Effectiveness of Structured Teaching Programme on Knowledge and Practice regarding Documentation of selected Assessment scales among ICU Nurses of selected Hospitals, Kollam
Bibliographic record
Abstract
A quasi-experimental study was done to assess the effectiveness of structured teaching programme on knowledge and practice regarding documentation of selected assessment scales among ICU nurses working in selected hospitals in Kollam. The objectives of the study were to assess the knowledge regarding documentation of selected assessment scales, to assess the practice regarding documentation of selected assessment scales, to evaluate the effectiveness of structured teaching programme on knowledge regarding documentation of selected assessment scales, to evaluate the effectiveness of structured teaching programme on practice regarding documentation of selected assessment scales, to find out the association between pre-test knowledge score among ICU nurses with selected demographic variables, to find out the association between pre-test practice score among ICU nurses with selected demographic variables. Conceptual framework used was Imogene King’s theory of goal attainment. Quantitative research approach was used with nonrandomized control group design. Purposive sampling technique was used to select 60 ICU nurses who met the inclusion criteria. Pre-test was done on the first day using knowledge questionnaire followed by Structured Teaching Programme to all the 30 sample (experimental group) and post-test on the 7th day. The findings of the study showed that, there was a significant increase in mean post-test knowledge and practice score of samples (p < 0.05) regarding documentation of selected assessment scales among ICU nurses of selected hospitals in Kollam after structured teaching programme. The study concluded that knowledge and practice level of nurses regarding documentation of assessment scales was improved after administration of the Structured Teaching Programme.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".