“To Evaluate the Effectiveness of Self Instructional Module Regarding Perineal Care among Primipara Postnatal Mothers”

Background: Perineal trauma, particularly caused following vaginal delivery, is associated with short and long-term morbidity for women; therefore, intervention that increases the probability of an intact perineum is necessary. When a child is born, the mother and the postnatal period are both extremely vulnerable. Objectives: 1. To assess the pretest knowledge regarding perineal care in primipara postnatal mothers. 2. To assess the posttest knowledge regarding perineal care in primipara postnatal mothers. 3. To assess the effectiveness of Self Instructional Module on knowledge regarding perineal care in primipara postnatal mothers. 4. To associate the posttest knowledge score regarding perineal care in primipara postnatal mothers with demographic variables. Materials and Methods: A pre-experimental one-group pretest and posttest design was adopted to assess the effectiveness of a self-instruction module on knowledge regarding perineal care among primipara postnatal mothers. This study was carried out using inferential and descriptive data. The techniques for testing knowledge regarding perineal care among primipara postnatal mothers are discussed in this chapter. It comprises a research method description, the design and validation of the tools and questionaries, the data collection procedure and data analysis plan, the identification of targets, and the sample and sampling techniques. Results: Better care with regular maintenance of hygiene of perineal area among the primipara postnatal mothers in selected area in Wardha district allow them from preventing from perineal discomfort and infection and a better quality of life with other intervention and by providing knowledge.

Assessment of the Effectiveness of Self-Instructional Module on Knowledge Regarding Home Care Management of Thalassemia Children among the Parents in A.V.B.R. Hospital, Wardha

Background of Study: Thalassemia is a genetic condition in which the production of globin chains is reduced or non-existent. Beta-thalassemia is caused by mutations in the beta-globin gene, which impede the formation of beta-globin chains. Based on clinical severity, beta thalassemia is categorised as follows. The most severe form of beta thalassemia is characterised by severe anaemia and the requirement for blood transfusions. Anaemia caused by beta thalassemia intermedia can be treated with medication or transfusions. Beta thalassemia minima- Also known as beta thalassemia trait, this type is typically asymptomatic. Children with beta-thalassemia major require regular blood transfusions, which can result in issues such as iron overload and the transfer of illnesses such as HIV, HCV, and HBsAg, all of which can shorten their life. Inadequate transfusions, on the other hand, result in severe anaemia as well as fatigue and debility. Objectives: To measure parents' existing knowledge of thalassemia children's home care management. To analyses the efficiency of a self-instructional module on thalassemia children's home care management expertise. To link the post-test knowledge score to the demographic factors chosen. Materials and Methods: A descriptive research design study was conducted to evaluate the efficiency of a self-instructional module on parental understanding of thalassemia children's home care management. The total number of samples in this study was 30. All of them were parents of thalassemia children from A.V.B.R. Hospital in Sawangi (Meghe), Wardha. The study employed a non-probability convenient sampling strategy, with the instrument being designed questionnaires on parental understanding of their children's medical conditions and knowledge of home care management of thalassemia. Based on the aims and hypothesis, the data was statistically analysed using various tests such as descriptive statistics and inferential statistics. Results: The purpose of this study was to determine the efficiency of a self-instructional module on parental understanding of thalassemia children's home care management. Following the installation of the seif-instructional module, 63.33 percent of Thalassemia parents had a poor level of knowledge and 36.67 percent had an average level of knowledge prior to the exam, according to analysis. The lowest knowledge score on the pre-test was 2 and the highest knowledge score was 7. The pre-test mean percentage of knowledge score was 33.559.17, and the pre-test mean knowledge score was 5.031.37. Post-test knowledge scores were average for 23.33 percent of Thalassemia parents and excellent for 76.67 percent of Thalassemia parents. The minimum post-test knowledge score was 8 and the maximum post-test knowledge score was 14. The mean post-test knowledge score was 11.901.84, and the mean percentage of knowledge score was 79.3312.29. Conclusion: The current study's pre-test results reveal that parents of thalassemia children had insufficient information about thalassemia home care management. Following the self-instructional module, it was a modest attempt to develop understanding of thalassemia home care management. Based on their pre-test scores, 19% of subjects had low knowledge, 11% had moderate knowledge, and 0% had strong knowledge, according to the findings. However, according to post-test results, 0% of subjects had low knowledge, 7% of subjects had average knowledge, and 23% of subjects had strong knowledge. As a result, the post-test knowledge score was statistically interpreted to be greater than the pre-test knowledge score.

A QUASI-EXPERIMENTAL STUDY ON THE EFFECTS OF A SELF-REGULATION-BASED ESL WRITING INSTRUCTIONAL MODULE ON MALAYSIAN SECONDARY SCHOOL STUDENTS’ ESL WRITING PERFORMANCE

Self-regulation is a necessary component of developing skilled writers. Self-regulation, on the other hand, is rarely discussed in Malaysian ESL contexts, particularly in terms of ESL writing. This quasi-experimental study evaluated an ESL writing instructional module based on self-regulation with the goal of improving secondary school students' narrative writing. This study, which was conducted as part of a larger study, presented the results of the pilot study. The findings indicated statistically significant improvements in the students' overall writing performance and in each of the four components of writing, namely content, communicative appropriateness, organisation, and language. The findings indicated that the self-regulation-based writing instructional module was effective at improving students' overall writing performance and performance in each of the four writing aspects. Future studies should include a larger sample size, extend the duration of the intervention, and investigate additional variables such as gender and level of proficiency.

Assess the Effectiveness of Self-instructional Module on Knowledge Regarding Cultural Beliefs of Dietary Habits among Postnatal Women

Background: The study of cultural factors in nutrition emerged as a distinct focus of research only recently, with the formation of the National Research Council's Committee on Food Habits in 1941. The impact of culture on nutrition has primarily been studied in the realm of "food habits," which is the second of two distinct spheres comprehended by nutrition science. The first is concerned with determining nutritional requirements and dietary standards and includes biochemistry and physiology. Objective of the study: This study aims to assess the effects of self-instructional module on knowledge regarding cultural beliefs of dietary habits among postnatal women. 1. To assess the existing knowledge regarding cultural beliefs of dietary habits among postnatal women 2. To assess the effectiveness of self-instructional module on knowledge regarding cultural beliefs of dietary habits among postnatal women 3. To associate knowledge regarding cultural beliefs of dietary habits among postnatal women with demographic variables. Material and methods: Evaluatory research approach is used to assess the effectiveness of self-instructional module on through the difference between the pre-test and post-test knowledge score. In this study a total number of 60 postnatal women who fulfil the inclusion criteria were selected. A structured questionnaire developed for assessing the knowledge of postnatal women. Result: According to the findings, 13.33% of postnatal women had an average level of knowledge, 55% had a good level of knowledge, and 31.67% had an excellent level of knowledge. Conclusion: According to findings of the study, there is an improvement in knowledge of postnatal women. Statistically, the self-instructional module on knowledge regarding cultural beliefs of dietary habits among postnatal women was proved to be effective.

A Study to Evaluate the Knowledge and Attitude Regarding Polycystic Ovarian Syndrome among Adolescent Girls in Selected Higher Secondary Schools at Trivandrum with a View to Develop a Self-instructional Module

Poly cystic ovarian syndrome is a hormonal disorder common among women of reproductive age. Women with PCOD may have infrequent or prolonged menstrual periods or excess male hormone levels. This hormone imbalances cause them to skip menstrual periods and leads to infertility. The study is attempted to assess the knowledge and attitude regarding PCOD among adolescent girls in selected higher secondary schools. The research design of the study was non experimental descriptive survey design. Study was conducted among 60 adolescent girls in selected higher secondary schools at Trivandrum. The result shows that 88.33 percent of adolescent girls have less adequate knowledge regarding PCOD and only 11.67 percent have moderately adequate knowledge and 75 percent of samples have neutral attitude, 25 percent have negative attitude and no one have positive attitude regarding PCOD. The correlation shows moderately positive correlation between knowledge and attitude. The above findings shows that adolescent girls having less adequate knowledge and negative attitude regarding PCOD, so it is important to develop a self instructional module regarding PCOD for an education program.

A Study to Assess the Effectiveness of Self Instructional Module on Knowledge Regarding Stem Cell Banking among Staff Nurses in Selected Hospitals at Bangalore

Aim: Present study attempts to assess the “Effectiveness of self-instructional module on knowledge regarding stem cell banking among staff nurses in hospitals. Methods and Material: Purposive sampling technique with the pre-experimental and post-test design was used. The sample of this study comprised 60 staff nurses who were working in the Obstetrics and Gynaecological ward. A structured knowledge questionnaire was used to collect data from the subjects. The collected data was analyzed using descriptive and inferential statistics and interpreted in terms of the objectives and hypothesis of the study. Results: In pre-test knowledge on stem cell banking, out of 60 staff nurses, 13(22%) had inadequate knowledge, and in post-test after implementation of SIM, 53(88%) of subjects had adequate knowledge, and 7(12%) had moderate knowledge. The above results indicate that SIM effectively increased the ability of staff nurses on stem cell banking. The association was found between the knowledge scores of subjects with demographic variables such as gender, area of residence, and years of clinical experience, which was significant at the level of 0.05. It is recommended that a similar study can be conducted on a larger sample to arrive at a generalization. Moreover, nurses and midwives are part of health care in all the stages of our lives. Thus, nurses must be knowledgeable and aware of recent trends in diagnosis, treatment. Education provides means by which nurses can remain up to date with current developments, maintain their competence and meet the standards of nursing practice. Conclusion: The study’s findings reveal that staff nurses' knowledge had enhanced regarding stem cell banking. Key words: Stem cell banking, Knowledge, Staff nurses.

Designing an Instructional Module for Classroom Teaching Based on the Multiple Intelligences Theory

Lesson content needs active engagement to excite student interest. Teachers face challenges on student engagement in classroom teaching where learning has become procedural. This field study developed an instructional module integrating the 5Es method of instruction anchored on Howard Gardner’s Theory of Multiple Intelligences. Chislett’s multiple intelligence (MI) test was administered to Grade 7 students and the Science teacher for learning needs assessment determining their dominant multiple intelligences. The dominant MI of the students determined the enrichment activities incorporated in the 5E-MI instructional module and teaching method. During implementation, the teacher and the students were observed to assess the perceived usefulness of the module. The study established that the 5E-MI instruction module was a useful lesson planning method to increase students' engagement, who were observed to be attentive and participative during the implementation. Lesson planning was easier for the teacher since enrichment activities incorporated were guided by the dominant MI of the students. Through this study, educators are provided direction in incorporating MI in lesson planning and curriculum integration.