Quasi-experimental study examining the impact of video-assisted teaching intervention on knowledge concerning aseptic dressing techniques among nursing student interns

Abstract

Background: Severe infections, or wound infections, are acquired postsurgeries, leading to prolonged hospitalization and increased expenses for patients and hospitals. Aseptic dressings play a role in healing wounds by establishing a clean, moist, and breathable setting that promotes granulation and epithelialization. This method reduces infection risks, accelerates wound recovery, and lessens scarring. The research evaluates how video-guided instruction influences understanding of aseptic dressing methods specifically for infectious surgical wounds. Materials and Methods: A quantitative research method was employed using a preexperimental design known as a one-group pretest posttest approach. The study was conducted among 70 nursing interns selected from specific nursing schools in Dehradun, Uttarakhand, India. Participants were selected through a nonprobability sampling method. Data collection involved gathering demographic information and utilizing a self-structured knowledge questionnaire. The collected data underwent analysis through descriptive and inferential statistical methods for interpretation. Results: The current research demonstrated a notable disparity in nursing interns’ pretest and posttest knowledge scores concerning aseptic dressing techniques for surgical infectious wounds (P < 0.05). Conclusion: Video-assisted teaching programs had an impact on enhancing the understanding of aseptic dressing among nursing interns. This study could be a foundation for crafting a protocol or procedural manual for aseptic surgical wound dressing aligned with the institution’s policies.

Keywords

• aseptic dressing technique
• knowledge
• nursing students
• video-assisted teaching