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Abstract

EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE REGARDING PREVENTION OF SELECTED NEONATAL INFECTIONS AMONG STAFF NURSES

Gayathri K. V.* and Rinu Abraham

ABSTRACT

Introduction: Most newborns enter the world healthy. But sometimes infants develop conditions that require medical tests and treatment. Newborns are particularly at risk for some diseases because their immune system are not developed enough to fight the bacteria, viruses and parasites that causes these infections. When newborns get sick, they may need to spend time in hospital (NICU) to recover. Although it’s frightening to see hospitalized, but it’s the best way for bringing back to good health of a sick newborn. Objectives of the study 1. Assess the knowledge of staff nurses regarding prevention of selected neonatal infections by using a structured knowledge questionnaire. 2. Determine the effectiveness of structured teaching programme by comparing pretest and post test knowledge scores of staff nurses. 3. Find out the association between knowledge scores of staff nurses regarding prevention of selected neonatal infections with selected socio-demographic variables. Materials and Methodology Pre experimental, one group pre-test post-test design was used to conduct the study. 30 staff nurses were selected by Non probability purposive sampling techniques who were working in maternity and pediatric wards. Structured knowledge questionnaire was used to assess the knowledge level among staff nurses. After pre-test, same day structured teaching programme on prevention of selected neonatal infections was given to samples. Post test was administered after 15 days of teaching programme using same structured knowledge questionnaire. Data was analyzed by descriptive and inferential statistics. Findings a. The findings of the study showed that the overall mean post-test score is 72.07% which is significantly higher than the pre-test score of 45%. The‘t’ value obtained from paired‘t’ test was -10.46(p<0.05). This showed that there was a significant change in the knowledge level after administering structured teaching programme. b. The finding related to association between age and pre-test score revealed that the obtained chi-square value (0.017) is lesser than the table value (3.84) at 0.05 level of significance. Hence there was no significant association between age and pre-test knowledge score. c. The findings related to association between qualification and pre-test score revealed that the obtained chi-square value (1.212) is lesser than the table value (3.84) at 0.05 level of significance. Hence there was no significant association between qualification and pre-test knowledge score. d. The findings related to association between area of working and pre-test score revealed that the obtained chi-square value (2.301) is lesser than the table value (5.99) at 0.05 level of significance. Hence there was no significant association between the area of working and pre-test knowledge score. e. The findings related to association between years of experience and pre test score revealed that the obtained chi-square value (3.409) is lesser than the table value (7.82) at 0.05 level of significance. Hence there was no significant association between the years of experience and pre-test knowledge score. Conclusion: The study emphasizes that structured teaching programme was very effective among staff nurses in improving knowledge on prevention of neonatal infections, treatment, promotion and early recovery of the sick newborn.

Keywords: prevention, neonatal infections, structured teaching programme, staff nurses. NICU.


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