INTRODUCTION:
Background of the Study:
Nursing education is considered professional education
which is comprehensively scheduled and performed through instructions and
discipline1. In nursing education, concept mapping is used to
prepare the student for clinical activities and correlate theory and clinical
knowledge and it also helps to reduce student’s anxiety, motivate the students
to increase the higher learning level2 (Farrag Rania Eid, 2016).
According to present scenario it is much needed to adopt innovative teaching
methodology. According to B.Sankaranarayan, B Sindhu, 2012, teaching is
structuring individual ideas and action by giving instruction and doing
practises that lead to learning behavior and capacity. Several methods can be
used in teaching and it also depends on the nature of students and subjects3.
Teaching is an interactive process, primarily
involving classroom talk, which takes place between teacher and pupils and
occurs during certain definable activities. Concept mapping is one of the
innovative teaching methods to teach the students. Concept mapping helps to
enhance the knowledge of the students regarding the topic which are taught to
the student. Nursing education is considered professional education which is
comprehensively scheduled and performed through instructions and discipline. It
aims for the progress of social, physical, intellectual, emotional, spiritual
powers or abilities of the student to provide professional nursing care to the
people at different places in different health & illness in various
settings with high quality of care1. Every teaching method have
shortcoming of their own. None of teaching method is efficient enough to
achieve overall goal of teaching. Students are mainly passive in the class
teaching and teachers are not able take care of each student during teaching in
class who are having different abilities and interests. So according to
scenario of present education, it is much needed to think out of the box.
Innovation is much needed in teaching learning activity. Innovative teaching is
a proactive approach to integrate new teaching strategies and methods into a
classroom. The new ideas and techniques in teaching are critically examined,
evaluated and some changes in the delivery of knowledge are recommended1.
According to F. Sarhangi et.al (2011), Concept mapping should be used in order
to provide comprehensive and patient-centered care in nursing education. It is
used for the student to prepare them for clinical activities and correlate
theory and clinical and it also helps to reduce students’ anxiety, motivate the
student to increase the higher learning level.4
Good teaching keeps the student active and this will
promote his physical and mental health. It helps the student to develop
desirable learning habits to achieve the desired aims and change in behavior.
Teaching not only trains the students to behave rationally emotionally but also
teaches to ventilate emotions in a healthy way. 1
Concept mapping is important innovative teaching
methods to teach the students. It was developed by Novak in 1970s for
visualizing the relationship among different concepts. In present scenario
teaching become monotonous in terms of the innovation; if innovative teaching
learning method are practiced better outcomes can be achieved in learning which
helps the learners1. Hence, investigator planned to conduct this
study to evaluate the effectiveness of concept mapping on conventional teaching
method in terms of change in knowledge.
NEED AND SIGNIFICANCE OF THE STUDY:
ABG sampling is now a core skill for nurses and is
also used on Intensive Care Units. The good technique is of the utmost
importance requiring continuous skill and practice to obtain accurate blood gas
results. In present scenario teaching become monotonous in terms of the
innovation; If innovative teaching methods are practiced better outcomes can be
achieved. More learning lesson can be implemented through this concept mapping.
Conceptual maps are observed as new
and efficient teaching and learning tools for the student learning process.
These maps are educationally useful tools for teachers and learners; it creates
significant knowledge on a specific subject and represents it in a schematic
manner. Concept maps are one of the significant teaching methods that support
learners precisely attain the information they want. It is a learning and
teaching strategy which links how the individuals learn and perceive the
learning issues.
In nursing, the concept maps are used
as a scheme of uniting theory and practice. It enhances the self confidence,
achievement, and the ability of developing a critical thinking skill. A
conceptual diagram utilizes a graphic conceptual framework to visually organize
information or learning content with the assist of predefined groups.
Hence, investigator planned to conduct this study to
evaluate the effectiveness of concept mapping on conventional teaching method
in terms of changing in knowledge.
RESEARCH
METHODOLOGY:
Research methodology is a systematic way to solve
research problems. It consists of all general and specific activities from
identification of problems to final interpretations and conclusions. The role
of methodology is to carry on research work in a scientific and valid manner.
This chapter deals with research design and approach, populations, sample,
sample size, sampling technique, sampling criteria, development and description
of tool, validity, reliability, plan for data collection and plan for data analysis.
Reseacrch
Approach:
The approach used for the study was “quantitative
research approach.”
Research
Design:
The research
design selected for the present study is Pre-test & Post-test Control group
design.
Variables:
●
Outcome Variables Knowledge
●
Extraneous
Variables:
Socio-demographic variables:
Age, gender, year of study, training programmes
attended, no. of times assisted ABG, no. of times performed ABG.
Setting of the Study:
The study was conducted in a Selected Nursing Colleges
in Central Kerala.
Population:
4th Semester B.Sc Nursing in M.O.S.C
College of Nursing, Kolenchery, Ernakulam District, Kerala State.
Sample:
The sample selected for the study was 4th
Semester B.Sc Nursing students studying in M.O.S.C College of Nursing,
Kolenchery, Ernakulam District, Kerala State.
Sample Size :
68 students from 4th Semester B.Sc Nursing.
Sample size based on comparison of two means
n=
where,
pooled standard deviation
µd = clinical sig difference
= statistical table values
Pooled Standard deviation (SD)= 2.325
= 1.96
0.84
=1.5
Required sample size (in each group) = 38
Pilot study sample size= 10
Sample Technique:
Convenience sampling technique was used for the study.
The subjects were randomly assigned to both experimental and control group.
Sampling Criteria:
Inclusion criteria:
BSc Nursing students between the age group
18 -23 years.
Exclusion criteria:
Nursing students who were sick or absent at
the time of data collection.
Analysis and Interpretation:
This chapter deals with the analysis and
interpretation of the information collected from nursing students. The
collected data were tabulated, organized, analysed and interpreted using
descriptive and inferential statistics. Analysis and interpretation of the data
were based on objectives of the study.
OBJECTIVES:
1. To evaluate the
effectiveness of concept mapping over conventional lecture method in terms of
knowledge regarding ABG interpretation among nursing students.
2. To find the association
of level of knowledge regarding Arterial blood gas (ABG) interpretation with
selected demographic variables.
Organization of the
Findings:
The data were analysed and are presented under the
following headings:
Section 1: Frequency and percentage distribution of
demographic variables of nursing students.
Section 2: Result of objective 1 “To evaluate the
effectiveness of concept mapping over conventional lecture method in terms of
knowledge regarding ABG interpretation among nursing students.”
Fig 6: Pie diagram showing percentage distribution of
no. of times performed ABG (n=68)
76.47% had not performed ABG ,11.76%had once performed
,8.82% had twice performed and 2.94% had performed ABG thrice or more.
Section 2: Result of objective 1 “To evaluate the
effectiveness of concept mapping over conventional lecture method in terms of
knowledge regarding ABG interpretation among nursing students.”
Table 2 shows that the median score of experimental
group were higher than control group. The median score of the post test of
experimental group were 10(7,14.25) and control group 7(7,8). There is
significant difference in the knowledge between control and experimental group
(p=0.000).
RESULTS:
This chapter deals with the findings of the research
study. The aim of the study was to evaluate the effectiveness of concept
mapping over conventional lecture method in terms of knowledge regarding
arterial blood gas (ABG) interpretation among selected nursing students in
central Kerala.
OBJECTIVES:
1.
To evaluate the
effectiveness of concept mapping over conventional lecture method in
2.
Terms of knowledge
regarding ABG interpretation among nursing students.
3.
To find the association
of level of knowledge regarding arterial blood gas (ABG) interpretation with
selected demographic variables.
HYPOTHESIS:
HA1: There is significant difference between the
knowledge score on ABG interpretation before and after the intervention.
H01:
HA2: There
is significant difference between the knowledge score on ABG interpretation
using concept mapping and lecture method.
H02: There is no significant difference between the
knowledge score on ABG interpretation using concept mapping and lecture method.
HA3: There is significant association between level of
knowledge regarding arterial blood gas (ABG) interpretation with selected
demographic variables.
H03: There is no significant association between
level of knowledge regarding arterial blood gas (ABG) interpretation with
selected demographic variables.
RESULTS:
The results of this study are discussed under the
following sections:
Section 1: Frequency and percentage distribution of
demographic variables of Nursing Students.
Section 2: Result of objective 1 “To evaluate the
effectiveness of concept mapping over conventional lecture method in terms of
knowledge regarding ABG interpretation among nursing students.”
Section 3: Result of objective 2 “To find the
association of level of knowledge regarding arterial blood gas (ABG)
interpretation with selected demographic variables.”
Section 1: Frequency and percentage distribution of
demographic variables of Nursing Students.
In this study, majority of the subjects (79.41%) were
aged between 20 & 21 years, 28.58% were belonged to age group between 18-19
years.
Among the subjects 85.29% were females and 14.70% were
males. Regarding the year of the study, 100% were from 4th Semester
B.Sc Nursing students.
Regarding the training programmes attended 76.47% had
not attended any training programme and 23.52% had attended training programme.
Based on the no. of time assisted ABG, 41.18% had
assisted ABG once, 17.65% had assisted twice, 2.94% had assisted thrice and
38.24% had not assisted ABG.
Based on no. of times performed ABG, 76.47% had not
performed ABG, 11.76% had performed once, 8.82% had performed twice, 2.94% had
performed thrice or more.
Section 2: Result of objective 1 “To evaluate the
effectiveness of concept mapping over conventional lecture method in terms of
knowledge regarding ABG interpretation among nursing students.”
There is a statistically significant difference in the
post median score between concept mapping 10(7,14.25) and conventional lecture
method 7(7,8). The level of significance is (p<0.05). So H01 is
rejected and HA1 is accepted.
Section 3: Result of objective 2 “To find the
association of level of knowledge regarding arterial blood gas (ABG)
interpretation with selected demographic variables.”
There is no statistically significant association
between the knowledge and socio demographic variable. There fore H03 is
accepted and HA3 is rejected.
DISCUSSION SUMMARY AND CONCLUSION:
This chapter deals with the discussion, summary and
conclusions from the findings of the study, its implications in the field of
nursing, limitations and recommendations for the future study.
Discusssion:
Section A: Findings related to the effectiveness of
concept mapping over conventional lecture method in terms of knowledge
regarding ABG interpretation among nursing students.
Section B: Findings related to the association of
level of knowledge regarding arterial blood gas (ABG) interpretation with
selected demographic variables.
Section A: Findings related to the effectiveness of
concept mapping over conventional lecture method in terms of knowledge
regarding ABG interpretation among nursing students:
In the present study, statistically significant
difference was obtained between the mean pretest and posttest score of the
subjects which proved that concept mapping is more effective than conventional
lecture method (p<0.05).
This finding is in agreement with the study conducted
by Sachin Yadav, Ishak Mohammed (2018) which revealed that the mean posttest
knowledge score of the experimental group was greater than the mean pretest
knowledge score with the mean difference of 3.97 (p<0.05).[5]
Thus study suggest that concept mapping is effective than conventional teaching
method.
Another supportive study by Huthaifah Khrais et.al
(2020), shows that the mean scores for critical thinking were higher in the
group that engaged in concept mapping sessions compared to the traditional
lecture group6
Section B: Findings related to the association of
level of knowledge regarding arterial blood gas (ABG) interpretation with
selected demographic variables:
In the present study, statistically significant
association between the level of knowledge regarding arterial blood gas (ABG)
interpretation with selected demographic variables.
Summary:
The study was conducted to assess the effectiveness of
concept mapping over conventional lecture method in terms of knowledge
regarding arterial blood gas (ABG) interpretation among selected nursing
students in central Kerala.
CONCLUSION:
The study was conducted to assess the effectiveness of
concept mapping over conventional lecture method in terms of knowledge
regarding arterial blood gas (ABG) interpretation among selected nursing
students in central Kerala.
The data were collected using a self-structured
knowledge questionnaire. The collected data were analysed and interpreted using
descriptive and inferential statistics.
The study findings revealed that there was a
statistically significant difference in the post median score of the subjects
among the concept mapping and the conventional lecture method IQR (7,14.25).
There was statistically significant association
between the level of knowledge regarding arterial blood gas (ABG)
interpretation with selected demographic variable, year of study (p= 0.039).
From the findings of the study, it is clear that concept mapping is a more
effective teaching method than conventional lecture method.
NURSING IMPLICATIONS:
Nursing practice:
Concept mapping helps nurses to enhance knowledge
regarding ABG interpretation.
Nurses are usually involved in taking and analysis
ABG.
Correct and timely interpretation of ABG helps in
diagnosing and managing the patient’s oxygenation status and acid base balance.
It helps nurses develop a comprehensive understanding
of patient care by linking key concepts such as assessment, diagnosis,
interventions and outcomes.
Concept maps provide a structured framework for
critical thinking, allowing nurses to see relationships between various aspects
of patient care.
Nursing Administration:
The nurse administrators should adopt concept mapping
strategy to improve the self-learning and critical thinking skills of their
subordinates thereby ensuring delivery of quality health care services to the
society.
Concept mapping in nursing administration is an
effective teaching method that visually organizes and represents key concepts,
relationships and informations.
It enhances critical thinking and help students grasp
complex administrative topics.
The nurse administrators must provide students and
staff nurses opportunities that encourage critical thinking, so that timely
clinical decisions can be undertaken in an emergency situation.
Nursing Research:
There is a need for extensive and intensive research
in this area, so that relevant and acceptable strategies for improving the use
of concept mapping method may be understood.
It adds up the data on evidence-based practice
regarding the effect of concept mapping.
Nursing Education:
Faculty as facilitators of learning must incorporate
concept mapping method as a teaching methodology into the nursing curriculum.
The concept mapping method increase active engagement
and improves performance outcome of nursing students.
Concept mapping method will make the nursing students
efficient to take rational clinical decisions and solve problems in order to
provide safe high-quality care.
In nursing education concept mapping can be applied to
various topics such as patient care, nursing theories and health care systems.
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