Original Research Article
Year: 2020 | Month: September | Volume: 10 | Issue: 9 | Pages: 274-279
Effectiveness of Structure Teaching Programme on Biomedical Waste Management among Student Nurses
Ritarani Nayak1, Mamata Swain2
1,2Assistant Professor, Faculty of Department of Nursing, SUM Nursing college, Siksha ‘O’ Anusandhan (Deemed to be University), Bhubaneswar, 751003, Odisha, India.
Corresponding Author: Ritarani Nayak
ABSTRACT
Objective: To assess the level of knowledge and practice on disposal of Biomedical wastes and its related health hazards among student nurses. To find out the effectiveness of structured teaching programme on BMW management.
Method: Evaluative method was implemented and the study was based on the conceptual frame work of General System Model theory. A pre-experimental one group pre- test and post-test design was adopted. The sample of 84 GNM students were participated in study. Data were collected by convenient sampling method. Self structure tools were designed and validated for data collection.
Result: Among total sample maximum 57.15% (48) were 18 to 24 years of age. In case of both knowledge and clinical practice, the pretest highest scores was (47.62%) and it was the average score and posttest highest (71.43%) that was very good score. In pretest, knowledge score of GNM 1st year the maximum was 21 and mean 10.25, SD 2.12 and mean percentages 50%. GNM 2nd year the maximum score was 23 and mean 10.2, SD 0.71 and mean percentages 44.34%. GNM 3rd year the maximum score was 20 and mean 10.03, SD 1.41 and mean percentages 50.15%. In post test of GNM 1st yr mean was 14.68, SD 4.95 and mean percentages 69.90% and mean difference was 19.9%. In GNM 2nd year post test score mean was 17.52, SD 1.41 and mean percentages 76.17% and mean difference was 31.83%. In post test score mean was 17.41, SD 2.83 and mean percentages 87.05% and mean difference was 36.9%. Similarly in pretest, GNM 1st year the maximum score on clinical practice was 19 and mean 10.21, SD 2.07 and mean percentages 53.73%. GNM 2nd year the maximum was 21 and mean 10.16, SD 2.15 and mean percentages 48.38%. GNM 3rd year the maximum score was 18 and mean 10.12, SD 2.18 and mean percentages 56.23%. After educational intervention GNM 1st yr post test score mean was 15.47, SD 3.06 and mean percentages 81.42% and mean difference was 27.69%. GNM 2nd year mean was 15.26, SD 3.7 and mean percentages 72.66% and mean difference was 24.28%. GNM 3rd year post test score of mean was 15.44, SD 3.09 and mean percentages 85.77% and mean difference was 29.54%. In the Present study the calculated z-value was 21.11 which was greater than the tabulated z-value with the p value at less than 0.05 level of significance. So, the educational intervention on BMW management was effective to enhance the knowledge and clinical practice of the student nurses.
Conclusion: Biomedical waste (BMW) created in our country on an everyday premise is tremendous and contains irresistible and dangerous materials. Biomedical waste created in our country on an everyday premise is tremendous and contains irresistible and dangerous materials. It is the important for the student nurses and also all the employees of health care delivery system to identify the risks of the BMW in the workplace and its appropriate and successful management in a logical way. There is an essential need for better education to improve the practices of BMW management by well-designed seminars, programs and workshops for student nurses.
Key words: Biomedical waste management, structure teaching programme, knowledge and practice