Effectiveness of Game Learning vs Lecture Method on Knowledge Regarding Biomedical Waste Management among BSc Nursing First-year Students in Kasturba Gandhi Nursing College at Puducherry, India
Biomedical waste management, Game learning, Knowledge, Lecture method
Citation Information :
Ramesh U. Effectiveness of Game Learning vs Lecture Method on Knowledge Regarding Biomedical Waste Management among BSc Nursing First-year Students in Kasturba Gandhi Nursing College at Puducherry, India. 2019; 12 (3):63-67.
Background: According to Biomedical Waste (management and handling) Rules, 1998, of India, “Any waste which is generated during the diagnosis, treatment or immunization of human beings or animals or in research activities pertaining thereto or in the production or testing of biological material.” The World Health Organization states that 85% of hospital wastes are actually nonhazardous, whereas 10% are infectious and 5% are noninfectious but they are included in hazardous wastes. The objectives of the study was to assess the level of knowledge on biomedical waste (BMW) management, to evaluate the effectiveness of game learning and lecture method on BMW management and to compare the effectiveness of game learning vs. the lecture method on BMW management among BSc nursing first-year students. Materials and methods: The quantitative research approach, true experimental research design was adopted for the study. The study was conducted among BSc nursing first-year students at Kasturba Gandhi Nursing College, Puducherry. Totally, 90 samples were selected with 45 each in group I and group II by the random sampling technique (lottery method). The demographic data and the structured knowledge questionnaire on BMW management were collected from the students. Results: The result revealed that, in group I, the pre- and posttest mean values were 9.47 and 21, respectively, and standard deviation values were 2.51 and 3.15, respectively. In group II, the pre- and posttest mean values were 9.49 and 18.89, respectively, and standard deviation values were 2.48 and 4.47, respectively. While comparing pretest and posttest according to the Mann–Whitney test, the pretest value was 0.042 and the p value was 0.966, and the posttest value was 2.589 and the p value was 0.011. While comparing group I and group II, the obtained Wilcoxon (t test) values were 23.444 and 15.579. It indicates that there was a variation in the level of knowledge in group I and group II. It shows that game learning was effective than the lecture method of the level of knowledge. Conclusion: The study findings reveal that game learning (p < 0.001) was effective than the lecture method on the level of knowledge regarding BMW management among BSc nursing first-year students. It indicates that there was a variation in the level of knowledge in group I and group II. It shows that game learning was more effective than the lecture method on the level of knowledge.
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