Original Research Article
Year: 2021 | Month: February | Volume: 11 | Issue: 2 | Pages: 291-294
A Study to Assess the Effectiveness of Planned Teaching Programme on Knowledge Regarding Toxic Shock Syndrome among Late Adolescent Girls in Selected College at Nagpur City
Bhawana Bhende1, Divya Bhosale2, Sayali Bucche3, Gunjan Gadling4, Nikhil Waddewar5
1,2,3,4,5Suretech College of Nursing, Nagpur, 120/2k Ashokvan NH-7 Wardha Road Post-Rui Nagpur- 441108
Corresponding Author: Bhawana Bhende
ABSTRACT
Introduction- A teaching method comprises the principles and methods used for instruction. Commonly used teaching methods may include lecture, demonstration, video assisted teaching or combinations of these. The choice of teaching method to be largely depends on the information or skills that are being taught, and it may also be influenced by the aptitude and enthusiasm of the students.
Objectives- 1.To assess the existing knowledge regarding Toxic shock syndrome among late adolescent girls of selected college at Nagpur city. 2. To evaluate the effectiveness of planned teaching programme on knowledge regarding Toxic shock syndrome among late adolescent girls of selected college at Nagpur city. 3. To associate the post-test knowledge score with selected demographic variable.
Methods- The investigators developed a conceptual framework which was based on cognitive learning theory. An evaluatory research approach was used quasi experimental research design [one group pre-test post-test research design] was used. The tool used for the data collection was structured questionnaire which comprised 30 multiple choice on toxic shock syndrome. The sample size was 30 girls from late adolescent girls and sampling technique was non-probability volunteer sampling technique and data collected was analyzed by using descriptive and inferential statistics in terms of frequency, mean, standard daviation, chi square and paired âtâ test.
Results: The levels of knowledge were seen into 3 categories: adequate, moderate, inadequate of late adolescent girls. 20 (66.66%) had inadequate knowledge, 10 (33.33%) had moderate knowledge and 0 (0%) had adequate knowledge score in ore-test. Late adolescent girls 4 (13.33%) had inadequate knowledge, 19 (63.33%) had moderate knowledge and 7 (23.33%) had moderate knowledge score in post-test. There is association between knowledge score with demographic variables.
Conclusion: The study reveals that there is a deficit knowledge regarding Toxic shock syndrome in pre-test. The post-test knowledge was increased which reveals that planned teaching programme was effective on knowledge regarding Toxic shock syndrome.
Key words: Toxic Shock Syndrome, Planned Teaching, Effectiveness.