| ORIGINAL ARTICLE |
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| Year : 2013 | Volume
: 1
| Issue : 2 | Page : 115-119 |
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Effectiveness of structured teaching program on knowledge and practices of staff nurses on prevention of intravenous cannulae complications
Kanishka George1, Bharti Muninarayanappa2
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  | Check |
DOI: 10.4103/2321-4848.123020
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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. |
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