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Impact of Video Technology on the Comprehension of Patients With First Insulin Injection and the Efficiency of Nurse Education

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Listed:
  • Jing Zhu
  • Le-wen Shao
  • Jing-yun Yuan
  • Liang Zhu
  • Can-hua Chen
  • Xin-mei Hu

Abstract

This study aims to compare the effectiveness of video and paper materials used for teach-back education on the first insulin injection for patients with diabetes. The study enrolled 110 patients hospitalized for diabetes who had received education on their first insulin injection in the endocrinology department. The patients were divided into an intervention group ( n  = 55) and a control group ( n  = 55) using convenience sampling. Video materials were employed for the teach-back education of the intervention group, while paper materials were employed for the teach-back education of the control group. We compared cases who answered correctly to the common parts (selection and management of injection devices, selection and rotation of injection sites, proper use of injection angles and pinching, insulin storage, injection-related complications and their prevention, selection of the correct needle length, and safe disposal of needles after use) for the first time, the number of educational sessions and total education duration between the two groups and employed the “ My View on Insulin †questionnaire to survey the two groups before and 28 days after the intervention. The intervention group had a shorter total education duration than the control group, a difference that was statistically significant ( p    .05); however, both groups scored significantly higher than before the intervention, a difference that was statistically significant ( p  

Suggested Citation

  • Jing Zhu & Le-wen Shao & Jing-yun Yuan & Liang Zhu & Can-hua Chen & Xin-mei Hu, 2022. "Impact of Video Technology on the Comprehension of Patients With First Insulin Injection and the Efficiency of Nurse Education," Clinical Nursing Research, , vol. 31(3), pages 435-444, March.
    • Handle: RePEc:sae:clnure:v:31:y:2022:i:3:p:435-444
    DOI: 10.1177/10547738211036600
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