Effect of Video-Assisted Teaching Intervention on Nurses’ Knowledge and Practices regarding Pediatric Blood Transfusion-Dependent β - Thalassemia Major

Shawky Mahamud, Huda; Mohamed Thabet, Amina; Mohamed Ahmed Ayed, Manal; Hassien Sayed, Etemad

doi:10.21608/ejhc.2022.249356

Effect of Video-Assisted Teaching Intervention on Nurses’ Knowledge and Practices regarding Pediatric Blood Transfusion-Dependent β - Thalassemia Major

Document Type : Original Article

Authors

¹ Lecturer in Pediatric Nursing Department, Faculty of Nursing, Helwan University

² Pediatric Nursing, Faculty of Nursing, Sohag University

³ Lecturer of Pediatric Nursing, Faculty of Nursing, Assiut University

10.21608/ejhc.2022.249356

Abstract

Background: Pediatric β--thalassemia major requires lifelong blood transfusions to be treated. As a
result, pediatric nurses must practice safely and professionally. Aim: To evaluate the effect of
video-assisted teaching intervention on nurses' knowledge and practices regarding pediatric blood
transfusion-dependent β -thalassemia major. Methods: Design: A quasi-experimental research
design was used to achieve the current study. Settings: The study was conducted at inpatient and
out-patient pediatric departments affiliated to Sohag University Hospitals. Subjects: A convenient
sample of 60 nurses who worked at the previously mentioned settings was included. Tools of data
collection: Tool 1: A structured interviewing questionnaire, it consisted of three parts; part 1:
Nurses’ personal characteristics, part 2: Children’ personal characteristics, and part 3: Nurses’
knowledge regarding pediatric blood transfusion-dependent β-thalassemia major; Tool 2: Routine
Blood Transfusion Knowledge Questionnaire to assess nurse 'knowledge about blood transfusion;
and Tool (3): An observational checklists to assess nurses' practices regarding pediatric transfusion-
dependent β-thalassemia major. Results: There was a significant improvement in nurses’ total
knowledge and practices regarding pediatric blood transfusion-dependent β-thalassemia major after
video-assisted teaching intervention. Also, there was a positive correlation between total nurses'
knowledge and practices post-implementation of the video-assisted teaching intervention.
Conclusion: It can be concluded that the research hypotheses are accepted; video-assisted teaching
intervention had a positive effect on the improvement of nurses' knowledge and practices regarding
pediatric transfusion-dependent β-thalassemia major, which reflected that the video-assisted
teaching intervention is an effective teaching method. Recommendation: The study recommended
that using the video-assisted teaching intervention for nurses caring for children with transfusion-
dependent β-thalassemia major to promote and improve their knowledge and ensure competent level
of practice.

Keywords