Impact of Self-Instructional Modules on Clinical Governance: Enhancing Nursing Care Quality Among Staff Nurses

Abstract

The study focuses on exploring the impact of self-instructional modules (SIMs) on nursing care quality and clinical governance among the staff nurses in the private hospitals of the District of Kanyakumari, Tamil Nadu. The study utilised a quasi-experimental pre-test/ post-test design and included 300 staff nurses in different control and experimental groups. The experimental group used SIMs that addressed significant issues of clinical governance in a period of six months. Data was gathered through interviews, patient satisfaction checklists and structured questionnaires. Quantitative data showed significant changes in response times, sufficiency of explanations, patient satisfaction, and benevolence of nursing personnel and perceived competence in the experimental group, and the p-values of all indicators were less than 0.001. Patient satisfaction as measured by the pre-test mean scores increased by 43.5% to 77.2 % after the intervention, which is evidence of SIM's effectiveness. The qualitative analysis identified themes including positive patient feedback, development of better communication abilities and improved confidence to support the findings of the quantitative analysis. The findings of the present research are consistent with the current literature on returns of planned educational interventions in the healthcare sector and emphasise the importance of continuous professional growth in the formation of nursing care quality and clinical governance. The findings indicate that involving SIMs in routine educational initiatives can help develop a patient-centred care model, improve communication between nurses and patients, and streamline best practices. Strategies to implement SIMs in healthcare facilities include using technology to facilitate learning that is accessible, motivating participation, continuous support and follow-up, and having implementation plans.