date: · web viewrajani bala jasrotia , arvind kanchan, g k hathi, j m harsoda, a descriptive study...

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


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



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.



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


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


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


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


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%


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%


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

%


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


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


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


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


(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


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


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


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


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


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


2) This study is innovative study to increase the level of knowledge of B.Sc. Nursing 1st


3) There was a significant difference between pre-test and post-test level of knowledge


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


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


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


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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http://www.ezinearticles.com/reviewed%20on%2024/9/2008

https://www.success.com/

https://www/

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


Bassa Waziran

4) Mrs. Manisha SharmaAssistant Professor


Bassa Waziran

5) Mrs. Pallavi Verma Lecturer


Bassa Waziran

53

6) Ms. Shilpa SharmaLecturer


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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