Background: Every parents of a child knows that it is hard enough to keep their child safe at home but when child goes off to school there is a whole new set up of challenges. Parents totally entrust their children to the schools. They rely on the teachers as their second parents in the institute for learning. They know for a fact that their educators will want no harm to come their way. While they are busy working, they fully believe that their children are well cared for. On the other hand, the teachers have the responsibility to keep an eye on their students. They should make sure that they are comfortable and secured within the four walls of their school. This then calls for their ability to handle even the most stressful situations. So much more, the school staff, especially the health teacher has to be equipped with the knowledge of first aid. Methods: Non-experimental survey study was conducted to assess the knowledge of first-aid among Health assigned teacher working in selected schools of Dehradun city. Using purposive sampling technique 40 samples of different schools of Dehradun city was adopted to select the area. Results: Result shows that the majority of health assign teachers were having average knowledge about first aid i.e. 29 (72.5%) and 10 (25%) were having good knowledge and 1 (2.5%) was having poor knowledge regarding first aid. Majority of participant were female 21 (52.5%). The educational status of most participants was post graduate (67.5%). Majority of the schools were private 25 (62.5%). There is no significant association between sociodemographic variables i.e. Gender, level of schools, year of experience as a health assigned teacher and education provided by teacher, but qualifications of teachers and type of schools was found to have a significant association.(p> 0.05). Conclusions: First aid is the assistance given to any person suffering a sudden illness or injury, with care it is provided to preserve life and to prevent the condition from worsening, and for promoting recovery. It is important that health assigned teachers are equipped with strong, professional competencies. In order for health promotion actions to be sustainable in schools, teachers must be capable, competent and skilled health educators. As they are at prime position to contribute to a nations health gain through the provision of health education for future adults. Based on findings we can say that the health assigned teachers are having average knowledge regarding first aid. Therefore, the health assigned teachers must be equipped with appropriate and upgraded knowledge.
It is a study to assess the effectiveness of structured teaching programme on knowledge and practice of postoperative care among parents of children with cleft lip and cleft palate in a selected hospital, Dehradun, Uttarakhand. Objective:The main objectives of the study was to compare the post-test knowledge of parents on postoperative care of cleft lip and cleft palate in control and experimental group and to assess the post-test practice of parents on post-operative care of cleft lip and cleft palate in control and experimental group.Methodology: Quasi-experimental, two groups pre-test and post-test designs were used in the study. The study was done in selected hospital Dehradun, Uttarakhand. The sample comprised of 60 parents of children with cleft lip and cleft palate who fulfilled inclusion criteria. All the participants who are available at the time of data collection were taken consecutively. Data was collected from participants by conducting interview schedule using structured knowledge questionnaire and observation practice checklist. Result:The result showed that in experimental group the mean post-test knowledge score (18.90 ± 0.95) was higher than the mean post-test knowledge score (10.46 ± 1.52) in control group which was found statistically significant at p<0.05. The mean post-test practice score in experimental group in day 1 was 10.40 ± 1.95 which was higher than the control group 7.00 ± 1.59 and the 't' value was 7.36. Again the mean post-test practice score in experimental group in day 2 was 11.80 ± 1.95 which was higher than the control group 6.66 ± 1.72 and the 't' value was 11.84. On third day the mean post-test practice score in experimental group was 10.76 ± 2.26 which was higher than the control group 6.43 ± 1.45 and the 't' value was 8.80. Hence the score predict that there was significant difference between the mean post-test practice in experimental and control group at p<0.05 level. So there was no evidence to accept the null hypothesis, hence the researcher rejects the null hypothesis and accepted the research hypothesis. Conclusion:It was concluded that structured teaching programme on post-operative care of cleft lip and cleft palate was effective in increasing knowledge and practice of parents.
Objective: The first objective of the study is to determine effectiveness of structured teaching programme on knowledge regarding home management of side effects of chemotherapy among parents. The second objective of the study is to find association between the pretest knowledge levels of parents with selected demographic variables. Methodology: A quantitative research approach with quasi-experimental, one group pretest posttest design was used. The population for the study was parents of children receiving chemotherapy and the sample in the study was 51 parents of children receiving chemotherapy at cancer research institute, Himalayan hospital, SRHU. On the first day written consent was taken from the participants and collected the data by using tool 1-(demographic variables) and tool-2 (structured knowledge questionnaire) interview schedule. Same day structured teaching programme was given in the form of intervention. On the 7th day posttest was done by using same tool. Results: The mean post-test knowledge score of parents is 22.45 ± 1.73 which was significantly higher than the pretest knowledge score 16.21 ± 1.99 there was a significant improvement in the knowledge of parents regarding home management of side effects of chemotherapy. Paired 't' test was calculated to find the significant difference between means of pretest and posttest knowledge scores. The calculated 't' value was 17.37 which is more than the table value 2.009. (df=50 at p<0.05). Chi-square test was performed to find association, only one variable relation with child was significant. Conclusion: It was concluded that the structured teaching programme on home management of side effects of chemotherapy was effective in increasing knowledge of parents.
A quasi-experimental study was conducted to assess the predisposing factors of URTI, effectiveness of teaching programme on the recovery of children and on the practice of their caregivers. This study was conducted in a child nursing home at district Haridwar, Uttarakhand. Total 51 children and their caregivers who met the selection criteria were selected by convenient sampling technique. Pretest was taken by using structured questionnaire, practice checklist and rating scale followed by URTI preventive education programme. After five days post test was taken. The mean post test practice score (9.8±1.27) was higher than the mean pretest practice score (5.8±1.43) and 't' value was 15.3. The mean post test assessment score (22.01±1.03) was higher than the mean pretest assessment score (16.03± 1.43) and 't' value was 24.9. The difference between pretest practice score and posttest practice score was 4 and between pretest assessment score and posttest assessment score was 5.98. It means practice and assessment score improved after implementation of education programme. The finding of the study reveals that the education had a vital role in improving the practice of caregivers and recovery of the children.
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