• Laxmirani Shahu
• Dr. Nutan Makasare

Introduction: The neurological examination is a fundamental yet complex component of clinical practice, requiring accurate interpretation and correlation with the neuroaxis. Early and precise assessment is essential to detect abnormalities, reduce complications, and prevent misdiagnosis, thereby minimizing morbidity and mortality. Background: This study aimed to compile an annotated list of textbooks on neurological examination, with a focus on monographs published before 1960. Despite its importance, disparities in neurological care persist globally, with 70% of the disease burden in low- and middle-income countries. Neurological disorders account for nearly 9 million deaths annually, and Parkinson’s disease is the fastest-growing neurological condition. Access to neurologists, particularly for pediatric care, remains critically limited in resource-constrained regions. Objectives: 1. To assess the pretest knowledge score regarding neurological assessment among students of selected Nursing colleges. 2. To assess the pretest Skills score regarding neurological assessment among students of nursing in selected nursing colleges. 3. To Evaluate the Effectiveness of video Assisted Teaching on knowledge and Skills regarding neurological assessment among students of nursing in selected colleges. 4. To Evaluate the Effectiveness of Live demonstration on knowledge and skills regarding neurological assessment among Students of nursing in selected colleges. 5. To compare the Effectiveness of Video assisted teaching versus Live demonstration on knowledge and skill regarding neurological assessment among students of selected nursing colleges. 6. To find out the association of the study finding with selected demographic variables. Study design & Methodology: A two-arm interventional comparative design was adopted with 90 nursing students (45 in each group). Data were collected using validated self-structured questionnaires and observational checklists. Following baseline assessment, students received a structured lesson on neurological assessment, with a post-test conducted after seven days. Reliability and validity of the tools were established, and data were analyzed using descriptive and inferential statistics. Result: Both VAT and LD significantly improved knowledge and skills. Post-test knowledge scores were higher in LD (17.97 ± 1.68) than VAT (15.60 ± 1.42) (t = 27.00, p < 0.05). Skill scores were also higher in LD (4.86 ± 0.69) compared to VAT (4.22 ± 0.95) (t = 15.13, p < 0.05). Age (p = 0.029) and area of residence (p = 0.001) were significantly associated with knowledge, while gender and religion were not. Conclusion: Both teaching methods were effective; however, Live Demonstration was superior in enhancing knowledge and skills. Demographic factors influenced outcomes, suggesting the need for learner-centered teaching strategies. Recommendation: Replication of this study on a larger sample is recommended for broader generalization and to evaluate the long-term impact on clinical competence.

"“TO ASSESS THE EFFECTIVENESS OF VIDEO ASSISTED TEACHING VERSUS LIVE DEMONSTRATION ON KNOWLEDGE AND SKILL REGARDING NEUROLOGICAL ASSESSMENT AMONG STUDENTS IN SELECTED NURSING COLLEGES.”", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.13, Issue 2, page no.c298-c304, February-2026, Available :http://www.jetir.org/papers/JETIR2602243.pdf

"“TO ASSESS THE EFFECTIVENESS OF VIDEO ASSISTED TEACHING VERSUS LIVE DEMONSTRATION ON KNOWLEDGE AND SKILL REGARDING NEUROLOGICAL ASSESSMENT AMONG STUDENTS IN SELECTED NURSING COLLEGES.”", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.13, Issue 2, page no. ppc298-c304, February-2026, Available at : http://www.jetir.org/papers/JETIR2602243.pdf