RESUMO
Introduction: Cancer is the second most common disease in India responsible for maximum mortality with about 0.3 million deaths per year. This is owing to the poor availability of prevention, diagnosis and treatment of the disease. Almost 9 out of 10 deaths occur from cervical cancer in less developed countries. Cancer of the cervix is largely preventable. The risk can be minimized by promotion of sexual risk reduction behavior and genital hygiene. Further prevention can be achieved by screening, using Visual Inspection with Acidic Acid (VIA) or Pap smear test, which can detect precancerous lesions early so as to prevent progress towards invasive cancer by timely treatment. Materials and Methods: A pre-experimental, One-group pre-test post-test design was undertaken for the study. 300 women were selected as the sample, Non- probability convenient sampling technique was utilized to select the sample from the population. After assessing knowledge video assisted teaching was implemented. After intervention on 7th day the post-test knowledge was assessed. Chi-square was used to measure the association of background variables of patients. ‘t’ test was used to assess the effectiveness of structured interventional programme of the patients. In the comparison between mean pretest and posttest knowledge score it is clear that during the pretest the knowledge score was poor (40%), fair ( 10%), good ( 40%) and excellent ( 10%), and after the administration of video assisted teaching, posttest was done and there was an improvement in the knowledge score of the female by poor (0%), fair (16.7%), good (23.3%) and excellent was( 60%), so there was a great difference in the knowledge score between the pre-test and posttest. Result: The mean pretest knowledge score was 13.67 ± 7.66, while the posttest knowledge score was 23.80 ± 5.53 and the computed t value was found to be 19.105, The difference was found to be statistically significant. There will be significant association between the pretest knowledge score and selected demographic variables at the level of P? 0.05. is accepted as there is significant association between pretest knowledge score and selected demographic variables like religion, marital status, Age of women at marriage, no. of times they have conceived, methods of contraception’s, educational status, occupation, kinds of addiction, recurrent infections, history of cancer in family, previous information regarding cancer, history of pap test. Conclusion: The study recommended the utilization of video assisted teaching programme by community health nurses, nurse researchers, nurse administrators, nurse educators and health care professionals to improve knowledge of early detection of cervical cancer.
RESUMO
Background: Clinical examination of Deep tendon reflexes is a skilled technique that should be taught in an interesting way. Newer teaching learning methods like Video assisted teaching can be utilized to facilitate self-directed and long term learning and to cultivate enhanced interest in the study.Method: Among 120 students are divided into 6 groups. Each group is divided into two batches of 10 members each. 6 batches are taught deep tendon reflexes separately by DOAP. 6 batches are taught deep tendon reflexes separately by video assisted teaching. At the end of teaching and 2 weeks later, each batch is assessed by OSCE . Objective Structured Clinical Examination checklist marks are systematically entered in an excel sheet and was analysed using unpaired t-test .The perception to each teaching learning method was assessed by feedback Questionnaire using Likert Scale.Results: On comparing between the effectiveness of video assisted teaching and clinical demonstration of the examination of deep tendon reflexes , students taught by video assisted teaching scored higher marks in the evaluation after two weeks, which was statistically significant. Regarding perception, students favoured both teaching methods for their effectiveness. For clarifying doubts, students favoured DOAP method. For reproducibility and better retaining of memory, students favoured video assisted teaching.Conclusion: Video assisted teaching was equally effective as DOAP in teaching deep tendon reflexes to medical students. For reproducibility and better retaining of memory, Video assisted teaching was perceived better as reflected in the better mean scores two weeks after the teaching sessions.
RESUMO
Background:Osteoporosis is a disease characterized by low bone mass and structural deterioration of bone tissue, with a consequent increase in bone fragility and susceptibility to fracture .Old age consists of ages nearing or surpassing the average life span of human beings, Elderly people have limited regenerative abilities and are more prone to disease, syndromes, and sickness than other adults. Currently, more than half of the world's women aged 60 years and over are living in developing regions, 198 million compared with 135 million in the developed regions. Objectives:(1) To assess the knowledge among elderly women regarding preventive measures on osteoporosis.(2) To evaluate the effectiveness of video assisted teaching module regarding knowledge on preventive measures on osteoporosis among elderly women. (3) To find the association between post test knowledge scores with the selected scores of elderly women in a selected demographic variables. Materials and methods:Research design is one group pretest and post test design will be used in this study. Data was collected from 50 elderly women in vijayawada Krishna district. Purposive sampling was used for selected the sample in investigator developed structured questionnaire on osteoporosis prepared used for data collection.