Effectiveness of flipped classroom teaching method on knowledge regarding Wells score for Deep vein thrombosis (DVT) in clinical setting and its utilization among B.Sc. Nursing 2nd year and 3rd year students in selected college Indore.

Effectiveness of flipped classroom teaching method on knowledge regarding Wells score for Deep vein thrombosis (DVT) in clinical setting and its utilization among B.Sc. Nursing 2nd year and 3rd year students in selected college Indore.

POOJA PALIWAL

BACKGROUND AND CONTEXT
Deep vein thrombosis (DVT) is a medical condition that occurs when a blood clot forms in a deep vein. These clots usually develop in the lower leg, thigh, or pelvis, but they can also occur in the arm. It is important to know about DVT because it can happen to anybody and can cause serious illness, disability, and in some cases, death. Venous thromboembolism (VTE) is a major global burden with a prevalence of approximately 10 million cases yearly, thereby representing the third leading vascular disease after myocardial disease and stroke. Thrombo-embolism is a frequent and well-known complication in hospitalized patients. Several million in patients are considered at high risk of deep vein thrombosis (DVT) every year worldwide with life- threatening complications such as pulmonary embolism.

Wells score which takes into account various aspects in the history as well as various clinical signs which can help the clinician to arrive at a diagnosis of deep vein thrombosis (DVT). This helps to save time and money that is wasted in doing many unnecessary investigations. Aim of the study was to test the application of the Wells score in our clinical set up and to see how

effectively we can diagnose DVT. Wells scores were calculated retrospectively for all patients who were admitted to the trauma service and underwent Venous Duplex Scanning (VDS).