Background: Arterial Blood Gas (ABG) analysis is a crucial skill for nursing students, particularly in critical care settings. Proper interpretation of ABG results is essential for clinical decision-making and patient management. This study aimed to evaluate the effectiveness of a video-assisted teaching program in enhancing knowledge of ABG interpretation among third-year B.Sc. Nursing students.
Methodology: A pre-experimental, one-group pre-test and post-test design was adopted. 60 third-year B.Sc. Nursing students from ASRAM College of Nursing, Eluru, Andhra Pradesh, participated. A structured knowledge questionnaire assessed students' knowledge before and after the intervention. Data were analyzed using descriptive and inferential statistics, including paired t-tests and chi-square tests.
Results: In the pre-test, 100% of students demonstrated inadequate knowledge, with a mean score of 9.61. Following the video-assisted teaching program, the post-test mean score increased significantly to 17.3. The mean difference was 7.69, with a calculated t-value of 2.42 and a p-value of 0.02, indicating statistical significance (p<0.05). The coefficient of variation (CV) was 8.76, suggesting consistency in learning outcomes. Chi-square analysis showed significant associations between post-test knowledge scores and variables such as income status (? ² = 13.4, DF=6), dietary habits (? ² = 39.3, DF=4), and previous knowledge regarding ABG (? ² = 0, DF=6). No significant associations were found with age (? ² = 0.16, DF=4) or religion (? ² = 0.9, DF=4).
Conclusion: Video-assisted teaching effectively enhanced students’ knowledge of ABG interpretation, supporting its integration into nursing education. The approach promoted better comprehension and critical thinking. Further research is needed to assess long-term retention and clinical application.
International Journal of Advanced Research in Medicine
