“EFFECT OF PLANNED TEACHING REGARDING ENTERAL NUTRITION ON KNOWLEDGE AND PRACTICE AMONG ICU STAFF NURSES”.

Abstract

Enteral nutrition is a major component of the nursing care for many patients admitted in ICU. Enteral
nutrition can be wisely used to support patient wellbeing and recovery from illness. The nurse's role in enteral
nutrition is very important one, it usually entails placing the feeding tube, determining when a temporary tube
is needed, maintaining the tube, administering the feeding tube, preventing and identifying complications
associated with this type of treatment, and participating in the assessment of the patient's response to enteral
nutrition. The aim of the present study was to assess the effect of planned teaching regarding enteral nutrition
on knowledge and practice among ICU staff nurses. A present study was conducted by using quantitative
research approach. The Quasi Experimental-One group pre-test post-test design was adopted for this study.
The conceptual framework was based on Ida jean Orlando which consists of five steps: assessment,
diagnosis, planning, implementation and evaluation. The study showed that 54% of nurses had poor
knowledge and majority of nurses were lacking the appropriate practices regarding enteral nutrition. 72%
nurses had good knowledge score after planned teaching and also their practices improved after planned
teaching. The planned teaching was effective in improving nurse’s knowledge and practices regarding enteral
nutrition. There was significant association of pre-test knowledge score of nurses with qualification and
participation in knowledge events regarding enteral nutrition. Improvement of knowledge and practices
would be beneficial to nurses regarding enteral nutrition in many ways like it reduces the chances of enteral
nutrition failure, barriers and any other severe life-threatening conditions like bursting of enteral nutrition,
aspiration of feed etc.