The Effectiveness of a Video-assisted Teaching Program on Biomedical Waste Management among Nursing students at Bangalore Colleges
PriyamPramanick1, Aksa Khokar1, Aparna Ghosh1, Anupam Rakshit1, Rakhi Paroi1,
Kiran Kumari1, K. Gopalakrishnan2, Thushara3, Kovi. Poojitha4
4Lecturer, Department of Medical-Surgical Nursing, AECS Maruthi College of Nursing,
Behind Maaruti Dental College, Kammanahalli, Off Bennerghatta, Bangalore - 560076 Bangalore, Karnataka.
*Corresponding Author Email: goldgopal_k@yahoo.com
ABSTRACT:
Background: Biomedical Waste (BMW) is any waste produced during the diagnosis, treatment, or vaccination of humans or animals or from research operations that contains potentially dangerous pathogens that might infect hospital communities and the public. Objectives: to assess the efficacy of a video-assisted educational program on biomedical waste management for nursing students and determine the relationship between the student’s pre-test knowledge level and their chosen demographic characteristics. Materials and Methods: A quasi-experimental, one-group pre-test-post-test design was employed together with a quantitative research methodology. The sample was chosen using basic random sampling methods. Data was gathered using an unstructured knowledge questionnaire. Results: 96% of the sample's participants were between the ages of 18 and 20 years, while 4% were between the ages of 21 and 23years. Seventy-three percent of the samples were Hindu, five percent were Muslim, eighteen percent were Christian, and three percent others. The majority of the sample, 91%, had prior knowledge from literature and clinical experience, whereas 9% knew their teachers. With a standard deviation (SD) of 1.44, the mean percentage and pre-test knowledge score were 77%. The post-test and mean knowledge score were 98%, with SD 1.95. The average pre-test knowledge score was 77%, while the average post-test knowledge score was 98%. Conclusion: The study shows that first-year B Sc nursing students' understanding of biomedical waste management increased due to the instructional approach.
KEYWORDS: Biomedical waste, Knowledge, Effectiveness, Video Assisted teaching program, B Sc Nursing students.
INTRODUCTION:
Medical waste (BMW) is considered since, after radiation, it is the second most hazardous waste in the world1. India produces about 2kg of biomedical waste per bed per day2, including sharps, cytotoxic wastes, and anatomical wastes. If these wastes are not adequately separated, they can lead to a variety of deadly infectious diseases, such as hepatitis C and B infections, HIV, and other diseases3, as well as environmental disturbances and an adverse effect on ecological balance.4,5 The WHO's 2018 healthcare waste report states that more than 85% of BMW's total volume is categorized as non-hazardous waste, with the remaining 20% being categorized as infectious hazardous waste.6 Hazardous medical waste can be safely disposed of to save countless lives and shield the community from many harms. Adequate knowledge of hospital waste's health risks, proper management techniques, and implementing safety precautions can all be beneficial.7
MATERIAL AND METHODS:
In this study, a quantitative research methodology was applied. A quasi-experimental study was conducted using a pre-test-post-test research approach with a single group. First-year B.Sc. nursing students from selected colleges served as study samples. The basic random sampling method was applied to choose the samples. The number of nursing students in the sample is sixty. For data collection, the unstructured knowledge questionnaire was employed.
Inclusion Criteria:
Students studying nursing are open to taking part in this study. Understand Kannada and English.
Exclusion Criteria:
Students who have participated in any biomedical waste management program are excluded.
Instrument used:
· Section A: Demographic data consisted of the following: Age (in years), Religion, family income, residence, knowledge(previous),source of knowledge regarding bio-medical waste management.
· Section – B: The unstructured questionnaire has [30 questions]. Each question with a proper response received a score of one (1), while those with a wrong response received a zero (0). Thirty was the highest possible score on the unstructured knowledge questionnaire.
· The different levels of knowledge (%) are categorized as follows.
Table: 1. Category of knowledge based on percentage of score
|
Category |
Percentage |
|
Good |
Above 66% |
|
Average |
33-66% |
|
Poor |
Less than 33% |
Validity of the tool:
Based on a literature review, the researcher created the tool, which was then reviewed by medical and nursing specialists and adjusted based on their recommendations.
Reliability of the tool:
Reliability was assessed for the tool using the split-half method. The questionnaire was deemed trustworthy since the tool's reliability value was 0.90. After that, a pilot study was conducted.
Data Collection procedure:
The Bangalore college principal formally permitted the researchers to conduct the investigation. The researchers made an introduction and built a relationship with the students. 60 students in all were chosen using a lottery method and a basic random sampling technique. The samples received the proper orientation regarding the purpose of the study, the type of questionnaire, and the necessary precautions to protect their identity and confidentiality. A questionnaire for unstructured knowledge was used to administer the pre-test. For the pre-test, the researcher gave each sample a 30-minute time constraint. The investigators gave an introduction after the pre-test was finished, and then they used the lecture approach to conduct a video-assisted teaching program. Following the organized teaching approach, the participants answered all of their questions. After a week, the researchers used the same knowledge questionnaire to administer the post-test.
RESULTS:
Table: 2. Distribution of samples according to their demographic variables N=60
|
Sl. No |
Demographic variables |
Frequency (f) |
Percentage (%) |
|
1. |
Age (in years) a)18-20 b)21-23 |
58 2 |
96.7 3.3 |
|
2. |
Religion a)Hindu b)Muslim c)Christian d)others |
44 3 11 2 |
73.3 5.0 18.3 3.3 |
|
3. |
Family income a)below Rs 10000 b)Rs 10000-20000 c)Rs 20000-30000 d)above Rs 30000 |
14 17 16 13 |
23.3 28.3 26.7 21.7 |
|
4. |
Residence a)hostel b)pg c)home |
56 1 3 |
93.3 1.7 5.0 |
|
5. |
Previous Knowledge regarding Bio medical waste management a)yes b)no |
55 5 |
91.7 8.3 |
|
6. |
Source of knowledge a)mass media b)friends c)family d)educational programme |
22 11 3 24 |
36.7 18.3 5.0 40.0 |
Note: Data presented is the frequency with the percentage in parenthesis
Table: 3. Comparison of pretest and post test knowledge level of students about bio medical waste management. (N=60)
|
S. No |
Knowledge score |
Mean |
Mean difference |
Standard deviation |
Obtained value |
|
1 |
Pretest |
9.03 |
16.4 |
1.44 |
49.80 |
|
2 |
Posttest |
25.43 |
1.95 |
(Significanta0.05levels) (Table value=2.00)
Table: 4. Association between the pretest knowledge level of students with their selected demographic variables. (N=60)
|
S. No |
Demographic Variables |
Level of knowledge |
Chi Square Value |
Level of Significance |
|
|
Average Knowledge |
Good Knowledge |
||||
|
1 |
Age (in years) a) 18-20 b) 21-23 |
46 1 |
12 1 |
0.979 |
#NS |
|
2 |
Religion a) Hindu b) Christian c) Muslim d) Others |
33 3 10 1 |
11 0 1 1 |
3.089
|
#NS |
|
3 |
Family income Below Rs10000 Rs10000-20000 Rs20000-30000 Above Rs30000 |
12 13 12 10 |
2 4 4 3 |
0.604 |
#NS |
|
4 |
Residence a) Hostel b) PG c) Home |
45 1 1 |
11 0 2 |
3.991 |
#NS |
|
5 |
Knowledge a) yes b) no |
42 5 |
13 0 |
1.509 |
#NS |
|
6 |
Sourceof knowledge a) Mass media b)Friends c)Family d)Educational Programme |
19 8 2 18 |
3 3 1 6 |
1.437 |
#NS
|
Note: NS-Non-significant, S-Significant; P-0.05*level
DISCUSSION:
The study aimed to determine how well nursing students responded to a biomedical waste management education program. The mean score for the biomedical waste management posttest was (25.43±1.95), which was a good comparison to the mean score for the pretest (9.03 ±1.44). The obtained value (49.80) was smaller than the table value at the 0.05significance level, indicating a significant difference between students' pre- and post-test knowledge of biomedical waste management. Thus, the study hypothesis H1 was approved. According to the study on the effectiveness of structured teaching programs on housekeeping staff's knowledge of biomedical waste management, the findings above are supported. According to the study's findings, the mean knowledge score before the test (mean = 9.3, SD = 3.89) was lower than the mean knowledge score after the test (23.2, SD = 3.86). The knowledge score has increased statistically significantly, demonstrating the beneficial effects of an organized training program.
The student's pre-test level of knowledge and the demographic characteristics they chose do not significantly associate. These findings were corroborated by biomedical waste management procedures and related factors among healthcare professionals during the COVID-19 pandemic at private hospitals in urban areas of the Amhara region of Ethiopia in 2020.The findings indicate that 431 healthcare workers took part in the study, with a 98% response rate. Of these, about 245 (56.8%) were women. Respondents were 29 years old on average (SD±4.68). Twelve (2.8%) had a certificate or less, while 256 (59.4%) had a first degree. Over half of the healthcare workers (52%) had worked for over five years.
CONCLUSION:
According to the study, the teaching approach improved first-year BSc nursing students' understanding of biomedical waste management.
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Received on 18.04.2025 Revised on 20.06.2025 Accepted on 02.08.2025 Published on 13.08.2025 Available online from August 20, 2025 Asian J. Nursing Education and Research. 2025;15(3):133-136. DOI: 10.52711/2349-2996.2025.00028 ©A and V Publications All right reserved
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