EFFICACY OF LECTURE CUM DEMONSTRATION AND LECTURE CUM VIDEO ASSISTED TEACHING METHOD REGARDING BASIC LIFE SUPPORT IN TERMS OF KNOWLEDGE AND SKILLS OF UNDERGRADUATE NURSING STUDENTS AT SELECTED NURSING COLLEGES, SAHARANPUR, UTTAR PRADESH-AN INTERVENTIO

Abstract

Introduction: Educational resources are needed to acquire the knowledge and skills taught by teachers in the education system [1]. Cardiopulmonary resuscitation (CPR) or BLS is a teaching component in both video and example teaching methods because it can highlight differences in student knowledge and acquired skills. Objective: To assess the level of knowledge and study the effectiveness of the BLS (CPR) teaching method among nurses . Methodology : This was a true experimental study conducted among 80 nurses at Government Nursing College and Mother Teresa College of Nursing, Saharanpur. A computer-generated random list was used for data collection, and the college for the L/D and L/VAT groups was determined by using an opaque sealed envelope. Demographic sampling, structured science survey and checklist were used to collect data from undergraduate nursing students through survey and observation. Results: The results of the study show that the posttest mean knowledge scores in the L/D (11.075 ± 2.160). ) and L/ALV group (9.525 ± 2.291) was higher and the average post-test skill of the L/D groups (6.65 ± 1.275) was higher than that of the L/alv group (5.525 ± 1.359), but the calculated mean value of "t" post-test knowledge (3.8182) ) and the calculated Z-value (3.420) for both L/D and L/VAT group were statistically significant at 0.05 level of significance. Conclusion: It it can be concluded that both L/ D and L /VAT were found effective in BLS (CPR) to improve the knowledge and skills of undergraduate nursing students.