THE EFFECT OF STRUCTURED TEACHING PROGRAM ON KNOWLEDGE ABOUT ARTERIAL BLOOD GAS ANALYSIS AMONG THE STAFF NURSES WORKING IN CRITICAL CARE UNIT

Structured Teaching Programme about Arterial Blood Gas analysis. After 7 days, post-test was done to assess the effectiveness of STP. Reults: The data obtained are tabulated and analysed using descriptive and inferential statistics. The statistical analysis of the data shows that 86.7% of the staff nurses had moderate knowledge and 13.3% of the staff nurses had inadequate knowledge. The mean pretest knowledge score regarding Arterial Blood Gas analysis was 13.96 with a standard deviation of 3.39. After giving STP the mean score was increased to 23.00 with a standard deviation of 2.36. The Structured Teaching Programme was effective in improving the knowledge as the „t‟ value is -12.54 which was highly significant with the degree of freedom 29 p< 0.05. Conclusion: The findings revealed that there was a significant improvement in knowledge of staff nurses in post-test after structured teaching programme. It also showed that there was an association with pre-test knowledge and selected demographic variables like age and association of post-test knowledge and selected demographic variable like qualification.


ISSN: 2320-5407
Int. J. Adv. Res. 9(05), 1355-1361 1356 Structured Teaching Programme about Arterial Blood Gas analysis. After 7 days, post-test was done to assess the effectiveness of STP. Reults:The data obtained are tabulated and analysed using descriptive and inferential statistics. The statistical analysis of the data shows that 86.7% of the staff nurses had moderate knowledge and 13.3% of the staff nurses had inadequate knowledge. The mean pretest knowledge score regarding Arterial Blood Gas analysis was 13.96 with a standard deviation of 3.39. After giving STP the mean score was increased to 23.00 with a standard deviation of 2.36. The Structured Teaching Programme was effective in improving the knowledge as the "t" value is -12.54 which was highly significant with the degree of freedom 29 p< 0.05. Conclusion: The findings revealed that there was a significant improvement in knowledge of staff nurses in post-test after structured teaching programme. It also showed that there was an association with pre-test knowledge and selected demographic variables like age and association of post-test knowledge and selected demographic variable like qualification.

Introduction:-
Many lifesavings diagnostic tests are performed in clinical set up to identify disease and are very essential tools in screening any deviations from normal functions of the body. The methods used will vary from assessment of vital sign to the increasingly complex invasive diagnostic procedure such as central venous pressure (CVP), arterial pressure monitoring, transesophageal echocardiography, ABG sampling depending on the care of the patient. Though there are various diagnostic procedures, ABG analysis can be thought of as a window through which ventilation, respiration, metabolism and acid-base balance can be examined. 1 Arterial blood gases are the most commonly performed laboratory test in intensive care unit and there are no more definitive measurements than arterial-blood-gas values when assessing the need for respiratory therapy. Arterial blood gas studies aid in assessing the ability of the lungs to provide adequate oxygen and remove carbon dioxide, and the ability of the kidneys to reabsorb or excrete bicarbonate ions to maintain normal body pH. Moreover, it evaluates the serum electrolytes sodium and potassium. 2 An arterial blood gas (ABG) specifically tests blood taken from an artery. Arterial blood gas analysis assesses a patient"s partial pressure of oxygen (PaO 2 ), providing information on the oxygenation status; the partial pressure of carbon dioxide (PaCO 2 ), providing information on the ventilation status (chronic or acute respiratory failure), and is changed by hyperventilation (rapid or deep breathing) and hypoventilation (slow or shallow breathing); and acidbase status. Although oxygenation and ventilation can be assessed non-invasively via pulse oximetry and end-tidal carbon dioxide monitoring, respectively, blood gas analysis is the standard. 3 Nurses are increasingly expected to integrate laboratory and diagnostic procedures and results in assessment, planning, implementation, and evaluation of nursing care. Nurses may interface with laboratory and diagnostic test on several levels, including; maintaining quality control to prevent or eliminate problems that may interfere with the accuracy and reliability of test results, ensuring completion of testing in a timely and accurate manner, collaborating with other health care professionals in interpreting findings and handling the plan of care. As the smallest rate of error may lead to life-threatening medical decisions. 4 A quantitative pre-experimental research was conducted to assess the effectiveness of structured teaching programme on knowledge regarding Arterial Blood Gas analysis and interpretation among staff nurses working in selected hospitals of district Mohali, Punjab. 100 staff nurses were selected through convenient sampling technique. Result showed that mean of pre-test was 10.98 and mean of post-test was 18.54 which indicate that mean difference is 7.56. The calculated paired "t" value (20.82) was found to be higher than the tabulated value (t = 1.98) at 0.05 level of significance. Study concluded that structured teaching programme was effective in enhancing the level of knowledge of staff nurses regarding arterial blood gas analysis and interpretation. 5

Title Of The Study:
A study to assess the effect of structured teaching program on knowledge about arterial blood gas analysis among the staff nurses working in critical care unit of selected hospital, lucknow.

Hypothesis:
The study attempted to examine the following hypothesis: • H1: There will be significant effect of Structure Teaching Programme on level of knowledge about Arterial Blood Gas analysis among the staff nurses working in Critical Care Unit at p<0.05 level of significance. • H2: There will be significant association of level of knowledge with selected demographic variables about Arterial Blood Gas analysis among staff nurses working in Critical Care Unit at p<0.05 level of significance.

Methodology:-
Research approach: Quantitative evaluative approach was selected for the study.
Research Design: One group pre-test and post-test design was selected for the study.    Table above discloses the association of pretest knowledge score of staff nurses with selected demographic variables like age, gender, qualification, year of experience in Critical Care Unit, and previous knowledge. The association was statistically tested by chi square. It indicated that the chi square values computed between the pretest knowledge score and age (χ 2 = 17.67) found to be highly significant at 0.05 level of significance and with gender (χ 2 = 4.43), qualification (χ 2 = 1.53), year of experience (χ 2 = 14.85), and previous knowledge (χ 2 = 0) were found to be statistically non-significant at 0.05 level of significance.

Discussion:-
The mean pretest score about Arterial Blood Gas analysis was 13.96 and standard deviation is 3.39. After rendering structured teaching programme, the mean score increased to 23.00 with standard deviation of 2.36. The significance of structured teaching programme about Arterial Blood Gas analysis was assessed using the paired t test (depended t test). The calculated t value for knowledge regarding Arterial Blood Gas analysis is -12.54 and P value is .000 which is highly significant at 0.05 levels. As the calculated value of "t" at 29 degree of freedom was greater than the table value at 0.05 level of significance.
The finding of the study is supported by an evaluative study to assess the effectiveness of structured teaching programme on knowledge Arterial Blood Gas analysis among the staff nurses at selected hospital, Chennai. 30 samples were selected using purposive sampling technique. The pre-test mean value is 19.5 and the standard deviation value is 3.03. The post-test mean value is 25.1 and standard deviation value is 2.14. The mean difference