ObjectivesTo assess the effect of educational pedagogy on the skill of nurses in neurological assessment of traumatic brain injury patientsMethodsThis one group pre-post-test study investigated the effect an educational pedagogy on 36 registered nurses of trauma center, general surgery and neuro surgery department of a tertiary care hospital. A 20 items validated competency checklist was used to assess the skill of nurses before and after educational training regarding Neurological (Glasgow Coma Scale) assessment of TBI patients.ResultsFrequency and percentages of demographic and professional variables were checked. 36 (100%) of the nurses showed incompetent skills practice and having scores from 0 to 13. post test results of the study illustrated that 7 (19.4 %) nurses having score 0 to 13 and had incompetent skill practices. 29 (80.6 %) nurses having score from 14 to 20 and had competent skills practice. mean ( of the posttest skills score was significantly higher than the mean ( of the pre test skills score. ConclusionBefore and after educational training there is significant paired mean difference in skill competency of nurses. Hence the educational intervention was effective in improving skills competency of registered nurses in neurological assessment.
Background: Traumatic Brain Injury (TBI) is a leading cause of death and disability worldwide. The objective of this study was to determine the impact of educational training on neurological assessment skill of female nurses in evaluating traumatic brain injury patients through Glasgow Coma Scale in Lahore General Hospital, Lahore, Pakistan.Material Methods: This quasi-experimental one group pre-posttest design study was conducted at Lahore School of Nursing, Faculty of Allied Health Sciences, The University of Lahore, Lahore, Pakistan from April 3, 2021 to May 15, 2021. Pre-test neurological assessment skill of 70 nurses was noted by an observer, two weeks educational training was given and four weeks later on, post-test score was noted. For neurological assessment skill, a 20 items observatory checklist was used. Age groups, marital status, job experience, work experience in recent department and work place were four demographic, while neurological assessment skill score was one research variable. Paired sample t test was used for hypothesis testing.Results: Out 70 nurses, 26 (37.1%) were in age group 25-30 years, 18 (25.7%) in 31-35, 16 (22.9%) in 36-40, six (8.6%) in 41-45 and four (5.7%) in 46-50 years. Marital status was; 36 (51.4%) single, 27 (38.6%) married, three (4.3%) divorced and four (5.7%) widow. Job experience was; eight (11.4%) had 2 years, 33 (47.1%) 2-5 years, 25 (35.7%) 6-10 years and four (5.7%) had 10 years. Work experience in recent department was; 16 (22.9%) had 1 year, 39 (55.7%) 1-3 years, 13 (18.6%) 4-5 years and two (2.9%) had 5 years. Work place was Trauma Unit in 12 (17.1%), neurosurgery ICUs in 38 (54.3%) and surgical units in 20 (28.6%) cases. Mean 16.89±2.52 posttest skills score was significantly higher than mean 12.56±2.67 pretest skills score (p=.0001).Conclusion: Our study confirmed that the effect of educational training was significant in improving neurological assessment skills of nurses in evaluating traumatic brain injury patients through Glasgow Coma Scale in Lahore General Hospital, Lahore, Pakistan. Further studies are suggested with increased sample size and multiple research settings.
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