RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES,

KARNATAKA, BANGALORE.

ANNEXURE - II

PROFORMA FOR REGISTRATION OF SUBJECTS FOR

DISSERTATION

1 Name of the candidate

and address(in block letters)

Ms. ASHA.T.THOMAS

SAHYADRI COLLEGE OF NURSING,

SAHYADRI CAMPUS, NH-48, ADYAR,

MANGALORE-575007.

2 Name of the institution SAHYADRI COLLEGE OF NURSING,

SAHYADRI CAMPUS, NH-48, ADYAR,

MANGALORE-575007.

3 Course of study and subject M.Sc. NURSING, MENTAL HEALTH NURSING

4 Date of admission to course 25/10 /2010

5 Title of the topic:

A STUDY TO COMPARE THE EFFECTIVENESS

OF LECTURE CUM DEMONSTRATION AND LECTURE CUM

VIDEO ON KNOWLEDGE REGARDING MENTAL STATUS

EXAMINATION AMONG BSC NURSING STUDENTS IN

SELECTED COLLEGE , MANGALORE.

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6 BRIEF RESUME OF THE INTENDED WORK

Introduction

According to rig Veda, “Education is the source of all illumination”.

Education is as old as the human race. It is closely bound with the intellectual,

economic, cultural, emotional, and social life of the human race. The word

education is derived from the Latin word “educere” which means to lead out, to

bring up, to train or to mould.1

According to Mahatma Gandhi, “education is the all round drawing out of

the best in child and man’s body, mind and spirit’. There are several teaching-

learning methods used in education. They are: lecture, demonstration, lecture cum

demonstration, lecture cum video.1

Lecture cum demonstration is a combination of the lecture and the

demonstration. These may be in the nature of properties of matter, explanation of

structure or steps of a procedure. The lecture-demonstration method is used

extensively in teaching sciences and nursing subjects. Because of its economy of

time and equipments, it is often used to replace individual laboratory work in the

sciences.2

The lecture- demonstration is the method used most frequently in video

teaching. Video is the most unique and dramatic of all media devised by man for

communication .Video is the electronic means by which sound and light energy are

transmitted from one place to another. It is an electro mechanical system of

converting the energy contained in sound and light patterns into electrical and

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electromagnetic energy .Video is a multi-dimensional and general medium of

communication3.

Mental status examination is a standardized procedure where the primary

purpose is to gather more objective data to be used in determining etiology,

diagnosis, prognosis, and treatment, and to deal immediately with any risk of

violence or harm. Mental status examination is a diagnostic tool. It helps to

formulate the nursing diagnosis after identifying the client’s problems. It is a

teaching and research tool.4

6.1 Need for the study

Lecture method is more concerned with the teaching of facts and

information compared to other methods. Less attention is given to problem solving,

critical thinking and decision making in formal lectures.5

The advantages of demonstration are: the teacher illustrates the co-ordination

of head, heart and hands which is essential for the development and refining of

psychomotor skills and observational skill.5

Lecture cum demonstration increases the practicability and knowledge of the

students on mental status examination. Many studies show that lecture cum

demonstration is one of the important methods in teaching and learning2.

One of the advantages of video is, the voice of the broad caster can be heard

and his figure, movement, illustrations used by him, the demonstration presented by

him can be seen. Educational video combines sight and sound together and thus

makes the experience real, concrete and immediate. It offers opportunities of seeing

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and listening to the scenes and events. It can teach large number of students at one

time. It stimulates and reinforces ideas, beliefs and tendencies already possessed by

the onlooker3. Dr. Wilbur Schramm, Director of the Stanford institute for

communication research, in an analysis of the findings of 393 comparisons of video

and conventional teaching methods in schools and colleges, reported that in these

comparisons 86% of them showed at least ‘same amount of learning’ by video and

one fourth of these reported ‘more learning’2.

Lecture cum video has implications for education. It changes the role of the

teacher in the class room. It makes better use of faculty time. By sharing the lecture

portions of their classes, many teachers will be able to spend more time in

discussion with individual students, in preparation of better lectures, and in

independent research or study and self-improvement. Video is helping teachers to

specialize, so that each does what he can do best .It requires changed teaching

techniques. It provides resources often unavailable to classrooms. Skills, knowledge

and time are required to prepare effective televised instruction. Instructional videos

provide excellent learning opportunities for both pre service and in service

education of teachers.2

A study was conducted by Phillips to find the effectiveness of closed-circuit

colour television for teaching nursing in a graduate workshop on military operating

room nursing. A series of telecasts presented the preoperative care of a surgical

patient each day for 9 days .These telecasts were made in various areas of the

hospital. Results showed that, the telecasts served as successful and effective

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learning experiences were experienced by operating room nurses2.

A study was conducted in puducherry ‘effectiveness of video teaching Vs

lecture cum demonstration on antenatal examination’. A total of 80, third year BSc

nursing students were selected by simple random technique for the study (video-40,

lecture cum demonstration-40). One group pre test post test research design was

used. Questionnaire and observation check list was used to assess the skill of

students in doing abdominal examination during antenatal examination. The mean

post test knowledge of lecture cum demonstration was 27.775 and mean post test

knowledge of video teaching was 36.150. In this study the students who have

undergone lecture cum video got the post test score of 80% where as the knowledge

score of students who underwent lecture cum demonstration had a score of 55%

(P <0.001) The results showed that lecture cum video was more effective than the

lecture cum demonstration6.

Nursing curriculum includes variety of subjects taught in each year of the

course. In the third year mental health nursing is one of the subject to be learnt

which requires mental status examination to be used as a diagnostic tool. The

mental status examination is the description of the patient’s appearance, speech

action and thoughts during the interview. Studying mental status examination helps

the students to identify the problems of mentally ill patients. Mental status

examination is also an important diagnostic tool in psychiatry. Hence different

teaching methods help in understanding the methods of learning mental status

examination. So the investigator had chosen these two methods to teach mental

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status examination to the students, the evaluation of which will help in choosing the

best of the method to be recommended in future4.

6.2 Review of literature

A study compared video tape and lecture method for teaching the mental status

examination to a second year medical school class. The results of each teaching

method were evaluated by a multiple –choice examination and a feedback

questionnaire and were compared with the results from teaching the mental status

examination using simulated patients in a previous year’s class. There was no

difference in examination results for students exposed to different instructional

methods. On the feedback questionnaire, students appeared to prefer instruction in

whatever form it was given. It was concluded that there is no difference in

instructional methods.7

A study was conducted on 80 undergraduate nursing students for teaching

pharmacology (respiratory drugs) using active lecture cum demonstration (ALCD)

and active lecture cum video (ALCV).The controls were taught with ALCD and the

experimental groups of students were taught using ALCV. It was observed that the

mean post test knowledge score of the experimental groups after the competency

program on drug administration using active lecture cum video were apparently

higher than the control group. Hence the competency program on drug

administration using ALCV proved to be more effective than ALCD.8

A study compared the effectiveness of teaching outcomes of the feedback

lecture approach (as by oysterman) with the traditional lecture method of

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occupational therapist students and physical therapist students enrolled in a

neurology medicine class. Thirty six first year students who volunteered to

participate were randomly assigned to either an experimental (feedback lecture)

groups or a control (traditional lecture) groups. The traditional lecture group was

given a reading assignment to complete prior to the lecture and then attended 80

minute lecture on traumatic brain injuries .The feedback lecture group was small

group discussion .A post test was conducted after four months. Comparison of

control and experimental group’s student ratings of learning experience identified a

significant difference between the two groups. These findings suggest that although

the feedback lecture method is effective than the traditional lecture method, the

quality of teaching of the feedback lecture method was perceived more favourable

by students9.

A study was conducted on 215 students using ‘student perception of

technology scale’. The results showed that video conveyed the highest amount of

enjoyment, power point provided highest amount of learning and motivation,

internet provided highest carrier application of future jobs; younger students

preferred video where as older student’s favoured lecture. 10

A study was conducted to investigate the student’s attitudes, towards the

use of power point as a supporting teaching tool and data was collected from 653

students who enrolled at faculty of education technologies, faculty of engineering,

school of economics and administrative science and vocational school in Bayburt

university. Data was collected using ‘attitude towards the use of power point scale.

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Additionally student’s opinion of the use of power point as a supporting teaching

tool was collected from their response to a question developed by researcher, then

written documents were analysed to reveal their opinions with respect to the use of

power point .The findings revealed the use of power point was a supporting tool in

the lecture 11.

A study was conducted to assess the effectiveness of using a standardized

patient (SP) to illustrate the mental status examination (MSE) to 170 second year

medical students in a large classroom setting. Standardized patient was trained to

portray a patient with schizophrenia who was interviewed during the mental status

examination lecture. A six-question survey was distributed to the students to

evaluate how the students felt about the learning experience. Results showed that

majority of students felt that using a standardized patient in a large classroom

setting helped them to understand the material better and was a useful teaching

tool.12

A study was conducted to compare the effectiveness of an interactive,

multimedia CD-ROM with traditional methods of teaching the skill of performing a

12-lead ECG.A randomised pre/post test experimental design was used. Seventy

seven bachelors of nursing students were recruited for the study. Two teaching

methods were compared. The traditional method included a self-study module, a

brief lecture cum demonstration by an instructor , and hands on experience using a

plastic manikin and a real 12-lead ECG machine in the learning laboratory .The

second method covered the same content using an interactive, multimedia CD-

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ROM embedded with virtual reality and supplemented with a self-study

module .Results showed that there were no significant baseline differences in pre

test scores between the 2 groups and no significant difference by group in cognitive

gains , student satisfaction with their learning method or perception of self-

efficiency in performing the skill. Overall results indicated that both groups were

satisfied with their instructional method and were similar in their ability to

demonstrate the skill correctly on a live simulated patient13.

A study was conducted to assess the effectiveness of video assisted

teaching on tracheotomy care regarding knowledge and practice of staff nurse

working in selected hospitals. A quasi experimental research design was carried out.

About 60 staff nurses working in selected hospital were distributed in the

experimental group which contains 30 staff nurses and control group had 30.A close

ended questionnaire and observational check list was used to assess the

effectiveness of the study. Data was analysed using descriptive and inferitional

statistics .In control group; they scored 42.9% in pre test and 44.5% in post test. The

pre test knowledge score of experimental group was only 41.5%. After

implementation of video assisted teaching they scored 78.1%.So the result showed a

significant improvement in the knowledge of experimental group by the video

assisted teaching.

6.3 Problem statement

A Study to compare the effectiveness of lecture cum demonstration and

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lecture cum video on knowledge regarding mental status examination among BSc

nursing students in selected colleges, Mangalore.

6.4 Objectives of the study

The objectives of the study are to :

Assess the pre and post test knowledge on mental status examination among

BSc nursing students.

Assess the effectiveness of lecture cum demonstration on mental status

examination among BSc nursing students.

Assess the effectiveness of lecture cum video on mental status examination

among BSc nursing students.

To compare the effectiveness of lecture cum demonstration and lecture cum

video on knowledge on mental status examination among BSc nursing

students.

Find the association between pre test knowledge score with selected

demographic variables.

6.5 Operational definitions

Effectiveness :

In this study effectiveness refers to gain in knowledge on

mental status examination after using teaching methods that is lecture cum

demonstration and lecture cum video among BSc nursing students and is expressed

in terms of gain in post test knowledge score.

Lecture cum demonstration:

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Lecture cum demonstration is a combination of the

lecture and the demonstration .Its purpose is to point out relationships as they occur

during a demonstration.

In this study lecture cum demonstration is a method of teaching used to

teach mental status examination to BSc nursing students.

Lecture cum video:

This refers to the multimedia teaching in which organized and

sequential representation of information regarding mental status examination is in

patients.

In this study lecture cum video is a method of teaching used to teach

mental status examination to BSc nursing students.

Mental status examination:

According to Kaplan and Sadock, mental status examination is

the part of the clinical assessment that describes the sum total of the examiners

observation and impressions of the psychiatric patient at the time of the interview.

BSc (nursing) students:

In this study it refers to students studying in third year BSc

nursing course in selected colleges of Mangalore.

Knowledge

Knowledge is a detailed familiarity with or understanding of a

person, thing or situation .It can include facts and information, as well as

understanding that is gained through experiences, education or reason.

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In this study knowledge refers to information on mental status

examination as measured by structured knowledge questionnaire.

6.6 Assumptions

The study assumes that,

Teaching methods influence the student’s learning.

Use of audio-visual aids helps in learning the methods in a better

way.

Educational video combines sight and sound and thus makes the

experience real, concrete and immediate.

6.7 Delimitations

The study is delimited to:

Third year BSc (N) students studying in selected nursing college in

Mangalore.

The students who will be available on the days of conducting the

study.

Selected methods of teaching.

6.8 Hypotheses (All the hypotheses will be tested at 0.05 level of significance)

H1: There will be significant difference between mean pre test and post test

knowledge score on mental status examination after lecture cum

demonstration method.

H2: There will be significant difference between pre test and post test

knowledge score on mental status examination after lecture cum video

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method.

H3: There will be significant difference between post test knowledge score

of students in lecture cum demonstration and lecture cum video method on

mental status examination.

H4: There will be significant association between pre test knowledge score

with selected demographic variables

.

MATERIALS AND METHODS

7.1 Source of data

The data will be collected from third year BSc nursing students of selected

colleges in Mangalore.

7.1.1 Research design

The research design used for the study is Quasi experimental design.

GROUPS PRETEST X POST TEST

GROUP1O1 X1 O2

GROUP2 O1 X2 O2

O1:-Assessment of knowledge on mental status examination before teaching.

O2:-Assessment of post test knowledge on mental status examination after teaching.

X1:-Teaching by Lecture cum demonstration

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X2: Teaching by Lecture cum video assistance.

7.1.2 Setting

The study will be conducted in selected Colleges of nursing in Mangalore.

7.1.3 Population

BSc (nursing) students studying in colleges of nursing, Mangalore.

7.2 Method of data collection

7.2.1 Sampling procedure:

Simple random sampling technique will be used to select the

samples.

7.2.2 Sample size

Sample size consists of 100 students studying in third year Bsc

nursing class. Out of which 50 students will be assigned to lecture cum

demonstration and 50 for lecture cum video teaching.

7.2.3 Inclusion criteria

Inclusion criteria for sampling ,

Third year BSc nursing students who are willing to participate in

study.

Third year BSc nursing students who are present during the data

collection.

7.2.4 Exclusion criteria

Exclusion criteria for sampling are:

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Student who are repeaters in the same class.

7.2.5 Instrument intended to be measure

The instruments used for the study is structured knowledge

questionnaire.

Part 1-Demographic proforma

Part 2-structured knowledge questionnaire to assess knowledge on

mental status examination.

7.2.6 Data collection methods

Permission will be obtained from concerned authorities.

The purpose of the study will be explained to the students and

informed consent will be obtained from them.

Pre test will be given to the students.

Simple random technique will be used to assign the students to group

1(lecture cum demonstration) and group 2(lecture cum video).

Teaching on mental status examination will be given to group 1

using lecture cum demonstration.

Group 2 will be taught mental status examination using lecture cum

video.

After 7 days post test will be conducted using the same structured

knowledge questionnaire.

7.2.7 Data analysis plan

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Data will be analysed using descriptive statistics and inferential

statistics.

Descriptive statistics- mean, median, standard deviation.

Inferential statistics-paired’ test, unpaired test, chi square.

7.3 Does the study require any investigations to be conducted on patients

or other humans or animals?

Yes

7.4 Has ethical clearance been obtained from your institution in case of

7.3?

Yes. Ethical clearance will be obtained from concerned authority

REFERENCE

1. Basavanthappa BT. Nursing Education. 1Stedition.NewDelhi: Jaypee

publication; 2003,8.

2. Loretta EH.Teaching and learning in schools of nursing.3rd edition. New

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Delhi:Konark publishers;2002,430, 610-622.

3. Neeraja KP.Textbook of Nursing Education.1stedition.NewDelhi: Jaypee

publication;2003,229.

4. Benjamin JS, Virginia AS. Kaplan and Sadock’s Comprehensive Text book

of psychiatry.8thedition.Lippincott publication;805.

5. Sankaranarayanan B, Sindu B. Learning and teaching.3rdedition.Calicut:

Brainfil publication;2009 ,139.

6. Sarojini S .Effectiveness of video teaching Vs lecture cum demonstration on

antenatal examination. Nightingale times of india.2010 ; 6 (9):21-23.

7. Pohlr R, Lewis R, Niccolini R, Rubenstein R .Teaching the mental status

examination comparison of three methods. Journal of medical

Education.1982;57(8):626-629.

8. Sanatombi D, Mayya S, Bairy KL, Anice G, Manu M, Bobby S et al .A

comparative study analysis of the outcome of two teaching learning

approaches adopted for teaching pharmacology to under graduate nursing

students. International Journal of Nursing Education.2010.2 (2).

9. Hass B, Dal V,Bazyk, Susan, Ekelman,Beth et al. A study comparing the

effectiveness of the feedback lecture method with the traditional method.

Journal of physical therapy education.1999.

10. Ting TLP, Augustina MJ. Students’ perceptions of teaching technologies,

application of technologies, and academic performance. Computer &

education.2009;53(4):1241-12.

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11. Kahraman S, Cevik C, Kodan H. Investigation of university students

attitude towards the use of power point according to some variables .P

rocedia computer science.2011;(3):1341-1347.

12. Brindorf CA, Kaye ME. Teaching the mental status examination to medical

students by using a standardized patient in a large group

setting.2002;26(3):180-183.

13. Jeffries PR, Woolf S, Linde B. A comparative study of two teaching the

skill of performing a 12-lead ECG. Nursing education.2003;23(2):70-74.

14. Raichal DA. A quasi experimental study to assess the effectiveness of video

assisted teaching on tracheotomy care regarding knowledge and practice of

staff nurses working in selected hospitals

9. Signature of the candidate

10. Remarks of the guide

11. Name and designation of (in block letters)

11.1 Guide MRS.IRENE VEIGAS

HOD, MENTAL HEALTH NURSING

SAHYADRI COLLEGE OF NURSING, SAHYADRI CAMPUS, NH - 48 ADYAR, MANGLORE- 575007.

11.2 Signature

11.3 Co-guide (if any)

11.4 Signature

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1.5 Head of the department MRS.IRENE VEIGAS

HOD, MENTAL HEALTH NURSING

SAHYADRI COLLEGE OF NURSING, SAHYADRI CAMPUS, NH – 48, ADYAR, MANGLORE- 575007.

11.6 Signature

12. 12.1 Remarks of the Principal

12.2 Signature

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