A Pre- Experimental Study to Evaluate the Effectiveness of Structured Teaching Programme on
Knowledge regarding Home Management for Dysmenorrhea among B.Sc. Nursing 1st year students in Kamakshi Institute of Nursing, Nurpur, Kangra,
Himachal Pradesh.
By
(Kajal Pathania, Kajal, Kanika Gautam, Kiran Bala, Kirti Choudhary, Kirti Devi, Mandeep Kaur, Manisha, Neha Guleria,
Neha Choudhary)
Thesis Submitted to Himachal Pradesh University in the
Partial fulfilment of requirement for the
Degree of Bachelor of Science in Nursing
Under the guidance of
Mrs. Neesha Guleria
Assistant Professor
Mrs. Pallavi Verma
Lecturer
Obstetrics & Gynecological Nursing
Kamakshi Institute of Nursing
Bassa Waziran, Nurpur.
2019
DECLARATION BY THE CANDIDATES
We hereby declare that this dissertation title “A Pre-Experimental study to evaluate the effectiveness of Structured Teaching Programme on knowledge regarding Home Management for Dysmenorrhea among B.Sc. Nursing 1st year students in Kamakshi Institute of Nursing, Nurpur, Kangra, Himachal Pradesh” submitted in the partial fulfilment of the requirement for the Bachelor of Science in Nursing as our original work.
Date: ___________Place: ___________ Signature of Candidates.
Kajal Pathania.
Kajal.
Kanika Gautam.
Kiran Bala.
Kirti Choudhary.
Kirti Devi.
Mandeep Kaur.
Manisha.
Neha Guleria.
Neha Choudhary.
CERTIFICATE BY THE GUIDE
This is to certify that this thesis titled “A Pre-Experimental to evaluate the effectiveness of Structured Teaching Programme on knowledge regarding Home Management For Dysmenorrhea among B.Sc. Nursing 1st year students in Kamakshi Institute of Nursing, Nurpur , Kangra, Himachal Pradesh” is a bonified research work done by Ms. Kajal Pathania, Ms. Kajal, Ms. Kanika Gautam, Ms. Kiran Bala, Ms. Kirti Choudhary, Ms. Kirti Devi, Ms. Mandeep Kaur, Ms. Manisha, Ms. Neha Guleria, Ms. Neha Choudhary in the partial fulfilment of the requirement for the degree of Bachelor of Science in Nursing.
Date: ______________
Place: _______________ Name & Signature of Guide
Mrs. Neesha Guleria
(Assistant Professor)
Mrs. Pallavi Verma
(Lecturer)
Obstetrics & Gynaecological Nursing
Kamakshi Institute of Nursing
Bassa Waziran, Nurpur, Kangra,
Himachal Pradesh.
CERTIFICATE BY THE PRINCIPAL
This Thesis is to certify that the thesis entitled “ A Pre-Experimental study to evaluate the effectiveness of Structured Teaching Programme on knowledge regarding Home Management for Dysmenorrhea among B.Sc. Nursing 1st year in Kamakshi Institute of Nursing, Nurpur, Kangra, Himachal Pradesh” is a bonified research work done by Ms. Kajal Pathania, Ms. Kajal, Ms. Kanika Gautam, Ms. Kiran Bala, Ms. Kirti Choudhary, Ms. Kirti Devi, Ms. Mandeep Kaur, Ms. Manisha, Ms. Neha Guleria, Ms. Neha Choudhary in the partial fulfilment of degree of Bachelor of Science in Nursing of Himachal Pradesh University, Shimla, 2019
Date: __________
Place: __________ Name & Signature of Principal
Prof. Mr. Ashish Suryan
Principal
Kamakshi Institute of Nursing
Bassa Waziran, Nurpur, Kangra,
Himachal Pradesh.
DECLARATION BY THE CANDIDATES
We hereby declare that the Himachal Pradesh University, Shimla shall have the rights to preserve, use an disseminate the dissertation / Thesis in print or electronic format for academic / research purpose.
Date: ___________
Place: ___________ Signature of Candidates
Ms. Kajal Pathania.
Ms. Kajal.
Ms. Kanika Gautam.
Ms. Kiran Bala.
Ms. Kirti Choudhary.
Ms. Kirti Devi.
Ms. Mandeep Kaur.
Ms. Manisha.
Ms. Neha Guleria.
Ms. Neha Choudhary.
B.Sc. Nursing 4th Year.
Kamakshi Institute of Nursing
Bassa Waziran, Nurpur, Kangra,
Himachal Pradesh.
THANKS TO ALMIGHTY GOD, TEACHERS AND PARENTS.
ACKNOWLEDGEMENT
“The best preparation for tomorrow is doing your best today”
-H. Jackson Brown1
First of all we thank “The Almighty God” for giving us student strength, patience,
wisdom and good health to complete this thesis successfully. Though words are not
enough to explain this sense of gratitude towards everyone who helped directly or
indirectly. This is our humble attempt to do so.
We take pride and pleasure to express our deep sense of gratitude towards
chairman Mr. Bal Krishan Saini, Kamakshi Institute of Nursing, Bassa Waziran,
Nurpur for extending infrastructure facilities and valuable for study.
We humbly acknowledge our heartfelt gratitude to Mr. Ashish Suryan,
Principal, Kamakshi Institute of Nursing for his invaluable guidance and allowing us
to conduct the research study. His continuous motivation and supervision has been a
great source of inspiration for us.
We express our profound and sincere thanks to our guides Mrs. Neesha
Guleria, Assistant professor (Obstetrics and Gynaecological Nursing), Mrs. Pallavi
Verma, Lecturer (Obstetrics and Gynaecological Nursing), Kamakshi Institute of
Nursing, Bassa Waziran, Nurpur for her expertise guidelines, constant
encouragement, keen interest and support to persue the study.
We express our thanks to Ms. Alka Nanglu, Associate Professor ( Child Health
Nursing) Mrs. Manisha Sharma, Assistance professor (Child Health Nursing), Ms.
Monika Thakur, Lecturer (Medical Surgical Nursing), Ms. Shilpa Sharma Lecturer
(Medical Surgical nursing) for guiding, supervising and giving valuable feedback to
us and also for validating the research tool. We are also Thankful to the librarian,
Ms. Sushila, for lending the issues and magazines that were needed for study.
Our heartfelt thanks to Pradhan of village Jachh and the subjects who willingly participated in the study and without whom we would not be able to complete the study. It is impossible for us to express our adequate gratitude to our beloved parents who always inspired and encouraged us during the long years of our education.
Date: Signature of students:
Place: Kajal Pathania
Kajal
Kanika Gautam
Kiran Bala
Kirti Choudhary
Kirti Devi
Mandeep Kaur
Manisha
Neha Guleria
Neha Choudhary
INDEX
SR. NO. CONTENT PAGE NO.
1. INTRODUCTION 1 - 9
2. REVIEW OF LITERATURE 10 - 13
3. METHODOLOGY 14 - 20
4. ANALYSIS AND INTERPRETATION OF DATA
21 - 33
5. DISCUSSION 34 -36
6. SUMMARY, CONCLUSION AND RECOMENDATION
37 - 41
7. REFERENCES 42 - 43
8. APPENDICES 44 - 79
LIST OF TABLES
TABLE NO.
TITLE PAGE NO.
1.Frequency and percentage distribution of B.Sc. Nursing 1st year students based on their socio-demographic variables.
22
2.Distribution of B.Sc. Nursing 1st year students based on their pre-test level of knowledge regarding home management for dysmenorrhea.
26
3.Distribution of B.Sc. Nursing 1st year students based on their post-test level of knowledge regarding home management for dysmenorrhea.
26
4.Distribution of B.Sc. Nursing 1st year students based on difference between pre-test and post-test scores on knowledge regarding home management for dysmenorrhea.
28
5. Distribution of B.Sc. Nursing 1st year students based on association between socio-demographic variables and pre-test level of knowledge regarding hom4e management for dysmenorrhea.
30
6.
Distribution of B.Sc. Nursing 1st year students based on association between socio-demographic variables and post-test level of knowledge regarding home management for dysmenorrhea.
32
LIST OF FIGURES
S.No. FIGURES PAGE NO.
1.
Conceptual framework based on Modified Von Ludwig Bertalanffy’s General System Theory.
09
2. Schematic representation of research plan. 15
LIST OF GRAPHS
S.No. Graph Page no.
1.Percentage distribution of B.Sc. Nursing 1st year students based on their socio- demographic variables. 24 - 25
2.Percentage distribution of B.Sc. Nursing 1st year students based on pre-test knowledge score regarding home management for dysmenorrhea.
27
3.Percentage distribution of B.Sc. Nursing 1st year students based on post-test knowledge score regarding home management for dysmenorrhea.
27
4.Distribution of B.Sc. Nursing 1st year students based on difference between pre-test and post-test knowledge score on home management for dysmenorrhea.
29
LIST OF APPENDICS
SR. No. LIST OF APPENDICS PAGE NO.
1. Appendix-1: Permission for Main study 44
2. Appendix-2: Tool in English 45
3. Appendix-3: Answer key in English 52
4. Appendix-4: List of experts 53 - 54
5. Appendix-5: List of statistical formulae 55 - 56
8. Appendix-6: Lesson Plan 57 - 74
9. Appendix-7: Master Data Sheet 75 - 79
LIST OF ABBREVIATION
ABBREVIATION DESCRIPTION N
df
SD
SE
F
%
W/G
i.e.
<
>
NS
*
Total Sample Size
Degree of freedom
Standard deviation
Standard of error
Frequency
Percentage Within group
That is
Less than
More than
Non Significant
Significant at p<0.05 level
ABSTRACT
INTRODUCTION
Dysmenorrhea refer to severe menstrual cramps that occur during menstruation,
here the girl will have lots of abdomen pain, back pain and pain radiating to thighs.
The main causes of dysmenorrhea depends on various factors such as- Hereditary,
ABSTRACT
anatomical abnormality, smoking, drinking, improper diet, stress conditions and
some drugs effect. The prevalence of dysmenorrhea is found to be increasing day by
day. So it is mandatory of nursing students to have adequate knowledge regarding
home management for dysmenorrhea.
The present study was conducted with an aim to assess the effectiveness of
structured teaching programme on knowledge regarding home management of
dysmenorrhea among B.Sc. Nursing 1st year students in Kamakshi Institute of
Nursing, Nurpur, Kangra, Himachal Pradesh.
METHODS
An educative and evaluative research approach, pre-experimental with one group
pre-test and post-test research design was used in the present study. 30 B.Sc.
Nursing 1st year students were selected by purposive sampling technique. Pre-test
knowledge regarding home management for dysmenorrhea was assessed among
B.Sc. Nursing 1st year students by using a self administered structured knowledge
questionnaire. Followed by structured teaching programme regarding home
management for dysmenorrhea was administered. Post-test was conducted after one
week of administering structured teaching programme.
RESULTS
The findings of the study revealed that, out of 30 B.Sc. Nursing 1st year students,
majority of them 60% had good knowledge and 40% had very good knowledge and
none of them had poor pre-test level of knowledge regarding home management for
dysmenorrhea. Majority of B.Sc. Nursing 1st year students 10% had good knowledge
and 90% had very good knowledge and none of them had poor post-test level of
knowledge regarding home management for dysmenorrhea. There was statistically
significant difference found between pre-test and post-test knowledge score
regarding home management for dysmenorrhea among B.Sc. Nursing 1st year
students at p<0.05 level of significance.
There was no significant association found between socio-demographic variables
age, religion, education status of mother and source of information and the level of
pre-test and post-test knowledge among B.Sc. Nursing 1st year students regarding
home management for dysmenorrhea.
CONCLUSION
The study concluded that there was improvement in knowledge regarding home
management for dysmenorrhea among B.Sc. Nursing 1st year students after
administration of structured teaching programme regarding home management for
dysmenorrhea.
RECOMMENDATIONS
1) The study can be conducted using small samples.
2) A comparative study can also be done to evaluate the effectiveness of structured
teaching programme on knowledge regarding home management for dysmenorrhea
among B.Sc. Nursing 1st year and GNM 1st year students.
3) An experimental can be done to determine the knowledge level after structure
teaching programme.
4) A descriptive study can be done to assess the knowledge regarding home
management for dysmenorrhea.
5) An experimental study can be done to evaluate the effectiveness of structure
teaching programme on knowledge regarding home management for dysmenorrhea.
KEYWORDS
Effectiveness, structured teaching programme, B.Sc. Nursing 1st year students,
Home Management for Dysmenorrhea.
CHAPTER – 1
INTRODUCTION
CHAPTER-1
INTRODUCTION“Life is not a problem to be solved, but a reality to be experienced”
-Soren Kierkegaard1
Dysmenorrhea literally means painful menstruation but a more realistic and practical
definitions include cause of painful menstruation of sufficient magnitude so able to
capacitate day to day activities. Dysmenorrhea is a gynaecological medical condition
characterized by severe uterine pain during menstruation. While most adolescent
girls experienced minor pain during menstruation, dysmenorrhea is diagnosed when
pain is too severe as to limit normal activities or required medication.2
Menstrual period is the natural phenomenon which occurs throughout the
reproductive years of every woman. Most females experienced certain degree of
pain and distress during their menstruation period. Dysmenorrhea is a painful
cramping sensation in the lower abdomen. Menstrual period is hence characterized
into the two types that is primary dysmenorrhea and secondary dysmenorrhea where
primary dysmenorrhea is the pain with no obvious pathological pelvic disease and
commonly take place in younger girls and the secondary dysmenorrhea deals with
pathological disorder and occurs in older women more than 20 years.
Among women of reproductive age worldwide, dysmenorrhea is more prevalent
then the other two common types of chronic pelvic pain, namely dyspareunia and
non- cyclic chronic pelvic pain. Being a debilitating condition for many women, it
has a major impact on health related quality of life, work productivity, and health
care utilization. As a result, dysmenorrhea is responsible for considerable economic
loss due to the cost of medication, medical care and decreased effectivity. It is
estimated that more than half of all women in adolescence age suffer from
dysmenorrhea and it often interferes with daily physical and emotional aspects3.
Dysmenorrhea can feature different kinds of pain, including sharp, thrombing, dull,
nauseating, burning or shooting pain. Dysmenorrhea may proceed menstruation by
01
several days and it usually subside and menstruation tapers off. Dysmenorrhea may
co-exist with excessively heavy blood loss is known as Menorrhegia.
Dysmenorrhea is a common condition that occurs in 52%, 72% or even 90% of
adolescent girls. Previous studies have found higher role of absenteeism from work
and school due to dysmenorrhea, with 13-51% of adolescent girls even absent and 5-
14% frequently absent. Although the majority of adolescent girls experience
dysmenorrhea at sometimes, only two prospective studies, both focussing on
adolescent girls in their teen and early 20 have examined the natural history of
dysmenorrhea.
Thus the main focus is given to the management and treatment of dysmenorrhea.
Either it can be treated medically or surgically but some girls will not prefer to
choose these two options because of its side effects ( both short term and long term)
thus their aim is to treat this dysmenorrhea by using some single methods. Some
girls prefer to stick with natural home remedies to treat menstrual pain as often as
possible. Simple home remedies can be very effective in reducing or eliminating
menstrual cramps.
Many girls find that some basic home remedies can help to relief pain of
dysmenorrhea. Alternative therapies and complimentary therapies are widely
acceptable and available. Girls have increased access to massage, acupressure,
herbal teas and some dietary management etc. Herbs can also helps to stimulate the
self healing power of the body and counteract the physical symptoms and also useful
to tone organs as well as for the nourishment of blood and tissues4.
02
NEED OF THE STUDY
“Ever tried, Ever failed, No matter try again, Fail again, Fail better”
-Samuel Beckett5
“Human development process” is the most mysterious part, nature has ever created.
Everyone agree with it. While passes through the various stages under this
“Development process” adolescence perhaps is the most complicated phase, we ever
experience. Bodily changes, adjustment with the peer groups and many other things
causes havoc in the adolescent period. Both sexes have to cope up entirely
differently. In girls there is onset of maturation with it comes the deadly menstrual
cramps or dysmenorrhea.6
The term dysmenorrhea is derived from greek word “dysmenorrhea” meaning
difficult /painful/abnormal,” meno” meaning month and “rrhoea” meaning flow.
Dysmenorrhea refers to the syndrome of painful menstruation. It is classified as
either primary or secondary .A primary dysmenorrhea is occurring usually in the
year of the first menstrual period. The pain tends to decrease with age and every
often resolves after child birth. The primary dysmenorrhea is most common in
adolescent girls. Secondary dysmenorrhea is occurring due to any other disease
condition. There is wide variation in the estimate of dysmenorrhea from studies
around the world reporting a range between 28% and 71.7%.
The prevalence of menstrual symptom or tiredness (47.9%), backache ( 38.3%)and
anger(38.4%). The prevalence of dysmenorrhea in adolescent girls is found to
be79.67%. Some individual studies show that dysmenorrhea adversely affected the
students daily activities. Dysmenorrhea had an adverse effect on school performance
reflected in the low concentration during classes, difficulties in accomplishing home
work and college absenteeism. It also limited participation in supports and social
activities. 7
A Descriptive study was conducted on the prevalence of dysmenorrhea among
adolescent girls in Andhra Pradesh, India. This study revealed that the prevalence of
dysmenorrhea is 54%. In this, 53% girls in urban area and 56% girls in rural area
03
and sickness and absenteeism 28%to 48%. The study concluded that socioeconomic
losses perceived quality of the life losses are more prevalent among girls urban area
than girls in rural area.8
An exploratory study was conducted on problems related to menstruation and this
effect on daily routine among 276 female medical students in Delhi. The study
revealed that premenstrual syndrome (67%) and dysmenorrhea (33%) were
perceived by the study subjects as the most distressing problems associated with
menstruation. The study concluded that dysmenorrhea is prevalent among female
medical students and it affects the quality of life.9
Dysmenorrhea has negative effect on quality of life and significant effect on day to
day activities of adolescent’s girls. Dysmenorrhea leads to depression, anxiety,
mood changes, and absenteeism from classes etc. The major aspect of RCH
programme is promotion of adolescent girls. The actuated the investigator to take up
this study. The availability of books and journals regarding dysmenorrhea and home
management for treating it arouse interest in the investigator to carry out this study.
The investigator felt that there was need to assess the knowledge regarding home
management for dysmenorrhea and conduct a planned teaching programme in order
to create awareness regarding home management for dysmenorrhea. This will help
the adolescent’s girls to know the right simple ways to manage dysmenorrhea at
home safely and effectively with less expense.
From above finding it is concluded that the prevalence of dysmenorrhea and their
effect on girls is increase day by day. So it is mandatory to nursing students to have
adequate knowledge regarding home management for dysmenorrhea.10
Hence the researcher felt the need to conduct to study on the topic to evaluate the
knowledge of B.Sc. Nursing student’s regarding home management for
dysmenorrhea and to improve the quality of life.
04
RESEARCH PROBLEM
“A pre-experimental study to evaluate the effectiveness of structured teaching
programme on knowledge regarding home management for dysmenorrhea among
B.Sc. Nursing 1st year students in Kamakshi Institute of Nursing, Nurpur, Kangra,
Himachal Pradesh.”
AIMS OF THE STUDYThe aim of the study is to evaluate the effectiveness of structured teaching
programme on knowledge regarding home management for dysmenorrhea among
B.sc Nursing 1st year students in Kamakshi Institute of Nursing Nurpur, Kangra,
Himachal Pradesh.”
OBJECTIVES1) To assess the pre-test knowledge regarding home management for dysmenorrhea
among B.sc Nursing 1st year students.
2) To assess the post-test knowledge regarding home management for dysmenorrhea
among B.sc Nursing 1st year students.
3) To assess the effectiveness of structure teaching programme by finding the
difference between pre and post-test knowledge scores regarding home management
for dysmenorrhea among B.sc Nursing 1st year student.
4) To determine the association between pre-test and post-test knowledge with socio
demographic variable regarding home management for dysmenorrhea among B.sc
Nursing 1st year students.
OPERATIONAL DEFINATIONS
Effectiveness- In this study, it refers to extent to which the self instruction
module has modified the post- test knowledge regarding home management for
dysmenorrhea among B.sc Nursing 1st year students.
Evaluate- In this study, refer to determination of knowledge on home management
for dysmenorrhea among B.sc Nursing students as observed from the scores based
on self administered knowledge questionnaire.
05
Structure teaching program- It refer to a systematically developed
instruction and teaching aid, designed to impart knowledge regarding definition, types, causes, clinical features and home management for dysmenorrhea.
Dysmenorrhea- In this study, it refers to a painful menstruation which may
include pain in the abdomen, back, legs, headache and fatigue.
Knowledge- In this study, it refer to awareness and level of response of B.sc
Nursing 1st year students regarding home managements for dysmenorrhea as
measured by self administration structured knowledge questionnaire.
HYPOTHESES
H1- There will be a significant difference between the pre and post test knowledge
scores regarding home management for dysmenorrhea.
H2- There will be a significant association between pre and post test knowledge
scores with socio- demographic variables.
ASSUMPTIONS1) B.Sc. Nursing 1st year may have some knowledge regarding the home management
for dysmenorrhea.
2) Structured teaching programme will improve the knowledge of B.Sc. Nursing 1st
year students regarding home management for dysmenorrhea.
3) The socio-demographic variables may influence the knowledge of B.Sc. Nursing 1st
year students regarding home management for dysmenorrhea.
DELIMITATIONSThe study was limited to:
1) 30 B.Sc. Nursing 1st year students studying in selected Kamakshi Institute of
Nursing, Nurpur, Kangra, Himachal Pradesh.
2) One month data collection period.
06
CONCEPTUAL FRAMEWORK
Conceptual framework is the inter link of mental pictures and images or group
of concepts formulated by a person and expressed in form of pictorial
representations. It gives a nurse detail of intended work. Conceptual framework
helps to make the research finding meaningful and generalizable.
A conceptual framework for the study is based on general system theory
developed by Von Ludwig Bertalanffy (1968) creating with originating the idea of
general system theory defined the philosophy of science of wholeness with system
of elements in mutual interactions. General system theory is useful in breaking the
whole process into sequential task to ensure good realization. The four measures
aspects of this system are:-
1) Input.
2) Throughput.
3) Output.
4) Feedback.
1) Input:
In this model, input is identified as a stimuli which can come from within the
person. Stimuli are classified as focal, contextual and residual. Input also include the
person’s adaptation level is unique and constantly changing. In this study input
refers the socio-demographic variables such as- Age, Religion, Education status of
mother, Source of information.
2) Throughput:
Throughput makes use of person’s control processes refuse to control
mechanism that a person uses as an adaptive system. Effectors refer to the
physiological functions. Self concept and role function evolved in adaptation. In this
study, throughput refers to the home management for dysmenorrhea the structured
teaching programme and assessing the level of post-test knowledge on home
management for dysmenorrhea.
07
3) Output:
Output is the extend of knowledge gained after implementation of structured
teaching programme. The knowledge level is categorized as Good, Average, Poor
knowledge. In this study, the output is adequate knowledge gained by students
regarding home management for dysmenorrhea which was measured by post-test.
4) Feedback:
Feedback is the emphasis to strengthen the input and throughput, in this study it is
emphasis to find out the effectiveness of input and throughput.
08
CHAPTER – 2
REVIEW OF LITERATURE
REVIEW OF LITERATURE
Review of literature is a systematic, identification, location, scrutiny and summary
of written material that contain information on research problem. Review of
literature is a key step in research process.
In this study, the investigator has probed certain relevant aspect of literature, which
explored the detail of about selected home management for dysmenorrhea. The
related literature has been categorized and discussed on the basis on their priority.
The presentation of review of literature is organized under following heading;
1. Study related to dysmenorrhea
2. Study related to selected home remedies for dysmenorrheal
3. Study related to knowledge of adolescent girls on selected home remedies for
dysmenorrhea
1) Study related to dysmenorrheaAgarwal AK, Agarwal A. An exploratory study was conducted on the prevalence of
dysmenorrheal among 970 pre-university college adolescent girls between 15-20
years aged by using multistage cluster sampling technique in Gwalior distinct. The
data where collected from July to November 2012. The results revealed that majority
of the adolescent girls under the study had experienced dysmenorrheal that is, 698
out of 970 (71.96%). The study concluded that dysmenorrhea is very common
problem among adolescent girls.11
Baghianimoghadan MH, Faeahzadeh H, Alavijeh, An exploratory study was
conducted on the prevalence of dysmenorrhea and its effects on quality of life
among 623 Dumiupina university female students in western Turkey. Sample was
collected by using stratified sampling technique in the year 2015. The results
revealed that prevalence of dysmenorrheal was found to be 72.7% and it affected the
social
10
functional, role-emotional and mental health domains of females. The study
concluded
that dysmenorrheal is a common health problem and having negative effects on
health related quality of life among females.12
Gharioghi S, Torkzahrani S, Akbarzadeh AR, Hesmat R, A cross-sectional study
was conducted on dysmenorrheal and its related factors among 165 Technology
university adolescent females by using non-probability convenience sampling
technique in Sourthern Taiwan in the year 2011. The results revealed that prevalence
of dysmenorrhea was 87.3%. There were 82.4% of participants who reported
dysmenorrhea had influenced their daily activity and 12.7% of participants who
reported school absenteeism because of adolescents and its interference with daily
activities of daily life of adolescents.13
Singh A, Kiran D, Singh H, Singh P, Tiwari P, Net P, An exploratory study was
conducted on prevalence and severity of dysmenorrheal among 107 females medical
students. The results revealed that prevalence of dysmenorrhea was 73.83%
approximately 4.61% of dysmenorrhic subject had severe dysmenorrhea. Among
females medical students who reported dysmenorrhea; 31.67% and 8.68% were
frequently missing college and classes respectively. The study concluded that
dysmenorrheal is prevalent among female medical students, it is related to
college/classes absenteeism, limitations on social, academic and sports and daily
activities.14
2) Study related to selected home remedies for dysmenorrheaAbbaspour, Rostami M, Najjar SH, A descriptive study was conducted to evaluate
the efficacy of heat and steam generating sheets for the relief of symptoms of
primary dysmenorrheal among 34 adolescent girl by using simple random sampling
technique in Japan. The result revealed that by applying heat and steam generating
sheets on abdomen or lumbar region is effective in relieving symptoms of
dysmenorrhea. The study concluded that heat and steam generating sheets are useful
as non-pharmacological methods to relieve symptoms of dysmenorrhea.15
11
Abbaspour, Rostami M, Najjar SH.A descriptive study was conducted to
evaluate the efficiency of heat and steam generating sheet for the relief of symptoms
of primary dysmenorrhea among 34 adolescent girl by using random sampling
technique in Japan. This study was conducted in the year 2011.Result revealed that
eat by applying heat and steam generating sheet on abdomen or lumbar region is
effective in reliving symptom of dysmenorrheal. The study concluded that heat and
steam generating sheets are useful as Non-pharmacological method to relive
symptom of dysmenorrhea.
ShabnamOmidvar, Sedighesmailzadeh, Mahmood Baradaran and Zahra Basirat.
A descriptive study was conducted to evaluate the effect of fennel on pain intensity
in dysmenorrhea 60 adolescent girls age between 17-20 years. This study was
conducted in the year 2012. The intensity of pain was reported by using 10 point
linear analogue technique. The sample was administered with 30mg fennel extract,
four times a day for three days from start of their menstrual period. The result of the
study revealed that the pain during menstruation is reduced with consumption of
fennel. The study concluded that fennel is an effective herbal drug for menstrual
pain.16
Apay SE, Arslan S, Akpinar RB, Celebioglu A, an experimental study was
conducted on effect of stretching exercises on primary dysmenorrhea among 150
high school girls by using randomized control trial in Iran. The subjected where
allocated into experimental and control group. The result revealed that intensity of
pain in experimental group declined. The study concluded that exercise help in
relieving pain during menstruation.17
3) Study related to knowledge of adolescent girl on selected home
remedies for dysmenorrheal. Ihonson J. An exploratory study was conducted on the level of knowledge
regarding effective treatment of dysmenorrhea among 482 adolescent girl aged
between 14-18 year in Chicago by using simple randomized technique. A Multiple
choice questionnaire was used to assess the knowledge. The result revealed in
dysmenorrhic sample 15.5%
12
used as prescribed medicine and only 47.7% used natural home treatment. The
study concluded that there was substantial ignorance and misinformation among
adolescent female regarding effective natural home management for dysmenorrhea.18
Adesola A,Oluwayemis B. An exploratory study was conducted on level of
knowledge of adolescent girl regarding primary dysmenorrhea and natural remedies
among 50 adolescent girls in Nigeria by using stratified sampling technique. A pre-
tested semi-structured questionnaire was used to collect the data. The revealed that
adolescent had knowledge deficit regarding dysmenorrhea and natural remedies 58%
of respondents reported pain and majority used in appropriate method to manage
dysmenorrhea. The study concluded that the school nurses are able to assist
adolescents and their mothers in proper management of primary dysmenorrhea.19
Anoop Khanna, goyal R S, Rahul Bhawsar an exploratory study was conducted on
the level of knowledge regarding treatment of dysmenorrheal among 50 adolescent
girl in Haryana, India. The sample is collected is by using non probability sampling
technique . The result revealed that 5.3% consulted a physician for menstrual
symptoms and 22% self-treated with over the counter medicines. The study
concluded that there is a poor access of awareness of available effective treatment
and even about household and herbal remedies.20
Rajani Bala Jasrotia , Arvind Kanchan, G K Hathi, J M Harsoda, A descriptive study
was conducted to assess the knowledge attitude and practices of female students
aged between 16-22 years old in regarding to various aspects of menstruation in
Vadodara, Gujrat . The revealed that 89% 0f the subjects had enough knowledge
about dysmenorrhea, from which 84% practices the personal health taking behavior,
such as taking bath and using hygienic materials. 15% of them stated that
dysmenorrhea had inferred with their daily life activities. The study concluded that
there was necessity of educating female students about the menstrual period health
taking behavior including; appropriate nutrition, exercise, physical activity and
personal hygiene.21
13
CHAPTER -3
METHODOLOGY
CHAPTER-3
METHODOLOGY
Methodology is systemic, theoretical analysis of method applied to a field of study.
It comprises the theoretical analysis of the body, method and principle associated
with a branch of knowledge. A research methodology refers to the general pattern of
organizing the procedures to gather valid and reliable data for an investigation. The
purpose of this section is to communicate the readers the way the researcher found
the solution to the research problem and answer the research question.
RESEARCH APPROACH AND RESEARCH DESIGNAn educative and evaluative research approach and a pre-experimental research
design with one-group pre-test – post-test design was used in this study.
The research design can symbolically represented as:
Pre-test Intervention Post-test
O1 X O2
O1 – Assessing the pre-test knowledge regarding home management for
dysmenorrhea.
X – Administering of structured teaching programme regarding home management
for dysmenorrhea.
O2 – Assessing the post-test knowledge regarding home management for
dysmenorrhea after one week of a administering structured teaching programme.
14
Research approach
And
Research design
Setting
Target population
Sample size
Sampling technique
Tool
Data Analysis
-An educative and evaluative approach-Pre-experimental with one group pretest and posttest design.
Kamkshi Institute of Nursing, Nurpur, Kangra, Himachal Pradesh
B.Sc. Nursing 1st year students
30 in number
Convenient sampling techniques
Self administered structured knowledge questionnaire
-Descriptive statistics:Frequency, percentages, mean and standard deviation.-Inferential statistics:ANOVA test & Paired ‘t’ test.NO
-Socio-demographic variables.-General information on dysmenorrhea.-Effect of home management on dysmenorrhea
Figure-2:- Schematic representation of research plan.
15
RESEARCH SETTING:The study was conducted at:
-Kamakshi Institute of Nursing, Nurpur, Kangra, (Himachal Pradesh).
TARGET POPULATION: It include all B.Sc. Nursing 1st year students.
SAMPLE, SAMPLE SIZE & SAMPLE TECHNIQUE:Sample- it include B.Sc. Nursing 1st year students at Kamakshi Institute of Nursing,
Nurpur, Kangra, Himachal Pradesh.
Sample size- it was comprise of 30 B.Sc. Nursing 1st year students.
Sampling technique- Convenient sampling technique was used to select the sample.
CRITERIA FOR THE SELECTION OF SAMPLE:Inclusion criteria:
This study was included B.Sc. Nursing 1st year students, those:
1) Who were studying at Kamakshi Institute of Nursing, Nurpur, Kangra, Himachal
Pradesh.
2) Who were selected through chit system.
Exclusion criteria:
This study excludes those B.Sc. 1st year students who were not selected through chit
system.
VARIABLES UNDER STUDY:Dependent variable: It included knowledge of B.Sc. Nursing 1st year students
regarding home management for dysmenorrhea.
Independent variable: It included structured teaching programme on knowledge
regarding home management for dysmenorrhea among B.Sc. Nursing 1st year
students.
16
SELECTION AND DEVELOPMENT OF TOOL:A self administered structured knowledge questionnaire was prepared to evaluate the
effectiveness of structured teaching programme on home management for
dysmenorrhea among B.Sc. Nursing 1st year students.
Self structured knowledge questionnaire was selected to get extra and complete
information from B.Sc. Nursing 1st year students.
The following steps were considered while preparing the tool-
Review of literature.
Based on expert’s opinion.
Investigator’s personal experience.
Tools include 2 parts:
Part-1:- Comprised of socio-demographic data.
Part-2:- Comprised of self structured knowledge questionnaire regarding knowledge
on home management for dysmenorrhea.
DESCRIPTION OF TOOL:The self administered structured knowledge questionnaire consisted of 2 parts:
Part-1:- Comprised of socio- demographic data such as; age, religion, education
status of mother, source of information.
Part-2:- Comprised of self structured knowledge questionnaire with 20 multiple
choice questions which was further divided into two sections (A & B ).
Each correct answer was given score ‘1’ and wrong answer score ‘0’. The maximum
score was 20.
17
Section- A: structured knowledge questionnaire on dysmenorrhea in general.
Section-B: structured knowledge questionnaire on home management for
dysmenorrhea.
The knowledge score was interpreted on criterion scale as follows:
Good knowledge - 0% - 33%
Average knowledge - 34% - 67%
Poor knowledge - 68% - 100%
VALIDITY OF THE TOOL:Validity of the tool was done by 7 experts from the field of nursing, two
obstetricians and gynaecologist. Based on the suggestions given by experts few
questions were detected and modification was done in few questions and the final
tool was prepared which consist of 4 socio-demographic variables and 20 knowledge
items.
REALIABILITY OF TOOL;-The reliability of self structured knowledge questionnaire was tested for internal
consistency and feasibility by using Spearman’s Brown prophecy formula.
Reliability of the tool obtained was r = 0.8. So, tool wad found to be reliable and
feasible to conduct to study.
PILOT STUDY;-The pilot study was conducted among B.Sc. Nursing 1st year students on 22-05-2019
at Kamakshi Institute of Nursing, where the formal permission was obtained from
the concerned authority. Pre-test was conducted to assess the existing knowledge of
B.Sc. Nursing 1st year students regarding home management of dysmenorrhea,
followed by administration of structured teaching programme. Post-test was
conducted after one week of administering structured teaching programme. Self
administered knowledge questionnaire was used to obtain data from B.Sc. Nursing
1st year students. The time taken to complete the tool was found to be satisfactory in
term of simplicity and clarity.
18
DATA COLLECTION PROCEDURE;-
The data were collected from the B.Sc. Nursing 1st year students at Kamakshi
Institute of Nursing. Prior permission from the authority was ought. The study
sample was selected by purposive sampling technique based on sampling criteria. A
total of 30 B.Sc. Nursing 1st year students were selected for the study. A formal
consent was obtained from them. The objectives and the purpose of the study was
explained and confidentiality was maintained.
Pre-test was conducted to assess the existing knowledge of B.Sc.
Nursing 1st year students regarding home management for dysmenorrhea followed
by structured teaching programme. Post-test was conducted after one week of
administering structured teaching programme to assess the post-test level of
knowledge in order to evaluate the effectiveness of structured teaching programme.
Self administered structured knowledge questionnaire was used to obtain the
information from B.Sc. Nursing 1st year students. All students were cooperative.
ETHICAL CONSIDERATION;-Formal permission was obtained from:
College research consideration.
Head of institute to conduct the study.
Sample by assuring confidentiality.
No ethical issues confronted while conducting the study.
19
PLAN OF DATA ANALYSIS;-The data obtained were planned to be analysed on the basis of objectives and
hypotheses of the study by using descriptive and inferential statistics.
Descriptive statistics;
Socio-demographic variables were analysed in term of frequency and percentages.
Knowledge scores on home management for dysmenorrhea was analysed in term of
mean and standard deviation.
Inferential statistics;
Difference between pre-test and post-test knowledge scores was analysed by using
paired t-test.
Association between socio-demographic variables and knowledge scores was
analysed by using ANOVA test.
20
CHAPTER – 4
DATA ANALYSIS
&
INTERPRETATION
CHAPTER-4
DATA ANALYSIS AND INTERPRETATION
This chapter deals with the analysis and interpretation of data gathered by using self
structured knowledge questionnaire on knowledge regarding home management for
dysmenorrhea obtained from 30 B.Sc. Nursing 1st year students studying in
Kamakshi Institute of Nursing, Nurpur, Kangra, Himachal Pradesh.
Data analysis is the systematic organization and synthesis of research data and the
testing of research hypotheses using those data. The data gathered were analyzed
using descriptive
The analysis of data for the present study was processed on the bases of the
objectives and hypotheses formulated for the purpose of the study.
The data collected were edited, analyzed interpreted and findings obtained are
presented in the form of tables, graphs and diagrams represented under the following
sections:
Section 1: Description of socio-demographic variables.
Section 2: Assessment of knowledge level.
- Assessment of pre-test knowledge level.
- Assessment of post-test knowledge level.
- Difference between pre-test and post-test knowledge level.
Section 3: Association of pre-test and post-test knowledge scores with socio-
demographic variables.
21
SECTION-1;- Description of socio-demographic variables.
TABLE 1 – Frequency and percentage distribution of B.Sc. Nursing
4th year students based on their socio-demographic variables. (n=30)
S.No. Socio-demographic
variables
Frequency Percentage %
1. Age in years-
a) 16 - 18 years.
b) 19 - 21 years.
c) 22 - 24 years.
7
23
0
5.8
19.2
0
2. Religion-
a) Hindu.
b) Muslim.
c) Sikh.
d) Christian
29
1
0
0
24.2
0.83
0
0
3. Educational status of
mother-
a) No formal education.
b) Up to metric.
c) Graduate and above.
5
18
7
4.2
15
5.8
4. Source of information-
a)Family members &
Relatives.
b) Mass media.
c) Friends/Peer groups.
d) All the above.
6
1
5
18
5
0.83
4.2
15
22
The above table revealed that out of 30 B.Sc. Nursing 1st year students the maximum
percentage 5.8% (7) of the B.Sc. Nursing 1st year belongs to the age group 16-18
years, 19.2% (23) of subjects belongs to the age group 19-21 years.
Religion wise distribution of the subjects indicated that majority 24.2% (29) were
Hindu, 0.83% (1) is Muslim.
Education status of mother indicated that majority 15% (18) were up to metric, 5.8%
(7) were graduate and above, 4.2% (5) were not educated.
Source of information wise distribution of the subjects indicated that 5% (6) of
subjects got knowledge form Family members and relatives, 0.83& (1) of subjects
got knowledge from Mass Media, 4.2% (5) of subjects got knowledge from
Friends/Peer group, 15% (18) of the subjects got knowledge from all of the above
resources.
23
16-1819-21
22-24
0.00%
2.00%
4.00%
6.00%8.00%
10.00%
12.00%
14.00%
16.00%
18.00%
20.00%
5.80%
19.20%
0.00%
Age in years
Perc
enta
ge%
GRAPH-1.1: Percentage distribution of B.Sc. Nursing 1st year students
according to their age in year.
HinduMuslim
SikhChristian
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%24.20%
0.83%0.00%
0.00%
Religion
Res
pond
ant%
GRAPH-1.2: Percentage distribution of B.Sc. Nursing 1st year students
according to their religion.
24
No Formal EducationUpto matric
Graduate and above
0.00%
2.00%
4.00%
6.00%
8.00%
10.00%
12.00%
14.00%
16.00%
4%
15%
6%
Education status of mother
Res
pond
ant%
GRAPH-1.3: Percentage distribution of B.Sc. Nursing 1st year students
according to the education status of their mother.
Family members &
RelativesMass media
Friends and peer groups All the above
0%2%4%6%8%
10%12%14%16%
5.00%
0.83%
4.20%
15.00%
Source of information
Res
pond
ants
%
GRAPH-1.4: Percentage distribution of B.Sc. Nursing 1st year students
according to their source of information.
25
SECTION 2 - Assessment of level knowledge.
TABLE 2 – Distribution of B.Sc. Nursing 1st year students based on
their pre-test level of knowledge regarding home management for
dysmenorrhea.S.No. Criterion scale Level of
knowledge
n Percentage %
1.
2.
3.
Poor
Good
Very good
0-33%
(0-6 score)
34-67%
(7-13 score)
68-100%
(14-20 score)
0
18
12
0
60
40
TABLE 2- depicts that 60% B.Sc. Nursing 1st year students has good knowledge and
40% of them has very good and none of them has poor pre-test level of knowledge
regarding home management for dysmenorrhea.
TABLE 3 – Distribution of B.Sc. Nursing 1st year students based on
their post-test level of knowledge regarding home management for
dysmenorrhea. S.No. Criterion scale Level of
knowledge
n Percentage%
1.
2.
3.
Poor
Good
Very good
0-33%
(0-6 score)
34-67%
(7-13 score)
68-100%
(14-20 score)
0
3
27
0
10
90
TABLE 3 – depicts that 10% of B.Sc. Nursing 1st year students has good knowledge
and 90% of them has very good knowledge and none of them has poor post-test
level of knowledge regarding home management for dysmenorrhea.
26
Poor Good Very Good0%
10%
20%
30%
40%
50%
60%
0%
60%
40%
Pre-test knowledge
Res
pond
ant %
GRAPH- 1.5: Pecentage distribution of B.Sc. Nursing 1st year students based on pre-
test knowledge score regarding home management for dysmenorrhea.
Poor Good Very Good0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
0% 10%
90%
Post-test knowledge
Res
pond
ants
%
GRAPH- 1.6: Percentage distribution of B.Sc. Nursing 1st year students based on
post- test knowledge score regarding home management for dysmenorrhea.
27
TABLE 4 - Distribution of B.Sc. Nursing 1st year students based on
difference between pre-test and post-test scores on knowledge
regarding home management for dysmenorrhea.
Knowledge Sample
size (n)
Mean Standard
Deviation
Mean
Difference
Paired t-test
(P-value)
Pre-test
score
30 12.8 0.57
3.6 9.72
Post-test
score
30 16.4 2.7
(<0.05)
TABLE 4 – shows that the obtained mean value on pre-test knowledge of B.Sc.
Nursing 1st year students was 12.8 with a standard deviation of 0.57. The obtained
mean value on post-test knowledge of B.Sc. Nursing 1st year students was 16.4 with
standard deviation of 2.7. The difference between pre-test mean and post-test mean
score was 3.6. The obtained p-value between pre-test and post-test knowledge was
<0.05.
This finding showed that there is statistically significant difference found
between pre-test and post-test knowledge score. So, it is inferred that with
administration of structured teaching programme there was significant increase in
the knowledge of B.Sc. Nursing 1st year students regarding home management for
dysmenorrhea.
28
Pre-knowledge Post-knowledge Mean difference0.00%
2.00%
4.00%
6.00%
8.00%
10.00%
12.00%
14.00%
16.00%
18.00%
12.80% 16.40%
3.60%
Respon
dent%
GRAPH – 4: Percentage distribution of B.Sc. (N) 1st year students based on the
difference between pre-test and post-test knowledge score on home management for
dysmenorrhea.
29
SECTION 3- Association of pre-test and post-test knowledge score with socio-
demographic variables.
Table 5- Distribution of B.Sc. Nursing 1st year students based on association
between socio-demographic variables and pre-test knowledge regarding home
management for dysmenorrhea. (n= 30)
S.No Socio-demographic
variables
Pre-test knowledge
Test
n Mean SD df
1. Age in years-
a) 16-18
b) 19-20
c) 21-24
7
23
0
13
12.8
0
1.6
1.7
0
2
27
F= 0.48NS
2. Religion-
a) Hindu
b) Muslim
c) Sikh
d) Christian
29
1
0
0
12.7
15
0
0
1.7
0
0
0
3
26 F= 0.47NS
3. Educational status of
mother-
a) No formal
education
b) Up to metric
c) Graduate and above
5
18
7
11.6
13.2
12.8
1.6
1.6
1.6
2
27 F= -3.66S
4. Source of
information-
a) Family members &
Relatives
b) Mass media
c) Friends/Peer groups
d) All of above
6
1
5
18
13.1
13
11.6
13.1
1.7
0
0.8
1.8
3
26 F= 0.99NS
30
Table – 5; depicts that highest mean pre-test knowledge score i.e. 13 was obtained
by students in age group between 16-18 years, followed by mean pre-test knowledge
score i.e. 12.8 in age group of 19-20 and 0 in age group 21-24 years respectively. F-
value for pre-test knowledge score for age was non-significant.
According to religion, the highest mean for pre-test knowledge score i.e. 15 was
obtained by Muslim and followed mean for pre-test i.e. 12.7obtained by Hindu, least
mean pre-test knowledge score i.e. 0 obtained by Sikh and Christian. F-value for
pre-test knowledge score for religion was non-significant.
According to Education status of mother, the highest mean for pre-test knowledge
score i.e. 13.2 by mothers who are up to metric and followed by mean pre-test
knowledge score 11.6 and 12.8 by mothers who are with no formal education and
graduate and above respectively. F-value for pre-test knowledge score for education
status of mothers was significant.
According to Source of information, the highest mean for pre-test knowledge score
i.e. 13.1 was obtained by students who received information from family members
and relatives, followed by mean pre-test knowledge score i.e. 13 by students
obtained from mass media and less mean pre-test knowledge score i.e. 11.6 by
students who received knowledge from friends and peer groups. F-value for pre-test
knowledge score for source of information was non-significant.
31
Table 6- Distribution of B.Sc. Nursing 1st year students based on association
between socio-demographic variables and post-test knowledge regarding home
management for dysmenorrhea.
(n=30)
S.No. Socio-demographic
variables
Post-test knowledge
Test n Mean SD df
1. Age in years-
a) 16-18
b) 19-20
c) 21-24
7
23
0
17 16.5 0
1.4 1.8 0
2
27 F= 0.35NS
2. Religion-
a) Hindu
b) Muslim
c) Sikh
d) Christian
29
1
0
0
16.6 17 0 0
0.7 0 0 0
3
26 F= 0.1NS
3. Educational status of
mother-
a) No formal
education
b) Up to metric
c) Graduate and above
5
18
7
14.4
16.8
17
1.69
1.021
1.37
2
27 F=5.03S
4. Source of
information-
a) Family members &
Relatives
b) Mass media
c) Friends/Peer groups
d) All of above
6
1
5 18
16
18
16.4
16.5
1.5
4.2
1.8
0.9
3
26 F= 0.02NS
32
TABLE 6- depicts that highest mean post-test knowledge score i.e.17 was obtained
by students in age group between 16-18 years, followed by mean post-test
knowledge score i.e.16.5 in age group of 19-20 and 0 in age group 21-24 years
respectively. F-value for post-test knowledge score for age was non-significant.
According to religion, the highest mean for post-test knowledge score i.e.17 was
obtained by Muslim and followed mean for post-test i.e.16.6 obtained by Hindu,
least mean post-test knowledge score i.e. 0 obtained by Sikh and Christian. F-value
for post-test knowledge score for religion was non-significant.
According to Education status of mother, the highest mean for post-test knowledge
score i.e.17 by mothers who are graduate and above and followed by mean post-test
knowledge score 16.8 and 14.4 by mothers who are with no formal education and up
to metric respectively. F-value for post-test knowledge score for education status of
mothers was significant.
According to Source of information, the highest mean for post-test knowledge score
i.e.18 was obtained by students who received information from mass media,
followed by mean post-test knowledge score i.e.16 by students obtained from family
and relatives and less mean post-test knowledge score i.e.16.4 by students who
received knowledge from friends and peer groups. F-value for post-test knowledge
score for source of information was non-significant.
33
CHAPTER – 5
DISCUSSION
CHAPTER – 5
DISCUSSION
The present study was conducted to evaluate the effectiveness of structured teaching
programme on knowledge regarding home management for dysmenorrhea. An
educative and evaluative research approach, pre-experimental with one group pre-
test and post-test research design were selected by using purposive sampling
techniques. A self administered structured knowledge questionnaire was prepared to
collect data from 30 B.Sc. Nursing 1st year students studying in Kamakshi Institute
of Nursing, Kangra, Himachal Pradesh.
The findings are discussed based on study objectives and hypotheses.
Character of socio-demographic variables of B.Sc. Nursing 1st year students
Majority of B.Sc. Nursing 1st year students 19.2% were in age group between 19-21
years, 24.2% B.Sc. Nursing 1st year students belong to Hindu religion, 15% B.Sc.
Nursing 1st year student’s mothers with up to metric education, 15% B.Sc. Nursing
1st year students had got information from Family/Mass media/ Friends.
The first objective was to assess the pre-test level of knowledge regarding home
management for dysmenorrhea among B.Sc. Nursing 1st year students.
Out of 30 B.Sc. Nursing students, majority of B.Sc. Nursing 1 st year students 60%
had Good knowledge and 40% had very good knowledge and none of had poor
knowledge regarding home management for dysmenorrhea.
34
The second objective was to assess the post-test level of knowledge regarding
home management for dysmenorrhea among B.Sc. Nursing 1st year students.
Out of 30 B.Sc. Nursing students, majority of B.Sc. Nursing 1st year students 10%
had good knowledge and 90% had very good knowledge and none of had poor
knowledge regarding home management for dysmenorrhea.
The third objective was to assess the effectiveness of structured teaching
programme by finding the difference between pre-test and post-test knowledge
scores regarding home management for dysmenorrhea among B.Sc. Nursing 1st
year students.
The study finding showed that the obtained mean value on pre-test knowledge of
B.Sc. Nursing 1st year students was 12.8 with standard deviation of 0.57. The
obtained mean value on pos-test knowledge of B.Sc. Nursing 1st year students was
16.4 with standard deviation of 2.3. The difference between pre-test and post-test
mean score was 3.6. The obtained p-value between pre-test and post-test knowledge
score was <0.05.
The finding showed that there was significant difference found between pre-test and
post-test knowledge. So, it was inferred that with administration of structured
teaching programme, there was significant increase in the knowledge of B.Sc.
Nursing 1st year students regarding home management for dysmenorrhea.
Hence, the research hypothesis H1 was accepted.
The fourth objective was to determine the association between pre-test and
post-test knowledge with socio-demographic variables.
Association of socio-demographic variable- Age, Religion, education status of
mother, Source of information was analysed by using ANOVA test.
35
There was no significant association found between socio-demographic variables
and level of pre-test and post-test among B.Sc. Nursing 1st year students regarding
home management for dysmenorrhea.
Hence, the research hypothesis H2 was rejected.
36
CHAPTER – 6
SUMMARY, CONCLUSION, IMPLICATIONS & RECOMMENDATIONS
The essence of any research project lies in reporting its findings. This chapter gives
brief account of present study along with the conclusion drawn from the findings,
implications, conclusion and suggestions for further studies.
Summary of the study:
The primary aim of the study was to evaluate the knowledge regarding home
management for dysmenorrhea among B.Sc. Nursing 1st year students. The pilot
study was conducted among 5 B.Sc. Nursing students at Kamakshi Institute of
Nursing, Kangra, Himachal Pradesh.
Data collection procedure was carried out on May 2019 at Kamakshi Institute of
Nursing, Kangra, Himachal Pradesh based on purposive sampling. 30 B.Sc. Nursing
1st year students were selected as study samples. Self administered structured
knowledge questionnaire was administered to B.Sc. Nursing 1st year students
individually. Post-test was conducted after one week of administering structured
teaching programme.
The data was tabulated, organized, analysed and interpreted. Both
descriptive and inferential statistics was used.
37
Major findings of the study;The major findings of the study were classified under the following headings;
1) Information regarding socio-demographic variables among B.Sc. Nursing
1st year students on home management for dysmenorrhea.
Majority of B.Sc. Nursing 1st year students 19.2% having age group between 19-21
years, 24.2% B.Sc. Nursing 1st year students belongs to Hindu religion, 15% B.Sc.
Nursing 1st year students mother’s educational status were up to metric, 15% B.Sc.
Nursing students got information from family members, mass media, friends and
peer group.
2) Findings regarding the level of pre-test knowledge among B.Sc Nursing 1st
year students regarding home management for dysmenorrhea.
The Pre-test knowledge among 60% B.Sc. Nursing 1st year students was good and
40% B.Sc. Nursing 1st year students at very good knowledge and none of them had
poor knowledge.
3) Findings regarding the level of post-test knowledge among B.Sc. Nursing 1st
year students regarding home management for dysmenorrhea.
The Post-test knowledge among 10% B.Sc. Nursing 1st year students was good and
90% B.Sc. Nursing 1st year students had very good knowledge and none of them had
poor knowledge.
4) Findings regarding difference between pre-test and post-test knowledge
score on home management for dysmenorrhea.
The study finding show that the obtained mean value on pre-test knowledge of B.Sc.
Nursing 1st year students was 12.8 with a standard deviation of 0.57. The obtained
mean value on post-test knowledge of B.Sc. Nursing 1st year students was 16.4 with
a standard deviation of 2.3. The difference between pre-test and post-test mean score
was 3.6. The obtained p-value between pre-test and post-test knowledge was <0.05.
There was significant difference between pre-test and post-test knowledge among
B.Sc. Nursing 1st year students regarding home management for dysmenorrhea.
38
5) Findings regarding association between socio-demographic variables and
pre-test knowledge among B.Sc. Nursing 1st year students regarding home
management for dysmenorrhea.
There was no significant difference between socio demographic variable and pre-
test knowledge among B.Sc. Nursing 1st year students regarding home management
for dysmenorrhea.
6) Findings regarding association between socio-demographic variables and
post-test knowledge among B.Sc. 1st year students regarding home management
for dysmenorrhea.
There was no significant association between socio-demographic variables and post-
test knowledge among B.Sc. 1st Nursing students regarding home management for
dysmenorrhea.
Conclusion:1) Majority of B.Sc. Nursing 1st year students had very good knowledge regarding
home management for dysmenorrhea.
2) This study is innovative study to increase the level of knowledge of B.Sc. Nursing 1st
year students regarding home management for dysmenorrhea.
3) There was a significant difference between pre-test and post-test level of knowledge
regarding home management for dysmenorrhea among B.Sc. Nursing 1st year
students.
4) There was no significant association found between socio-demographic variables
such as- Age, Religion, Education status of mother and Source of information with
pre-test level of knowledge regarding home management for dysmenorrhea among
B.Sc. Nursing 1st year students.
5) There was no significant association found between socio-demographic variables
such as- Age, Religion, Education status of mother and Source of information with
post-test level of knowledge regarding home management for dysmenorrhea among
B.Sc. Nursing 1st year students.
39
Implications:The implications of the findings had discussed in relation to nursing education,
nursing services, nursing administration and nursing research.
Implication in nursing education:1) The nursing students are able to teach to the B.Sc. Nursing 1st year students
regarding home management for dysmenorrhea
2) Nursing education emphasizes that health care system should pay more attention on
training the nursing students. So that they will become knowledgeable can be of help
to their own selves as well as to others by imparting education by using various
methods of educational technology.
Implication in nursing services:1) The present study created awareness, stimulated, motivated regarding home
management foe dysmenorrhea.
2) The study also motivated the student nurses to utilize their knowledge in Kamakshi
Institute of Nursing students among B.Sc. Nursing 1st year students.
Implication in nursing administration:1) In service education programme, workshop can be initiated to conduct continuous
teaching programme periodically so that they teach the B.Sc. Nursing years.
2) Pamphlets, hangouts and booklets should be kept in college regarding home
management for dysmenorrhea.
3) It helps to improve the quality of care provided by B.Sc. Nursing 1st year students.
Implication in nursing research:1) This study helps the nurse researcher to develop a deep insight in the development of
information regarding home management for dysmenorrhea.
2) The structured teaching programme developed by the researcher will help the B.Sc
Nursing 1st year students to develop their knowledge.
40
Recommendations:1) The study can be conducted using large samples.
2) A comparative study also can be done to evaluate the effectiveness of structured
teaching programme on knowledge regarding home management for dysmenorrhea
among the B.Sc. Nursing 1st year students.
3) An experimental study can be done to determine the knowledge level after structures
teaching programme.
4) A descriptive study can be done to assess on knowledge regarding home
management foe dysmenorrhea among B.Sc. Nursing 1st year students.
5) An experimental study also can be done to evaluate the effectiveness of structured
teaching programme on knowledge regarding home management for dysmenorrhea
among B.Sc. Nursing 1st year students.
41
REFERANCES
REFERENCES
1) https://www brainquote.com.
2) S. Ziael, An international Journal of obs and gynae, volume 112, issue 4, pages
460-469 april 2005, online publication, 8 Dec 2004.
3) Anil K. Agarwal and Anju Agarwal A study of dysmenorrhea during menstruation
in adolescent girls; Indian J community Med.2010 Jan, 31(1): 159-164.
4) https://www.success.com . Hilario SG, Bozzini N, Borsari R, Barocat EC (January
2009). Action of aromatase inhibitor.
5) http://www.success.com.
6) Rashmi B Adoloscent: a period that really matters,
http://www.ezinearticles.com/reviewed on 24/9/2008.
7) George A. Incidence of dysmenorrhea and its relationship to selected factors and
the effect of yoga in its management among adolescent girls in Karnataka.
Unpublished doctoral dissertation submitted to Manipal Academy Higher
Education, 2000.
8) Avasarala AK, Panchangam S. Dysmenorrhea in different settings: are the rural
and urban adolescent girls perceiving and managing the dysmenorrhea problem
differently: Indian Journal of community medicine Oct 2008;33 (4): 246-249.
9) Sharma A, Taneja D, Saha R. Problem related to menstruation and their effect on
daily routine of students: Asia- Pacific Journal of public health May 20098; 7(8):
234-241.
10) Jesson, Jill. Doing Your Literature Review. 5thed. London: Sage,2011.
11) Agarwal AK, Agarwal A . A study of dysmenorrhea during menstruation in
adolescent girl. Indian journal of community medicine Jan 2016:35(4):460.
12) Bhaigianimoghadam MH, Loo AM, Falazadeh H, Alavijeh. A survey about the
preavalence of dysmenorrhea in female student of ShahidSadoughi university of
Medical science and their knowledge. Unpublished thesis of department of Health
Science,Yazd, Iran, 2015.
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13) Gharioghi S, Torkzahrani S, Akbarzadeh AR, Heshmat R. The effect of
acupressure on severity of primary dysmenorrhea: Dove press journal Feb 20136
(4):140-148.
14) Singh A, Kiran D, Singh P, Tiwari P, Net P. Prevalence and severity of
dysmenorrhea. Indian journal of physiology and Pharmacology Dec
2012;52(4):389-397.
15) Abbaspour, Rostami M, Najjar SH. The effect of execise on primary
dysmenorrhea: Journal of research in health science. Feb 2012:6(4): 26-34.
16) Shabnam Omidvar, Sedighe&smailzadeh, Mahmood Barandaran and Zahra
Basirat. Effect of fennelon pain intensity on dysmenorrhea. An international
quarterly Journal of research in Ayurveda. Apr-Jun2012 ;88(2):344-348.
17) Apay SE, Arslan S,Akpinar RB, Ceiebiogiu A. Effect of aromatherapy massage
on dysmenorrhea in Turkish students: Official Journal of the American society of
pain management Nurses Dec 2012;(4):236-240.
18) Ihonson I. Level of knowledge among adolescent girls regarding effective
treatment for dysmenorrhea: Indian Journal of Community Medicine March
2012;10(1):40-47.
19) Adesola A, oluwayemis B. Knowlwdge od adolescent girls regarding primary
dysmenorrhea and natural remedy in Nigeria: Journal of school of nursing March
2011;2(5):33-35.
20) Anoop Khanna, Goyal R S, Rahul Bhawsar. Menstural practices reproductive
problem, a study of adolescent girl in Rajsthan. Journal of health and
management,2010 april,vol 7 no 94-107.
21) Rajani Bala Jasrotia, Arvind Kanchan, G K Hathi, JM Harsoda,Knowledge
attitude and practices of Indian girls in various aspects related to menstruation.
Transworld Journal. January 2009 (9)2847-90.
43
APPENDIX – 1
APPENDICES
44
APPENDIX - 2
45
APPENDIX- 3
INSTRUMENT
SELF ADMINISTERED STRUCTURED KNOWLEDGE QUESTIONNAIRE
ON
HOME MANAGEMENT FOR DYSMENORRHEA
Self administered structured knowledge questionnaire is consisting of 25 multiple choice questions. Score 01 will be given for correct answer and score 0 for wrong answer.
Tool is divided into 2 parts:
PART-1; Socio-demographic data.
PART-2; structured knowledge questionnaire is divided into section A & B.
Section-A includes general information on home remedies for dysmenorrhea, Section-B includes effect of yoga, exercises, acupressure, massage and diet during dysmenorrhea.
Dear Respondents,
You are requested to read each questions carefully and give your response by writing in the bracket the correct option such as- (a), (b), (c) & (d).
46
SELF ADMINISTERED STRUCTURED KNOWLEDGE QUESTIONNAIRE ON HOME MANAGEMENT FOR
DYSMENORRHEA
PART-1
SOCIO-DEMOGRAPHIC PROFILE
It consist of socio-demographic variables such as age in years, religion, educational status of parents, any previous knowledge, Sources of information.
Instructions: The following questions are related to socio-demographic data please response to questions. Your options will be written in the brackets [ ]
1) Age in years
a) 16 - 18 [ ]b) 19 - 21 [ ] c) 22 - 24 [ ]
2) Religion
a) Hindu [ ]b) Muslim [ ] c) Sikh [ ]d) Christian [ ]
3) Educational status of mother
a) No formal education [ ] b) Up to metric [ ]c) Graduate and Above [ ]
4) Source of information
a) Family members & relatives [ ]b) Mass media [ ] c) Friends / Peer groups [ ] d) All of the above [ ]
47
PART-2
KNOWLEDGE QUESTIONNAIRE
Instructions: The following questions will be asked about knowledge regarding home management for dysmenorrhea. Please give response to questions. Your options will be written in brackets [ ]
Section-A
Self Structured knowledge questionnaire on dysmenorrhea in general
1) Dysmenorrhea means-
a) Painful micturation. [ ]b) Pus in urine. [ ]c) Painful menstruation. [ ]d) Difficulty in swallowing. [ ]
2) Dysmenorrhea is a-
a) Menstrual disorder. [ ]b) Bleeding disorder. [ ]c) Thrombolytic disorder. [ ]d) Neural disorder. [ ]
3) Dysmenorrhea is a disorder of -
a) Gastrointestinal System. [ ]b) Genitourinary System. [ ]c) Neurological System. [ ]d) Reproductive System. [ ]
4) Which one of the following is risk factor for dysmenorrhea -a) Smoking. [ ] b) Stress. [ ]c) Obesity. [ ]d) All of the above. [ ]
48
5) Dysmenorrheal pain radiate to-
a) Abdomen, chest, legs. [ ]
b) Lower abdomen, back, thighs. [ ]c) Chest, arms, neck. [ ]d) Back, shoulders, thighs. [ ]
Section – B
Self Structured Knowledge questionnaire on Home management for dysmenorrhea
Questions related to exercise & yoga
6) Exercise is helpful in-
a) Weight gain. [ ]b) Reducing menstrual cramps. [ ]c) Weaken muscles. [ ]d) Increase pain. [ ]
7) Exercise performed during dysmenorrhea is-
a) Aerobic exercise. [ ]b) Anaerobic exercise. [ ]c) Laughing exercise. [ ]d) Dancing exercise. [ ]
8) Yoga is-
a) Time waste activity. [ ]b) Resting activity. [ ]c) Short term activity. [ ]d) Night time activity. [ ]
499) Child pose is also called-
a) Active pose. [ ]b) Resting pose. [ ]
c) Relaxing pose. [ ]d) Both (a) and (c). [ ]10) Knee and chest pose helps in improving blood flow in-
a) Pudendal region. [ ]b) Right lumber region. [ ]c) Abdominal region. [ ]d) Epigastric region. [ ]
Questions related to acupressure & massage
11) Acupressure is used to reduce-
a) Abdominal Pain. [ ]b) Weight. [ ]c) Abdominal cramps. [ ]d) Both (a) and (c) [ ]
12) Acupressure is applied -
a) On legs. [ ]b) On head. [ ]c) On hands. [ ]d) On back. [ ]
13) Which Essential oil is used for abdominal massage -
a) Amla oil. [ ]b) Coconut oil. [ ]c) Navratan oil. [ ]d) Olive oil. [ ]
14) Abdominal massage help to reduce-
a) Stress. [ ]b) Abdominal Cramps. [ ]c) Vaginal Bleeding. [ ]d) Headache. [ ]
5015) Acupressure applied with the help of-
a) Needle. [ ]b) Nails. [ ]
c) Feet. [ ]d) Hands. [ ]
Questions related to diet-
16) Which type of diet is helpful during dysmenorrhea-
a) Balance diet. [ ]b) Green leafy vegetable. [ ]c) Vitamin and minerals. [ ]d) All of the above. [ ]
17) Green tea is a-
a) Synthetic medicine. [ ]b) Natural diuretic. [ ]c) Natural polypeptide. [ ]d) Natural anticoagulant. [ ]
18) Fruit helpful in reducing dysmenorrhea is-
a) Watermelon. [ ]b) Grapes. [ ]c) Pear. [ ]d) Guava. [ ]
19) Carbonated drinks are avoided because it cause-
a) Infection. [ ]b) Abdominal Bloating. [ ]c) Increase pain. [ ]d) Induce vomiting. [ ]
20) Vegetable helpful in reducing dysmenorrhea is-a) Lady finger. [ ]b) Capsicum. [ ]c) Brinjal. [ ]d) Broccoli. [ ]
51
APPENDIX - 3
ANSWER KEY
GRADING ; Knowledge score was interpreted on criterion scale as follows;
Poor Knowledge ; 0-33% (0-6) Good Knowledge ; 33-67% (7-13) Very good Knowledge ; 68-100% (14-20)
52APPENDIX – 4
LIST OF EXPERTS FOR VALIDITY OF TOOL
Q.No. ANSWER1 C2 A3 D4 D5 B6 B7 A8 B9 D10 C11 D12 C13 D14 B15 D16 D17 B18 A19 B20 D
1) Mr. Aashish SuryanPrincipal
Kamakshi Institute of Nursing,
Bassa Waziran.
2) Ms. Alka NangluAssociate Professor
Kamakshi Institute of Nursing,
Bassa Waziran.
3) Mrs. Neesha GuleriaAssistant Professor
Kamakshi Institute of Nursing
Bassa Waziran
4) Mrs. Manisha SharmaAssistant Professor
Kamakshi Institute of Nursing
Bassa Waziran
5) Mrs. Pallavi Verma Lecturer
Kamakshi Institute of Nursing
Bassa Waziran
53
6) Ms. Shilpa SharmaLecturer
Kamakshi Institute of Nursing
Bassa Waziran
7) Ms. Monika ThakurLecturerKamakshi Institute of NursingBassa Waziran.
54 APPENDIX - 5
FORMULA USED FOR STATISTICAL ANALYSIS
Spearman-Brown formula for reliability test:
r = 2r 1 + r Where, r is the correlation coefficient completed on the split-half. r = estimate reliability of the entire test. For calculating the correlation co-efficient (r)
∑xy – ( ∑x )( ∑y ) n
{ x2 – ( ∑x2 ) } – { ∑y2 – ( ∑y2 ) } n n
Calculation Mean and Standard Deviation;-
Mean (M) = ∑Xi n
Where, ∑ = The symbol used for summation Xi= Value of 1st item n = Total no. Of item
Standard Deviation (SD) = ∑ ( x1 – x2 )2
n
Where, ∑ = The symbol used for summation Xi = Value of 1st item x = Mean of the 1st item n = Total number of item
55
Calculation of paired ‘t’ test;-
Paired ‘t’ = observed difference (xi - x2 )
SE
Where xi and x2 = Mean of pre-test and post-test value SE = Standard error of pre-test and post-test values
SE of different values = σd n
σd = ∑di2 – ( ∑di )2 / n n - 1
Where, σd = Standard deviation of d ( X1 - X2 ) ∑di = Summation of d2 or ( X1 – X2 ) (∑di)2= Square of summation of or ( X1 – X2 ) n = Total number of items
Calculation of ANOVA test;- F-ratio = Mean of sum of square between the group Mean of sum of square within the group
56
APPENDIX - 6
MASTER CODING SHEET
SOCIO DEMOGRAPHIC VARIABLES
Samples Age Religion
Educational status of mother
Source of information
1 b a b a2 b a c d3 a b b d4 b a b a5 a a c d6 a a b d7 b a a c8 b a b a9 b a b d10 a a b d11 a a b d12 b a a d13 b a a d14 a a b d15 b a c d16 b a b c17 b a c c18 b a c b19 b a c d20 b a b d21 b a b d22 b a a d23 b a c c24 b a b a25 a a b d26 b a b a27 b a a a28 b a b d29 b a b c
30 b a b d
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