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Student Project | Nursing | India | Volume 11 Issue 12, December 2022 | Popularity: 5.2 / 10

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A Study to Assess the Effectiveness of Structured Teaching Programme (STP) on Knowledge Regarding Cataract among Adults (30-60 years) in a Selected Rural Area Mashobra Distt. Shimla (HP)

Babita Negi, Dr. Pushpa Panwar, Ranjana Thakur

Abstract: Introduction: A natural lens is present inside our eyes that reflects the rays of light coming into the eyes and helps us see the clear images. Cataract is a disease in which this lens becomes opaque that makes the images look blurred, hazy, and less colorful. It causes increased light sensitivity, blurred vision, decreased vision at night, seeing double images and leads to total blindness. Surgery is the only treatment of the cataract. Some dietary modification may help to prevent the cataract. So structural teaching programme was developed and administered to improve the knowledge of general population regarding cataract. Material and methods: A pre experimental study was conducted in January 2021 in rural area Mashobara Distt. Shimla (HP).60 samples were selected by using convenient sampling technique. Pre-test was conducted. Structural teaching programme regarding cataract was provided to the samples. Then after seven days post-test was taken. Data was collected by using self structural questionnaire related to cataract. The gathered data was analysed by calculating mean, median, mean percentage, mean difference, standard deviation, paired t-test to evaluate the effectiveness of structure teaching programme and chi square test to find association of knowledge with selected socio-demographic variables. Result: The study finding showed that the post-test mean knowledge score regarding cataract has statistically improved from 14.1?3.63 in pre-test to 20.75?2.814 in post-test. Conclusion: The structural teaching programme has improved the post interventional knowledge score of adults (30-60 years) in a selected rural area Mashobra Distt. Shimla (HP).

Keywords: Cataract, Structural teaching programme, knowledge

Edition: Volume 11 Issue 12, December 2022

Pages: 367 - 369

DOI: https://www.doi.org/10.21275/SR221206110708

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