Effect of Self-Learning Module on Nurses’ Performance Regarding Care of Patient Undergoing Permanent Pacemaker.

Ali Mahmoud, Amany; Abd El-Hay Shetaya, Samah; Kamel Atya, Watanya

doi:10.21608/jnsbu.2025.437092

Effect of Self-Learning Module on Nurses’ Performance Regarding Care of Patient Undergoing Permanent Pacemaker.

Authors

¹ Lecturer of Medical Surgical Nursing, Faculty of Nursing, Benha University, Egypt

² Lecturer of Medical Surgical Nursing, Faculty of Nursing, Delta University for Science and Technology, Egypt

10.21608/jnsbu.2025.437092

Abstract

Background: The self-learning module (SLM) is necessary for helping nurses adapt to the requirements of the current healthcare system. Aim: The study aimed to evaluate the effect of self-learning module on nurses’ performance regarding care of patient undergoing permanent pacemaker. Setting: This study was conducted in Cardiac Department, Cardiac Catheterization Unit, and Coronary Care Unit at Benha University Hospital, Qalubia Governorate. Subjects: The study included a convenient sample of nurses (total number is 50 nurses), who subjected to a quasi-experimental research design (pre / posttest). Tools of data collection: Two tools were used, Tool I: Nurses self-administered questionnaire to assess their baseline data. It was written in a clear and simple Arabic language and consisted of two parts: Part I: Demographic characteristics, Part II: nurses' knowledge regarding care of patient undergoing permanent pacemaker. Tool II: Nurses' practice observational checklist. Results: found that 50% of the nurses were between the ages of 30 < 40 yrs., 76% had completed an institute education, and 88% had accumulated 5 to 10 years of experience. Prior to the self-learning module intervention, the nurses displayed a collectively poor level of knowledge. After one month of the intervention, 74% of them had a good level of knowledge; however, after three months, dropped slightly to 66%. In terms of total practices score, only 26% of participants showed a satisfactory level of practice before the self-learning module intervention. However, after one month of the intervention, 78% of them achieved a satisfactory level of practice, compared to 76% after three months. Conclusion: The knowledge and practice of nurses are positively impacted by the application of self-learning modules intervention in the care of patients undergoing permanent pacemaker placement. Recommendations: Nursing educators should develop a self-learning module as a learning source material that is accessible to staff nurses in clinical contexts, enabling them to learn at their own pace and convenience.

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