. Deepshikha David; . Simarjeet Kaur; . Adiba Siddiqui; . Jyoti Sarin
Volume 10, Issue 9 , September 2020, , Pages 1-5
Abstract
INTRODUCTION: Educational interventions have been associated with improved performance andsignificant changes, especially in perinatal outcomes. Teaching is one of the main components ...
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INTRODUCTION: Educational interventions have been associated with improved performance andsignificant changes, especially in perinatal outcomes. Teaching is one of the main components ineducational planning which is a key factor in conducting educational plans through various teachingstrategies such as simulation, demonstration and video teaching.AIM: The study aimed to assess lecture cum demonstration (LCD) versus video‑based teaching (VBT)regarding active management of the third stage of labor (AMTSL) in terms of knowledge and skillsof General Nursing Midwifery (GNM) students.METHODS: This was a quasi‑experimental study conducted on 100 GNM third‑year students selectedby purposive sampling and randomly assigned to LCD (n = 50) and VBT (n = 50) groups. Samplecharacteristics performa, Structured Knowledge Questionnaire, and observational checklist wereused to collect data from GNM students through self‑report and observational technique.RESULTS: The study results showed that the mean posttest knowledge scores of LCD (17.32 ± 2.14)and VBT group (16.90 ± 2.41) were nearly equal and mean rank posttest skills score of LCDgroup (54.40) was slightly higher than VBT group (49.51), but computed “ t ” value of mean posttestknowledge and computed “ Z ” value of skill score of both LCD and VBT group (0.47, 0.54) werefound to be statistically non‑significant at 0.05 level of significance.CONCLUSION: It can be concluded that both LCD and VBT were found to be effective in improvingknowledge and skills of GNM students regarding AMTSL.
