The effect of Video based learning on knowledge and practice of subcutaneous administration of morphine for end of life cancer patients on among registered at Udonthani Cancer Hospital

Abstract

          This quasi-experimental study employed a one-group pretest–posttest design to examine the effects of video-based learning on knowledge and practice regarding subcutaneous administration of morphine in end-of-life cancer patients among registered nurses at Udonthani Cancer Hospital. Participants comprised 37 registered nurses working in inpatient wards who provided care for end-of-life cancer patients, selected through purposive sampling. The intervention consisted of a video-based learning program on subcutaneous administration of morphine in end-of-life cancer patients, with a content validity index (CVI) of .82. Data were collected using a knowledge test (CVI = .86, KR-20 = .86), anassessment checklist for the practice of subcutaneous morphine administration, and a satisfaction questionnaire (CVI = .92 and .96; Cronbach's alpha coefficients = .82 and .86, respectively). Data were analyzed using descriptive statistics, including mean and standard deviation, as well as the Wilcoxon signed-rank test.

          The results revealed that, following the intervention, participants demonstrated significantly higher knowledge scores regarding subcutaneous administration of morphine compared with pre-intervention scores (p < .05), increasing from 8.58 ± 2.19 to 12.95 ± 1.52. With regard to practical performance, post-intervention practice scores improved significantly across all procedural steps (p < .05), increasing from 24.92 ± 3.54 to 29.89 ± .31 Furthermore, participants reported the highest level of satisfaction with the video-based learning program across all evaluated aspects.

          These findings suggest that video-based learning constitutes a highly effective educational innovation for enhancing nursing competencies, particularly when designed in accordance with adult learning principles and implemented within an appropriate quality assurance system. This educational approach may thus be applied as a model for developing learning materials in similar clinical contexts.