Pre-test Skills Research Articles

Post Stroke Care Education on Knowledge and Skills in Carrying out ROM Using Audio Visual Media

Stroke is the second leading cause of death and the third leading cause of disability. One in four people is at risk of stroke, there are more than 12.2 million new strokes every year. stroke in Indonesia was 10.9%, and in North Sulawesi province it was 14.2%, and the intervention used in this study was Range of motion (ROM). This research aims to determine the influence of post-stroke care education on the knowledge and range of motion skills of the Silian village community using audio-visual media. This research method is quantitative, with a pre-experimental one-group pre-test and post-test design. The 30 sample respondents used the Random Sampling Technique. The treatment was carried out with Post Stroke Care Education using audio-visual media, exercises were carried out in 30 minutes for 3 days. Skill observation sheet instruments and questionnaires regarding Stroke and ROM using the Paired T-test. The research conducted had significant results where sesewanua was more effective than water with a P value of 0.002. The data results mean that the pretest knowledge is 6.90 and the post-test is 15.50, the average increase in knowledge is 7.93. The pretest skills score is 0.00 and the posttest is 23.43. Further tests using the Paired T-test showed that there was a significant effect of post-stroke care education on a range of motion knowledge (P value 0.00; α 0.05) and there was a significant effect of post-stroke care education on a range of motion skills (P value 0.00; α 0.05). The conclusion is that post-stroke care education increases respondents' knowledge and skills regarding range of motion.

A study to evaluate the effectiveness of competency based skill training programme on bandaging techniques among paramedical students

When any individual got any injury or wound the first and foremost remedy is to stop bleeding and prevent further injury. Bandaging is the procedure of casing wound or an injured body part. It is necessary to learn technique of bandaging. Were to assess the effectiveness of training programme on knowledge and skill regarding selected bandaging techniques among paramedical students. Used for this study was pre-experimental one group pre-test post-test design. It was carried out with 40 samples. Non-randomized convenient sampling technique was used to select the subjects. A self-administered knowledge questionnaire and observational skill checklist was used to assess the knowledge and skill regarding selected bandaging techniques. The data collected was analysed and interpreted based on descriptive and inferential statistics. Shows that Pre-test knowledge score, 80% (32) of the students were in the poor level of knowledge and remaining 20% (08) were having average level of knowledge. The Post-test knowledge score, 52.5% (21) of the students were in the Good level of knowledge and remaining 47.5% (19) were having average level of knowledge. The Mean score before manipulation was ±4.7 and the standard deviation was ±29.35 whereas after intervention Mean score was ±13.37 and SD was ± 83.52. The mean difference is ± 8.67. The calculated ‘t’ value ± 12.11 which was greater than critical value i.e., ± 2.05 which depicts that significance at the 0.05 level. That pre-test skill was 87.5% (35) found to be inadequate whereas remaining 12.5% (5) were having adequate skill. The 12.5% (5) of them found to be Inadequate and majority 87.5% (35) were shown adequate skill after the training programme. The skill performance of mean score earlier guidance was ±2.85 and the standard deviation was ±17.79 while later intervention Mean score was ±7.47 and SD was ± 46.67. The mean difference was ± 4.62. The calculated ‘t’ value ± 10.34 which was larger value than critical value i.e., ± 2.05 which illustrates that highly significant at the 0.05 level. From the findings of the study, it can be concluded that training programme was effective in improving the knowledge and skill regarding bandaging techniques among paramedical students.

Improving Students’ Understanding in Practicing Static and Dynamic Gymnastic Movements through Audio Visual

The purpose of this study was to determine the effect of using audio-visual media on increasing students' understanding of practicing static and dynamic gymnastics movements. This form of research is using the One Group Pretest-Posttest Design research design. The subjects of this study were VII grade students of SMP Negeri 3 Ulu Musi, namely where the number of students was 20 students, namely 11 boys and 9 girls. The research data analysis technique was carried out by comparing the data from the pretest and posttest results after treatment using a one-sample t-test. From the results of the study before students saw audio-visual media, the average pretest result was a question item value of 48.05 with the highest value of 72, and the lowest value was 14. The average pretest skill value was 56.56 with the highest value of 87.5 and the lowest value was 25. Whereas during the posttest after students saw audio-visual learning media, the average value was a question item value of 95.8 with the highest value of 100 and the lowest value of 75. The average skill value was 85.93 with the highest post-test value of 100 and the lowest value of 62.5. Thus, showing an increase in student understanding in practicing static and dynamic gymnastics movements through audio-visual media from the pretest and post-test. This proves that the use of audio-visual media is effective in increasing students' understanding of practicing static and dynamic gymnastics.

Simulation-based Mastery Learning Improves Critical Care Skills of Advanced Practice Providers.

Advanced practice providers (APPs) are essential members of intensive care unit (ICU) interprofessional teams and are expected to be competent in performing procedures. There are no published criteria for establishing when APPs can independently perform procedures. Simulation-based mastery learning (SBML) is an effective strategy for improving critical care skills but has not been applied to practicing ICU APPs. The purpose of this study was to evaluate if an SBML curriculum could improve the critical care skills and procedural self-confidence of ICU APPs. We performed a pretest-posttest study of central venous catheter (CVC) insertion, thoracentesis, and mechanical ventilation (MV) management skills among ICU APPs who participated in an SBML course at an academic hospital. For each skill, APPs underwent baseline skills assessments (pretests) on a simulator using previously published checklists, followed by didactic sessions and deliberate practice with individualized feedback. Within 2 weeks, participants were required to meet or exceed previously established minimum passing standards (MPS) on simulated skills assessments (posttests) using the same checklists. Further deliberate practice was provided for those unable to meet the MPS until they retested and met this standard. We compared pretest to posttest skills checklist scores and procedural confidence. All 12 eligible ICU APPs participated in internal jugular CVC, subclavian CVC, and MV training. Five APPs participated in thoracentesis training. At baseline, no APPs met the MPS on all skills. At training completion, all APPs achieved the mastery standard. Internal jugular CVC pretest performance improved from a mean of 67.2% (standard deviation [SD], 28.8%) items correct to 97.1% (SD, 3.8%) at posttest (P = 0.005). Subclavian CVC pretest performance improved from 29.2% (SD, 32.7%) items correct to 93.1% (SD 3.9%) at posttest (P < 0.001). Thoracentesis pretest skill improved from 63.9% (SD, 30.6%) items correct to 99.2% (SD, 1.7%) at posttest (P = 0.054). Pretest MV skills improved from 54.8% (SD, 19.7%) items correct to 92.3% (SD, 5.0%) at posttest (P < 0.001). APP procedural confidence improved for each skill from pre to posttest. SBML is effective for training APPs to perform ICU skills. Relying on traditional educational methods does not reliably ensure that APPs are adequately prepared to perform skills such as CVC insertion, thoracentesis, and MV management.

A Study to Evaluate the Effectiveness of Skill Training Session on Bandaging Techniques among 1st Semester B.Sc. Nursing Students

The study aims to assess the effectiveness of training sessions on knowledge and skill regarding selected bandaging techniques among 1st semester B.Sc. Nursing students. The pre experimental one group pre test post test design was used and a total of 40 subjects were selected by non probability convenient sampling technique. A structured knowledge questionnaire and observational skill checklist were used to assess the pre test and post test level of knowledge and skill performance. The training session was conducted for three hours. The collected data was analysed and interpreted using descriptive and inferential statistics. In this study, it was found that on the pre test, 97.5% (39) students had an average level of knowledge whereas the remaining 2.5% (1) had a good level of knowledge and on the Post test, 97.5% (39) of the students were scored good and remaining 2.5% (1) were having an average level of knowledge. In the pre test skill performance 87.5% (35) subjects were found to be inadequate whereas the remaining 12.5% (5) had adequate skills in the post test 12.5% (5) of the students were found to be Inadequate and the majority 87.5% (35) were shown adequate skill after the bandaging technique session. The mean score before manipulation was ±8.6 and the standard deviation was ±53.70 whereas after intervention Mean score was ±17.47 and the SD was ± 109.13. The mean difference was ± 8.87. The calculated „t‟ value ± 26.25 which was a greater value compared to the critical value i.e., ± 2.05 which depicts that significance at the 0.05 level. Therefore, the null hypothesis was rejected and the research hypothesis meanwhile accepted. This outcome indicates that the training session is effective in enhancing the knowledge of nursing students towards bandaging techniques. The skill performance of the mean score before manipulation was ±3.37 and the standard deviation was ±21.09 while after intervention mean score was ±8.57 and the SD was ± 53.43. The mean difference was ± 5.2. The calculated „t‟ value ± 32.34 which was a larger value compared to the table value i.e., ± 2.05 which illustrates that highly significant at the 0.05 level. Therefore, the null hypothesis was rejected and the research hypothesis was accepted. This outcome indicates that the training session was effective in enhancing the skills of 1st semester B.Sc. Nursing students towards bandaging techniques.

A Quasi Experimental Study To Assess The Effectiveness of Skill Training Programme on Knowledge And Skills of Cardio Pulmonary Resuscitation Among Adolescents In Selected Higher Secondary School of Maharashtra

Objectives: The main objective of the study is to find effectiveness of skill training program on knowledge and skills among adolescents in selected higher secondary school. Materials and Methods: One group pre-test and post-test design was used for this study. The independent variable in the study is skill training program on knowledge and skills of cardiopulmonary resuscitation (CPR). The dependent variables in the study are knowledge and skills on CPR. The study was conducted at selected higher secondary school. The 60 samples that fulfill the inclusion criteria were selected by nonprobability convenient sampling technique. Results: Pre-test knowledge mean was 5.63 and standard deviation (SD) was 1.96, and in the post-test, the mean was 16.83 and SD was 2.56. Pre-test skills mean was 2.66 and SD was 0.92, and in the post-test, the mean was 09.38 and SD was 4.8. The comparison between the pretest and post-test level of knowledge revealed that a “t” value was t = 37.87 which showed a high statistical significance at 0.05 level. The comparison between the pre-test and post-test level of skills revealed that a “t” value was t = 13.15 which showed a high statistical significance at 0.05 level. Association of selected demographic variables was that none of the demographic variables had shown statistically significant association with pre-test level of knowledge and skills among adolescents. Conclusion: From findings of the study, the investigator concluded that skill training program has an important role in increasing the level of knowledge and skills regarding CPR among adolescents.

Effectiveness of Video-assisted teaching on knowledge and skill regarding prevention of breast cancer among nuns

Cancer is a group of more than 200 diseases characterized by uncontrolled and unregulated growth of cells. Breast cancer is probably the most feared among women, due to its high incidence, and above all, to the psychological effects that affect their perception of sexuality and their self image. An early diagnosis is the best guarantee of success in the treatment of breast cancer and the woman gives a relevant contribution in the early detection when she systematically does the self-examination. The objectives of this study were to assess the effectiveness of video-assisted teaching programme on knowledge and skill regarding prevention of breast cancer among the nuns and to find the association between the pre-test knowledge level and pre-test skill with selected demographic variables. A quantitative one group pre-test post-test design (quasi experimental) was adopted for the study. The conceptual framework of this study was based on the Health Belief Model (HBM) presented by Rosenstoch’s (1974) and Becker and Maiman’s (1975). Thirty nuns were selected by non probability purposive sampling technique. Video-assisted teaching was administered to the samples after the pre-testing of both knowledge and skill. Data was collected by using demographic proforma, structured knowledge questionnaire and observational checklist. The data was analyzed using descriptive and inferential statistics. The data concerning the effectiveness of video-assisted teaching was established by analyzing the pre-test and post-test knowledge score and skill of the respondents. In order to find out the effectiveness of video-assisted teaching on prevention of breast cancer of experimental group, paired ‘t’ was computed. The computed ‘t’ value of knowledge score and skill (11.0 and 15.5) was greater than the table value (t29=2.05; p&lt;0.05). This represented that video-assisted teaching was effective in improving the level of knowledge and skill of nuns on prevention of breast cancer. Chi-square test was used to test the significant association between pre-test knowledge scores and skill in performing BSE with selected demographic variables. The test revealed that there was no significant association between pre-test knowledge scores and selected demographic variables at 0.05 level of significance. On the other hand, it showed a significant association between the pre-test skill and the demographic variables namely, educational qualification and awareness of samples with relatives, friends or colleagues with breast cancer. The study concluded that the video-assisted teaching programme for nuns significantly improved their understanding and skill on prevention of breast cancer.

A Conceptual Replication of a Kindergarten Math Intervention Within the Context of a Research-Based Core

We replicated a study of a kindergarten mathematics intervention, ROOTS, delivered in the context of a research-based core program. We randomly assigned 62 classrooms to treatment (ROOTS) or a business-as-usual control. All classrooms implemented the research-based core program (Early Learning in Mathematics). Participants included 163 treatment students and 145 control students nested within classrooms. Key differences between the current replication study and the original study included geographical region, instructional context, and student initial skill. In contrast to the significant positive effects (Hedges’s g values of .30 to .38) found in the original study, no significant differences were found between the treatment and control conditions in this study (Hedges’s g values of –.09 to .12) Pretest skills did not moderate treatment effects. We discuss these results’ implications for replication research and evaluating intervention efficacy.

De-Escalation Techniques for Managing Violence of Mentally Ill

The present study was aimed to assess the effectiveness of de-escalation techniques for mental health careproviders in managing violence of mentally ill. The objectives of the study were to assess the knowledge andskill of mental health care providers in managing violence of mentally ill, identify the relationship betweenknowledge and skill in managing violence of mentally ill, determine the effectiveness of de-escalationtechniques for mental health care providers on knowledge and skill in managing violence of mentally illand to identify the association of knowledge and skill in managing violence with selected demographicvariables. The study was done by quantitative approach with pre-experimental one group pretest posttestdesign on 30 mental health care providers. Sample selected by convenience sampling technique. Duringpretest, data collected using demographic proforma, knowledge questionnaire and skill assessment checklist.then administered intervention de-escalation techniques and posttest conducted by re administering the sametool after teaching the de-escalation techniques. Collected data tabulated and analyzed. Result revealedthat, in pretest knowledge assessment 70% of sample scored average and 30% scored as poor. In posttestknowledge score 90% sample scored good and 310% scored as average. In pretest skill assessment 53%of sample scored average and 47% scored as poor. In posttest skill score 90% of sample scored good and30% had average score. For knowledge and skill mean difference were 7.6 and 9.47 respectively with ‘t’value for knowledge and skill 21.06 and 21.32 respectively and ‘p’ value &lt;0.001 which is less than 0.05.Positive correlation identified between knowledge and skill with ‘r’ value 0.633, also there was a significantassociation between age and skill of mental health care providers. Hence study conclude that de-escalationtechniques are effective for mental health care providers in managing violence of mentally ill.

IMPACT OF EDUCATIONAL TRAINING ON NEUROLOGICAL ASSESSMENT SKILLS OF FEMALE NURSES IN EVALUATING TRAUMATIC BRAIN INJURY PATIENTS THROUGH GLASGOW COMA SCALE IN LAHORE GENERAL HOSPITAL, LAHORE, PAKISTAN

Background: Traumatic Brain Injury (TBI) is a leading cause of death and disability worldwide. The objective of this study was to determine the impact of educational training on neurological assessment skill of female nurses in evaluating traumatic brain injury patients through Glasgow Coma Scale in Lahore General Hospital, Lahore, Pakistan.Material Methods: This quasi-experimental one group pre-posttest design study was conducted at Lahore School of Nursing, Faculty of Allied Health Sciences, The University of Lahore, Lahore, Pakistan from April 3, 2021 to May 15, 2021. Pre-test neurological assessment skill of 70 nurses was noted by an observer, two weeks educational training was given and four weeks later on, post-test score was noted. For neurological assessment skill, a 20 items observatory checklist was used. Age groups, marital status, job experience, work experience in recent department and work place were four demographic, while neurological assessment skill score was one research variable. Paired sample t test was used for hypothesis testing.Results: Out 70 nurses, 26 (37.1%) were in age group 25-30 years, 18 (25.7%) in 31-35, 16 (22.9%) in 36-40, six (8.6%) in 41-45 and four (5.7%) in 46-50 years. Marital status was; 36 (51.4%) single, 27 (38.6%) married, three (4.3%) divorced and four (5.7%) widow. Job experience was; eight (11.4%) had 2 years, 33 (47.1%) 2-5 years, 25 (35.7%) 6-10 years and four (5.7%) had 10 years. Work experience in recent department was; 16 (22.9%) had 1 year, 39 (55.7%) 1-3 years, 13 (18.6%) 4-5 years and two (2.9%) had 5 years. Work place was Trauma Unit in 12 (17.1%), neurosurgery ICUs in 38 (54.3%) and surgical units in 20 (28.6%) cases. Mean 16.89±2.52 posttest skills score was significantly higher than mean 12.56±2.67 pretest skills score (p=.0001).Conclusion: Our study confirmed that the effect of educational training was significant in improving neurological assessment skills of nurses in evaluating traumatic brain injury patients through Glasgow Coma Scale in Lahore General Hospital, Lahore, Pakistan. Further studies are suggested with increased sample size and multiple research settings.

The Effect of Extension Through the Pilot Method of Seeding Rice Seeds Using Youtube Media on Increasing Farmers' Skills in Seeding Rice Seeds

Extension is the dissemination of information to farmers and is a non-formal education so that farmers recognize a farm and can solve problems properly and correctly. Extension techniques are important to be reached by every extension so that the counseling carried out can be accepted and reached by the learning community. This study was conducted to determine the effect of counseling on sowing rice seeds with a pilot method using YouTube media on improving farmers' skills in sowing rice seeds in the Buik Caliak Indah farmer group. The type of research applied is quantitative research. While the method used is the experimental method. The experimental design applied by Pre Experimental Design in the form of using one group Pre Test-Post Test. The instrument that the researcher used in this study was a test of the Pre Test-Post Test section. The data analysis technique in this research is hypothesis testing using the t-test formula. The population is group members who are in the Bukik Caliak Indah Nagari Campago Farmer Group, District V Koto Kampung Dalam, Padang Pariaman Regency, collecting 40 people while the sample is 50% of the population. Based on the results of the Pre Test study the average value of knowledge was 52.25, after the Post Test 92.75. While the average value of Pre Test skills was 53.0, after Post Test was 87.5 and there was a significant effect between counseling through the pilot method of using YouTube media to increase farmers' skills in sowing rice seeds.

Perceived Physical Competence Predicts Gains in Children's Locomotor but Not Ball Skills across an Intervention.

The purpose of this pre/post experimental study was to examine if children’s perceived physical competence predicted changes in motor skills across an intervention. Sixty-seven children (Mage = 53.2 ± 3.7 months) participated in a 16-week, mastery-climate motor skill intervention. Perceived physical competence was assessed before the intervention using the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Motor skills were assessed using the Test of Gross Motor Development-3rd Edition before and after the intervention. Results revealed that controlling for pretest skills, perceived physical competence significantly predicted posttest locomotor (p < 0.05) and total skills (p < 0.05) but did not predict posttest ball skills (p > 0.05). These results indicate that perceived physical competence may be a significant factor that predicts children’s gains in locomotor or total skills, but not ball skills, across an intervention.

Effectiveness of Planned Teaching Programme on Knowledge Regarding the Secondary Growth and Developmental Changes in Early Adolescent Period (10-14yrs)

Background : The stage of adolescences is passing through the different level and period of growth, so it is very important and outstanding because the changes that occur during adolescence affect the family as well as the society1. The pubertal or physiological changes during this period include the adolescent’s growth spurt, gonadal growth, growth of secondary sexual organs and characteristics, changes in body composition and growth of respiratory, circulatory and muscular systems2. Objectives: The objectives of the study have drawn to fulfill the research reflecting on the effectiveness of planned teaching programme regarding secondary growth and developmental changes in early adolescent period (10-14yrs) among students studying in the selected Govt. school of Haryana. Material and method : The study was conducted at Govt. Sr. Sec. School, Nuna Majra ( Jhajjar) Haryana.100 students was selected for the study by using nonProbability convenient Sampling Technique. Knowledge of the children was assessed through the structured questionnaire and after that planned teaching programme was delivered to samples and after 7 days post test was conducted to the gained knowledge of children regarding secondary growth and developmental changes in early adolescent period. Result : The mean of pre-test skill score 9.88 and post-test skill score 24.63 having a significant difference with t- value for skill 30.90 at level of significant p<0.05. Post-test mean knowledge score was more than pre-test knowledge score with mean difference of 14.75. Paired t- test was performed to find the difference between pre-test and post-test knowledge score. Therefore, it was concluded that there was a significant difference in pre-test and post-test knowledge score to assess the effectiveness of planned teaching programme in terms of gain in knowledge score among children in early adolescent period (10-14yrs).

Mastery Learning Ensures Correct Personal Protective Equipment Use in Simulated Clinical Encounters of COVID-19.

IntroductionThe correct use of personal protective equipment (PPE) limits transmission of serious communicable diseases to healthcare workers, which is critically important in the era of coronavirus disease 2019 (COVID-19). However, prior studies illustrated that healthcare workers frequently err during application and removal of PPE. The goal of this study was to determine whether a simulation-based, mastery learning intervention with deliberate practice improves correct use of PPE by physicians during a simulated clinical encounter with a COVID-19 patient.MethodsThis was a pretest-posttest study performed in the emergency department at a large, academic tertiary care hospital between March 31–April 8, 2020. A total of 117 subjects participated, including 56 faculty members and 61 resident physicians. Prior to the intervention, all participants received institution-mandated education on PPE use via an online video and supplemental materials. Participants completed a pretest skills assessment using a 21-item checklist of steps to correctly don and doff PPE. Participants were expected to meet a minimum passing score (MPS) of 100%, determined by an expert panel using the Mastery Angoff and Patient Safety standard-setting techniques. Participants that met the MPS on pretest were exempt from the educational intervention. Testing occurred before and after an in-person demonstration of proper donning and doffing techniques and 20 minutes of deliberate practice. The primary outcome was a change in assessment scores of correct PPE use following our educational intervention. Secondary outcomes included differences in performance scores between faculty members and resident physicians, and differences in performance during donning vs doffing sequences.ResultsAll participants had a mean pretest score of 73.1% (95% confidence interval [CI], 70.9–75.3%). Faculty member and resident pretest scores were similar (75.1% vs 71.3%, p = 0.082). Mean pretest doffing scores were lower than donning scores across all participants (65.8% vs 82.8%, p<0.001). Participant scores increased 26.9% (95% CI of the difference 24.7–29.1%, p<0.001) following our educational intervention resulting in all participants meeting the MPS of 100%.ConclusionA mastery learning intervention with deliberate practice ensured the correct use of PPE by physician subjects in a simulated clinical encounter of a COVID-19 patient. Further study of translational outcomes is needed.

Needs-driven skill training for surgical residents: our first experience in a low-/middle-income country.

Traditional Halstead teaching, which is time- and opportunity-dependent, has often been replaced by 'boot' camps which involve expensive modules and are usually a grand one-time event. This does not suit the complex teaching and learning needs of low- and middle-income countries (LMICs). We studied the impact of a needs-driven surgical training course implemented instead. The course was taken by 17 first-year residents of surgery, and included a pre-course knowledge assessment test, pre-test skills assessment, as well as post-test assessment and feedback impressions.Mean post-test scores improved significantly (P < 0.05) in all eight skills areas, though only 7 (44.11%) scored ≥80% in tests after the course, but all 17 in theoretical and clinical skills. There was strong agreement over all six points that the needs-driven course was of benefit. Our short and intensive needs-driven skills video training course for surgical residents fills the gap in skills development for general surgery residents.

To assess the effectiveness of simulation teaching of defibrillation on the knowledge and skill of nurses working in the critical care unit of a Tertiary Care Teaching Institute: Prospective, randomised study

Rapid defibrillation is a life-saving treatment for pulseless ventricular tachycardia and ventricular fibrillation which are the most common cardiac cause of sudden death. Simulation teaching has been shown as an effective teaching method for nurses. The present study was conducted to assess the effectiveness of planned simulation teaching regarding defibrillation on the knowledge and skill of nurses working in the critical care unit and emergency department of a tertiary care hospital. A randomised control design was used in which 100 nurses from the emergency department and critical care unit were randomly assigned to the experimental and control group. Baseline knowledge and skill were assessed using an investigator developed defibrillation knowledge assessment questionnaire and defibrillation skill assessment checklist, respectively. Simulation teaching was given in the experimental group. The simulation teaching was provided in the clinical area in a group of 3–4 nurses. Post-test 1 was taken immediately after the simulation teaching in the experimental group. Post-test 2 was taken after 1 month of enrolment in the study in both the groups with the same tool. A significant improvement in knowledge and skill was observed in the experimental group. A significant association of pre-test knowledge with gender, age, educational qualification, education program attended, experience with defibrillation and of the post-test knowledge with gender, nature of work, experience with defibrillation, educational qualification and age were found. A significant association of pre-test skill with nature of work and post-test skill with gender and nature of work was also found. A significant moderate positive correlation (r = 0.42) was found between the knowledge and skill on nurses. Simulation teaching is an effective method for increasing knowledge and skill among nurses. The present study has further opened up new avenues into nurse-led defibrillation initiatives in India.

Efforts to Improve Mother Skills in LBW (low baby weigh) Baby Care with Approach of Experiential Learning Care (ELC) Method.

Low Birth Weight Babies (LBW) are babies born with a body weight of less or equal to 2,500 grams. High levels of stress on parents, especially mothers and low levels of competency, show that parents (mothers) still have the right knowledge of caring for LBW babies. This situation affects the mother's behavior in caring for the baby. Kangaroo method is one of the rights and correct efforts to care for LBW babies because this method provides benefits to increase the temperature of LBW infants. The purpose of this study was to improve maternal skills in care for low birth weight babies with an experiential learning Care approach. The research method used queasy experimental with pre-post test design. The stages in this study start from collecting data through the mother's pre-test skills in the care of low birth weight babies, then providing midwifery interventions through Kangaroo Mother Care with the approach of Experiential Learning Care I, II and III. Next post-test was carried out; data analysis was done through Wilcoxon test with the results of p = 0.003 &lt;α = 0.05, meaning that there was an increase in maternal skills in the care of LBW infants with the Experiential Learning Care (ELC) method. The results of this study are expected to be a guide for midwives in midwifery interventions for mothers who have LBW babies. Thus, it will be able to provide maternal skills in the care of LBW babies who are right and correct, so that mothers can care for LBW babies at home properly.

Efforts to Improve Mother Skills in LBW (low baby weigh) Baby Care with Approach of Experiential Learning Care (ELC) Method.

Low Birth Weight Babies (LBW) are babies born with a body weight of less or equal to 2,500 grams. High levels of stress on parents, especially mothers and low levels of competency, show that parents (mothers) still have the right knowledge of caring for LBW babies. This situation affects the mother's behavior in caring for the baby. Kangaroo method is one of the rights and correct efforts to care for LBW babies because this method provides benefits to increase the temperature of LBW infants. The purpose of this study was to improve maternal skills in care for low birth weight babies with an experiential learning Care approach. The research method used queasy experimental with pre-post test design. The stages in this study start from collecting data through the mother's pre-test skills in the care of low birth weight babies, then providing midwifery interventions through Kangaroo Mother Care with the approach of Experiential Learning Care I, II and III. Next post-test was carried out; data analysis was done through Wilcoxon test with the results of p = 0.003 &lt;α = 0.05, meaning that there was an increase in maternal skills in the care of LBW infants with the Experiential Learning Care (ELC) method. The results of this study are expected to be a guide for midwives in midwifery interventions for mothers who have LBW babies. Thus, it will be able to provide maternal skills in the care of LBW babies who are right and correct, so that mothers can care for LBW babies at home properly.

Effectiveness of a structured teaching programme on knowledge of breast cancer and skill of breast self-examination: a quasi- experimental study in rural women

Background: The women in rural area lacked knowledge regarding breast cancer and breast self-examination (BSE). The study was designed to investigate the effectiveness of structured teaching programme to enhance knowledge and asses the skill of BSE among mahila mandal women.Methods: Quasi experimental one group pre-test and post-test design with the aid of a questionnaire and interview schedule was conducted among 42 mahila mandal women from three villages under Mugalur Community health and training centre, Karnataka. The pre-test knowledge was assessed using structured interview schedule and BSE skill was assessed by an observation check list.Results: Out of 42 women, most of the participants gained knowledge about breast cancer and developed skill in doing BSE. The mean pre-test knowledge score (7.6±3.0) was less than the post-test knowledge score (24.9±2.7). The mean pre-test skill score (0.7±1.0) was also less than the post-test skill score (12.4±2.0). The paired t value between the pre-test and post-test knowledge and skill score was statistically significant at 0.001 level. No significant association was existed between the selected baseline variables age, education, income, marital status and years of experience in mahila mandal with pre-test knowledge and skill score of breast cancer and BSE.Conclusions: The study concluded that structured teaching programme was an effective strategy in improving the knowledge and skill of women regarding breast cancer and BSE.

Effectiveness of video-teaching programme regarding the concept of thermal protection of neonates

Newborns are predisposed to develop hypothermia more commonly during first 12 hours of life. Neonatal hypothermia at birth increases mortality as well as significant morbidity and hospitalization period. The present study was carried out with an objective to evaluate the knowledge and skills of nursing personnel regarding concept of thermal protection of neonates before and after administration of video teaching programme. Thirty nursing personnel working in the paediatric and allied units of selected hospital of Ambala, Haryana were selected. The experimental research approach with Pre-experimental: One group pre-test posttest research design was adopted. The tools used for data collection were structured knowledge questionnaire and observation check-lists on the concept of thermal protection of neonates. The mean post-test knowledge score and mean post-test skills score of nursing personnel were higher than the mean pre-test knowledge score and mean pre-test skills score respectively. There was significant positive relationship between pre-test knowledge and pre-test skills score. There was no significant association of post-test knowledge and post-test skills score with the selected variables. Therefore, the findings of the study reveal that the video-teaching programme was effective in terms of enhancing the knowledge and skills of nursing personnel regarding the concept of thermal protection of neonates.