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Ahmed, S., Eisa, E., Mohammed, M., & Abdalla, S. (2021). The Effect of Innovative Teach-back Tool Kit Session on the Postgraduate Nursing Students’ Knowledge About Injectable Artesunate. Sudan Journal of Medical Sciences (SJMS), 16(1), 122-134. https://doi.org/10.18502/sjms.v16i1.8943

https://doi.org/10.18502/sjms.v16i1.8943

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authors

  • Sahar Ahmed

    Sahar Ahmed

    Department of Medical Nursing, Faculty of Nursing Sciences, University of Khartoum, Khartoum, Sudan
  • Eiman Eisa

    Eiman Eisa

    Medical Surgical Nursing, Faculty of Nursing Sciences, University of Khartoum, Khartoum, Sudan
  • Montaha Mohammed

    Montaha Mohammed

    Department of Medical Nursing, Faculty of Nursing Sciences, University of Khartoum, Khartoum, Sudan
  • Samah Abdalla

    Samah Abdalla

    Department of Medical Nursing, Faculty of Nursing Sciences, University of Khartoum, Khartoum, Sudan

Published Date

  • Mar 31, 2021

The Effect of Innovative Teach-back Tool Kit Session on the Postgraduate Nursing Students’ Knowledge About Injectable Artesunate

Sudan Journal of Medical Sciences (SJMS) / Sudan JMS: Volume 16 (2021), Issue No. 1 / Pages 122-134

Abstract

Background: Injectable artesunate (inj AS) is a new anti-malarial treatment recently introduced in Sudan for the treatment of severe malaria . Inj AS has demonstrated its superiority over injectable quinine in African and Asian patients. This study aimed to evaluate the outcome of innovative teach-back tool kit session on the knowledge of inj AS among the postgraduate nursing students at the University of Khartoum, Sudan.           


Methods: This interventional pre–posttest studyincluded30postgraduatenursing students selected though a full-coverage sampling method and meeting the selection criteria. Data were collected using standardized self-administered questionnaire after taking a written approval from the participants. The pretest included an initial assessment followed by implementation of interactive session about new anti-malaria treatment using an innovative teach-back toolkit, and the final assessment was conducted after two weeks (posttest). The collected data were then analyzed and interpreted using descriptive and inferential statistics based on the objective and hypothesis of the study. A two-tailed p-value at 0.05 was considered as  the level of significance using SPSS version 20.


Results:


Majority of the participants were aged between 20 and 30years; of them, 26 (87%) were female and 4(13%) male, and all of them had >1year of experience. The findings of the study showed that half of the participants (15[50%]) had a good knowledge score, 12 (40%) had a poor knowledge, and 3(10%) had a very poor knowledge score in the pretest. However, the knowledge scores increased significantly to 86.7% posttest, which is very good. The overall mean of pretest knowledge scores regarding inj AS was7.4 with a statically significant difference (p=0.000). The mean score was increased to 12 with a statically significant difference posttest (p=0.000).


Conclusion:


There was a statistically significant improvement in the knowledge scores of the postgraduate nursing students about inj AS after the implementation of interactive teaching session using innovative teach-back tool kit.


Keywords:inj artesunate, teach back-toolkit, nursing students, session

References
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