To Assess the Effectiveness of Planned Teaching on Knowledge Regarding Mid-Wife Led Continuity of Care Model (MLCC) on Final Year Nursing Students

Background: In many parts of the world, midwives are the primary providers of care for childbearing women. There are considerable variations in the organisation of midwifery services and in the education and role of midwives. Childbearing women are often faced with different opinions as to which option might be best for them. The midwife‐led continuity model of care is based on the premise that pregnancy and birth are normal life events. Pregnancy and birth are significant life events for women and their families and midwife supports a woman throughout pregnancy, birth, and the postnatal period. So, the demand for services that are family friendly, women focused, safe and accessible is increasing.

Objectives: 1) To assess the existing knowledge regarding mid-wife led continuity of care model on final year nursing students. 2) To evaluate the effectiveness of planned teaching on knowledge regarding mid-wife led continuity of care model (MLCC) on final year nursing students. 3) To find out the association between knowledge regarding mid-wife led continuity of care model (MLCC) with selected demographic variables.

Materials and Methods: In this study, evaluatory research approach and one group pre-test post-test research design was used. The study was conducted at a Selected Nursing College. The sample was collected from final year nursing students (120) by using non-probability convenient sampling technique.

Results: In this study the study of the findings shows that 10.83% had good level of knowledge score in pre-test. While in post-test, out of 120 subjects the majority of the subjects and 92.50% had good level of knowledge score. This statistically shows that there is profound level of improvement on knowledge.

Conclusion: Hence, this implies that the planned teaching was effective. Also, the study shows that the knowledge scores of final year nursing students is associated with the age in year and course of study. Hence, this means that greater the number of age in years and the course, greater level of knowledge scores. However, gender was not found to be associated.