experiments in visiting nursing. Nursing

Research;36(1):42-7.

6. Davis PL, Madigan EA. Evidence based practice and the home care nurse’s bag.
17(5):295-99.

7. Grant AH. Nursing: A community health service. Philadelphia: W. B. Saunders

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 Company.

8. Harmer B, Henderson V. The principles and practice of nursing. 4 th ed. New York:
The Macmillan Company.

9. Hodgson VH. Supervision in public health nursing. Manual of Public Health

Nursing. 3rd ed. New York: Macmillan Company.

10. Olson LM. Improvised equipment in the home care of the sick. Philadelphia: W. B.
Saunders Company.

11. Shamansky SL, Hamilton WM. Is the public health nurse’s bag an anachronism?
Nursing Outlook;28(6):379-81.

12. Zarbock SF. More than squeaky blue shoes and a black bag, Home care in rural area.
Homecare Provider;1(4):205-6.

13. Davis P, Madigan A. Home care nursing bag: How safe is the homecare nurse’s bag
anyway? Home Healthcare Nurse;17(5):295.

14. The National Organization for Public Health Nursing, The home visit. Manual of
public health nursing. 3rd ed. New York: Macmillan Company, New York. p. 105-124.

15. Friedman M, Rinehart E. Improving infection control in homecare: From ritual to

science-based practice. Home Healthcare Nurse;18(2):99-105.

16. Draft definitions for surveillance of infections in home health care. American Journal
of Infection Control;28(6):449-53.

17. Devlin R. It’s in the bag. Community Outlook;153-61.

18. Comparison of computer assisted instruction vs. traditional text book methods for
training in abdominal examination. [online]. Available from:
URL:http://onlinelibrary.wiley.com

19. Efficacy of video-assisted teaching programme on the knowledge of undergraduate

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 students. [online]. Available from: URL:http://iadr.confex.com

20. Why use video-assisted teaching. [online]. Available from:

URL:http://www.iacis.org.//iis/2006iis/PDFS.

21. Reaction towards video-assisted feedback. [online]. Available from:

URL:research.microsoft.com

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9. Signature of the candidate

10. Remarks of the guide

11. Name and designation of (in block letters)

11.2 Guide PROF. (MRS.) VIMALA PRASAD

VICE PRINCIPAL & H. O. D
COMMUNITY HEALTH NURSING,
DR. M. V. SHETTY COLLEGE OF NURSING,
KAVOOR, VIDYANAGAR
MANGALORE -575 013.

11.2 Signature

11.3 Co-guide (if any)

11.4 Signature

12 12.1 Head of the department PROF. (MRS.) VIMALA PRASAD

H.O.D, COMMUNITY HEALTH NURSING,
DR. M. V. SHETTY COLLEGE OF NURSING,
KAVOOR, VIDYANAGAR
MANGALORE -575 013.

12.2 Signature

13. 13.1 Remarks of the Chairman and Principal

13.2 Signature

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