Effectiveness of Video-Assisted Teaching on Knowledge Regarding Integrated Management of Neonatal and Childhood Illnesses (IMNCI) Among Nursing Students

Abstract

Background: An integrated approach to the diagnosis and treatment of common illnesses in infants and children is offered by Integrated Management of Neonatal and Childhood Illnesses (IMNCI). Because nurses may help with early detection, appropriate care, health education, and referral of sick children, nursing students need to be sufficiently knowledgeable about such integrated approaches. Therefore, during undergraduate nursing education, teaching practices that make clinical knowledge more accessible and comprehensible may be helpful. The purpose of the study was to assess how well nursing students understood IMNCI with video-assisted instruction.

Methods: A pre-experimental one-group pre-test/post-test design and a quantitative research approach were used. Convenience sampling was used to choose B.Sc. nursing students. Prior to the intervention and one week following the video-assisted instruction session, a standardised 30-item knowledge questionnaire was given. A variety of IMNCI-related topics were covered in the questionnaire. One point was awarded for each correct answer, and 0 points were awarded for each wrong answer. According to the split-half approach, the instrument's claimed reliability was 0.91.

Results: All 30 students (100%) had insufficient knowledge on the pre-test. The mean score for the pre-test was 5.87 ± 2.03. Following video-assisted instruction, three students (10.0%) had adequate knowledge, 11 (36.7%) had moderately adequate knowledge, and 16 students (53.3%) remained in the inadequate category. With a mean difference of 4.96, the post-test mean score rose to 10.83 ± 3.41. There was statistical significance in the paired t-test (t = 6.431, p < 0.001).

Conclusion: The results show that the participating nursing students' understanding of IMNCI was enhanced by video-assisted instruction. When combined with other classroom and clinical learning activities, the intervention may be regarded as a supportive teaching technique in nursing education.