A Study on The Effect of Two Educational Intervention Programs onPerformance of Nurses in Conveying Gastroscopy-Related Knowledge to Patients

• Main Authors: Shu-Hua Kao, 高淑華
• Other Authors: Li-Ling Hsu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/04280439895894158980

碩士 === 國立臺北護理健康大學 === 醫護教育研究所 === 99 === The primary aim of this study was to measure the effect of two educational intervention program targeted at professional nurses in order to improve their ability to convey gastroscopy-related knowledge to patients, as well as the nurses’ satisfaction with the intervention program. Using a quasi-experimental, nonequivalent pretest-posttest groups design, this study involved a sample of 65 professional nurses (25 for the experimental group and 40 for the control group) working at two regional hospitals and one research hospital in northern and southern Taiwan. The experimental group used a multimedia CD-ROM to learn how to convey gastroscopy-related knowledge to patients, while the control group used hardcopy materials to learn the same subject. Both groups were tested three times throughout the study: before intervention (pretest), three weeks after intervention (first-time posttest), and six weeks after intervention (second-time posttest). Data were analyzed using SPSS 17.0 Windows software. Statistics were prepared in the form of descriptive statistics such as percentage, mode, and mean values, and also through the means of χ2 tests, t tests, and repeated measures ANOVA. The findings showed that all nurses in the sample demonstrated enhanced knowledge in conveying gastroscopy-related knowledge to patients following the educational intervention program, registering significantly different within-group scores (p < 0.05) from the pretest to the second-time posttest. In addition, the second-time posttest scores were significantly higher than the pretest scores (p < 0.001). The experimental group made greater progress in scores than the control group. No significant between-group difference in scores was observed, yet the experimental group achieved significantly higher scores in the second-time posttest than the control group (p < 0.05). With regard to the sample’s self-rated ability to convey gastroscopy-related knowledge, statistically significant differences in scores were observed between the three tests (p < 0.05). Both groups registered significant within-group differences in scores (p < 0.05). The first-time posttest scores, in particular, were significantly higher than the pretest scores (p <0.05). There were significant between-group differences in scores (p < 0.01), with the experimental group achieving higher scores in the first-time posttest (p < 0.01) and second-time posttest (p < 0.05) than the control group. The level of the experimental group’s satisfaction with multimedia learning (measured twice within three weeks), while decreased, did not show significant difference. The control group, on the other hand, registered elevated and significantly different levels of satisfaction (p <0.01) with their experience of learning by reading hardcopy materials. It is recommended that multimedia teaching CD-ROMs and hardcopy materials be developed to educate nurses on gastroscopy-related knowledge and to enhance ability of nurses to convey gastroscopy-related knowledge to patients.