ORIGINAL ARTICLE

Year : 2013  |  Volume : 1  |  Issue : 2  |  Page : 115-119

Effectiveness of structured teaching program on knowledge and practices of staff nurses on prevention of intravenous cannulae complications

Kanishka George¹, Bharti Muninarayanappa^2
1 Department of Medical Surgical Nursing, Yenepoya Nursing College, Yenepoya University, Deralakatte, Mangalore, Karnataka, India
² Professor, Government College, Bangalore, Karnataka, India

Correspondence Address:
Kanishka George
Department of Medical Surgical Nursing, Yenepoya Nursing College, Yenepoya University, Deralakatte, Mangalore - 575 018, Karnataka
India

Source of Support: None, Conflict of Interest: None

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DOI: 10.4103/2321-4848.123020

Infectious rates and peripheral intravenous cannulae-associated complications are very common in patients with intravenous therapy. This study was aimed to assess the incidence of intravenous cannulae complications among patients after 72 hours in situ and to examine the impact of structured teaching program on knowledge and practices of staff nurses. In this study, researcher used descriptive and quasi-experimental approach; a non-probability convenient sampling technique was adopted to select 80 staff nurses, each 40 in experimental and 40 in control group. 67.79% of patients developed peripheral intravenous cannulae-related complications with grade 1 (33.05%) and grade 2 (34.74%) complications. Result revealed that it was highly significant at 0.05 level (t = 9.978; P < 0.05) for knowledge and not significant (t = 0.974; P > 0.05) for practice. The post-test knowledge found to be highly significant at 0.05 level (t = 3.909; P < 0.05), whereas practice score was not significant (t = 0.426; P > 0.05). It could be inferred that there is no significant difference between the pre-test and post-test practice score of staff nurses who attended the structured teaching program regarding prevention of intravenous cannulae complications.

Keywords: Effectiveness, intravenous cannulae complications, knowledge, nurses, practice, prevention, teaching program

Introduction

1. To assess the incidence of intravenous cannulae complications among patients.
2. To compare the knowledge of staff nurses regarding prevention of intravenous cannulae complications, before and after structured teaching program.
3. To compare the practices of staff nurses regarding prevention of intravenous cannulae complications, before and after structured teaching program.
4. To determine the correlation between staff nurses' knowledge and practices regarding prevention of intravenous cannulae complications.
5. To find the association of level of knowledge and practices of staff nurses regarding prevention of intravenous cannulae complications with their selected personal variables.

Materials and Methods

1. Observation scale (modified combination of Maddox scale and Baxter scale). This scale is a standardized scale, which is borrowed from reviews related to peripheral intravenous cannulation and practices was used to check the incidence of intravenous cannulae in the present study. ^[5]
2. Structured knowledge questionnaire: Forty-eight questions were included in the present study, and total knowledge scores ranged from 0-48. The score is further divided arbitrarily as follows; Poor knowledge (0-16), Average knowledge (17-32), Good knowledge (33-48).
3. Structured practice questionnaire: A modified Likert-type practice scale with 24 statements regarding the practices towards intravenous cannulation was prepared.

• Inclusion criteria
  
  Patients who were on intravenous cannulae for at least 72 hours.
  
  Staff nurses who were willing to participate in the study and present at the time of data collection.
• Exclusion Criteria
  
  Patients who were on intravenous cannulae for less than 72 hours.

Data Collection Procedure

Results

2. Frequency and percentage distribution of staff nurses in experimental and control group according to their Selected Personal Variables is presented in [Table 1], [Figure 1].
3. In order to find out the significance of difference between means of pre-test and post-test knowledge and practice scores within groups, paired 't' value was computed and is represented in [Table 2] and [Table 3].
4. To find the significance of difference between post-test mean knowledge and practice scores of experimental group and control group, independent 't' value was computed. The result showed that the mean difference in the post-test knowledge scores between experimental and control groups was 4.8. This indicates an increase in knowledge scores in experimental group after undergoing structured teaching program. The independent 't' test value was t (78) = 3.909 and is found to be significant at 0.05 level of significance. The independent 't' test value was computed for practice scores and the obtained value was t (78) = 0.426 in post-test and is found to be not significant at 0.05 level of significance.

Figure 1: Frequency and percentage distribution of staff nurses according to their area of work Click here to view

Table 1: Frequency and percentage distribution of staff nurses according to their personal variables Click here to view

Table 2: Mean, mean difference, SD difference, SEMD, and paired 't' test of pretest and post-test knowledge scores of staff nurses regarding prevention of intravenous cannulae complications in experimental group and control group Click here to view

Table 3: Mean, mean difference, SD difference, SEMD, and paired 't' test between pre-test and post-test practice scores of staff nurses on prevention of intravenous cannulae complications in experimental group and control group N = 40 Click here to view

Table 4: Correlation coefficient of pre-test knowledge and practice scores of staff nurses in experimental group and control group Click here to view

Discussion

1. As the information regarding the practices of intravenous therapy was based on the nurses' response, there could be a possibility of some biased responses regarding their practices, which limits the generalization of the results outside the study sample.
2. This study adopted non-probability convenience sampling; hence, the generalization of the findings outside the study sample is limited.
3. The sample size is only 80 staff nurses; hence, this limits the generalization of findings beyond the study samples.

1. A large scale study can be conducted to generalize the findings.
2. A similar study can be conducted by adopting true experimental approach.
3. A study can be conducted to find the effectiveness of various teaching strategies on prevention of intravenous cannulae complications (example-video, computer-assisted teaching program.)
4. A comparative study can be conducted on knowledge and practice regarding prevention of intravenous cannulae complications at general hospital and super specialty hospitals.
5. A study can be conducted to determine the impact of staff nurses' knowledge and practice on the rate of occurrence of intravenous cannulae complications.

References

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