Effect Of Self- Instructional Module On Knowledge And Practice Of Nursing Students Regarding Tube Feeding Insertion

Purpose Learning is the process of developing active knowledge rather than absorption of passive information. Nursing educators should recognize the need to develop innovative teaching strategies that could enhance student learning. The study aimed to investigate the effect of self-instructional module on knowledge and practice of nursing students regarding tube feeding insertion. Methodology: A quasi-experimental, one group pretest - posttest design was selected to accomplish the aim of this study. A convenient sample of 60 sophomore nursing students enrolled in Medical Surgical Nursing Practicum course was selected. Four tools were used, demographic data sheet, Pre-posttest knowledge sheet, observational checklist of tube feeding insertion and opinionnaire sheet. The collected data were scored, tabulated and analyzed using statistical package for the social science (SPSS) program version 23. Descriptive as well as inferential statistics were utilized in analyzing data pertinent to the current study. Descriptive statistics were including frequency, distribution, means, and stander deviation. t- test and chi square test were used in comparing between results pre-posttests of the study participants. Findings: There was significant difference between the mean post-test knowledge and practice scores of students after implementing self-instructional module and their mean pre-test knowledge and practice scores. The developed self-instructional module showed its effectiveness in improving nursing students' knowledge and practice regarding tube feeding insertion. Unique contribution to theory, practice and policy: The study recommended that implementing the self-instructional module in the nursing faculties as an effective teaching strategy, and develops other modules in different topics.