EFFECT OF PLANNED TEACHING ON KNOWLEDGE & PRACTICES OF MOTHERS REGARDING SELECTED ASPECTS OF LOW BIRTH WEIGHT BABY'S CARE & REINFORCEMENT OF THE SAME USING INSTRUCTIONAL VIDEO
Abstract
A quasi experimental, quantitative, time series research design study was conducted from October to November 2008 in Bharati Hospital of Pune city to assess the effect of Planned Teaching on Knowledge & Practices of 30 mothers related to care of low birth weight (LBW) babies weighing less than 2.5 kg weight & reinforcement of the same using Instructional Video; selected through Non Probability Convenience Sampling technique. Bertlanfy’s General system theory was adopted as conceptual framework. Reliability was determined by Cronbach’s alpha using test retest method for the self structured questionnaire tool (0.89) and inter rater method for the observation checklist tool (0.84) which was found to be highly acceptable. Results: The major findings of the study indicated highly significant statistical difference between mean and Standard Deviation (SD) of Pre test and Post test Knowledge scores before and after the Planned Teaching and Instructional Video showing a mean difference of 8.2, 2.5, 10.7; Standard Deviation (SD) 3.6, 2.7, 4.0; computed “t” statistics 12.5, 5.0, 14.6 at p value < 0.05. Highly significant statistical difference between mean and SD of Pre test and Post test Practice scores related to Thermoregulation before and after the Planned Teaching and Instructional Video showed a mean difference of 2.7, 0.9, 3.6; SD of 1.2, 1.09, 0.93; computed “t” statistics 12.2, 4.5, 21.15 at p value < 0.05. Highly significant statistical difference between mean and SD of Pre test and Post test Practice scores related to Feeding before and after the Planned Teaching and Instructional Video showed a mean difference of 2.5, 0.7, 3.2; SD of 1.2, 1.0, 0.9; computed “t” statistics 11.3, 3.6, 18.9 at p value < 0.05. Thus the null hypothesis was rejected at 95% confidence level for the Knowledge and Practices scores of mothers regarding selected aspects of LBW baby’s care. Highly significant association was found between the occupation of the mothers and the Practice scores of Feeding at p < 0.05 rejecting the null hypothesis. Conclusion: The study concluded that interactive Planned Teaching was effective in increasing the Knowledge and Practices of the mothers related to selected aspects of LBW baby’s care while reinforcement with Instructional Video further strengthened the said attributes by making retention easier and longer.
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