A Study to Assess the Effectiveness of Structured Teaching Programme on Progressive Improvement in Knowledge and Skill of Administrating Basic Life Support Aamong Staff Nurses at Goba Referral Hospital, Bale-Goba, Ethiopia

BACKGROUND AND OBJECTIVES This study was under taken to evaluate the effectiveness of structured teaching programme on progressive improvement in knowledge and skill of administering basic life support among the staff nurses working at Goba referral hospitals, Ethiopia. OBJECTIVE OF THE STUDY 1) To assess the existing knowledge of staff nurses in both experimental group and control group regarding Basic Life Support by administering a knowledge questionnaire.2) To determine the skill of administering Basic Life Support among staff nurses in both experimental group and control group by using an observational checklist.3) To evaluate the effectiveness of structured teaching programme as measured by progressive improvement in knowledge scores on Basic Life Support among experimental group by administering a knowledge questionnaire at four different time points after a gap of one week interval.4) To evaluate the progressive improvement in knowledge scores on Basic Life Support among control group by administering knowledge questionnaire at four different time points after a gap of one-week interval without administering structured teaching programme.5) To evaluate the effectiveness of structured teaching programme as measured by progressive improvement in skill of administering of Basic Life Support among experimental group and control group by using an observational checklist at four different time points after a gap of one week interval.6) To compare the Post-test knowledge and skill scores between experimental and control groups.7) To find an association between knowledge and skill scores of staff nurses on Basic Life Support with selected demographic variables. METHODS The study involved evaluatory approach with Quasi experimental research design, a non-probability purposive sampling technique was used to draw the sample. Sample size of 80 staff nurses were selected and 40 samples were allocated to experimental group and 40 samples to control group by following inclusion and exclusion criteria. Pre test followed by structured teaching programme (STP) on BLS and post-test were given to experimental group. The control group received no teaching but pre test and post-tests were given to them. After the first administration of STP, a second and third reinforcement was given with STP to the experimental group to improve their knowledge and skill with one-week interval. Seven days after each STP a post-test was given to both control and experimental group. So totally post test I, post test II and post test III were conducted using a structured multiple-choice questionnaire and an observational checklist. The results were described by using descriptive and inferential statistical analysis. RESULTS The demographic features of the staff nurses were almost similar in both the groups. The experimental group staff nurses gained much better knowledge and skill compared to control group who was not received any intervention. The independentt test applied shows a highly significant improvement among experimental group compared to control group, both in knowledge and skill were found to be significant at 0.05 percent level for all the aspects under the study. . The improvement of knowledge within experimental group as well as the control group was computed using repeated measures of analysis of variance (r-ANOVA). The result shows a significant improvement of knowledge and skill in both the groups from pre test through the post-test. However, the improvement was much higher in experimental group compared to control group indicates the effectiveness of STP. CONCLUSION The overall findings of the study clearly showed that the repeated administration of structured teaching programme was significantly effective in improving the knowledge and skill on BLS among staff nurses.