A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON ROLE OF NURSE IN DEVELOPMENT OF PERSONALITY BEHAVIOUR AMONG STUDENTS IN A SELECTED SCHOOL IN BANGALORE.
PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION
RAJIVGANDHIUNIVERSITY OF HEALTH SCIENCES
BANGALORE, KARNATAKA
PROFORMA FOR REGISTRATION OF SUBJECTS FOR
DISSERTATION
1. / NAME OF THE CANDIDATE AND ADDRESS / NIMMISH KURIAN2. / NAME OF INSTITUTION / K T G COLLEGE OF NURSING
3. / COURSE OF STUDY AND SUBJECT / I year M.Sc. Nursing
Psychaitric Nursing.
4. / DATE OF ADMISSION TO COURSE / 13/09/2010
5. / TITLE OF THE STUDY / A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON ROLE OF NURSE IN DEVELOPMENT OF PERSONALITY BEHAVIOUR AMONG STUDENTS IN A SELECTED SCHOOL IN BANGALORE
6. 0 BRIEF RESUME OF THE INTENDED WORK:
INTRODUCTION:
“A healthy baby is a beautiful gift from god.”
Personality is derived from Greek word “Persona “, the mask used by actors in Greek drama. Personality refers to “the aggregate of the physical and mental qualities of the individuals as these interact and function with his environment.” Personality is expressed through the behavior of a person .The personality pattern of behaviour is generally recognized by early adolescence. These changes persist through out life, causing difficulty to the individual and members of the family .Certain types of personalities are known to be predisposed to certain type of mental disorders.
Personality can be defined as a dynamic and organized set of characteristics possessed by a person that uniquely influences his or her cognitions, motivations, and behaviors in various situations. The study of personality has a broad and varied history in psychology, with an abundance of theoretical traditions. The major theories include dispositional (trait) perspective, psychodynamic, humanistic, biological, behaviorist and social learning perspective. There is no consensus on the definition of "personality" in psychology. Most researchers and psychologists do not explicitly identify themselves with a certain perspective and often take an eclectic approach. Some research is empirically driven such as the "Big 5" personality model whereas other research emphasizes theory development such as psychodynamics. There is also a substantial emphasis on the applied field of personality testing. In psychological education and training, the study of the nature of personality and its psychological development is usually reviewed as a prerequisite to courses in abnormal or clinical psychology.
Personality is the particular combination of emotional, attitudinal, and behavioral response patterns of an individual.Personality commonly refers to: Personality psychology, the theory and study of individual differences, traits, and types .Personality trait theory attributes by which people may vary in relative terms .Personality may also be discussed in the context of: Personality disorders, a class of mental disorders that is characterized by long-lasting rigid patterns of thought and actions .Personality pathology, characterized by adaptive inflexibility, vicious cycles of maladaptive behavior and emotional instability under stress .Personality quiz or Personality test, a series of questions (usually multiple-choice, rating scale, or True/False) intended to describe aspects of an individual's character, thoughts, and feelings .Personality type refers to patterns of relatively enduring characteristics of behavior that occur with sufficient frequency as to be grouped into one member of a set of types. Personality typology approaches promote the concept that people cluster into common patterns of emotional, attitudinal, and behavioral reactions. Personality change is the concept that although personality may have some stability throughout the lifespan, some individuals may undergo substantial alteration of their characteristic patterns of adapting to their social and personal environments.
6.1 NEED FOR THE STUDY
The need of the study is to make awareness about role of nurse in personality development among students . 7
Sexually Transmitted Infections, including Human Immunodeficiency Virus mainly affects sexually active young people. Young adults aged 15–29 years, account for 32% of Acquired Immunodeficiency Syndrome cases reported in India and the number of young women living with HIV/AIDS is twice that of young men. The aim of the study was to evaluate adolescent school girls' knowledge, perceptions and attitudes towards STIs/HIV and safer sex practice and sex education and to explore their current sexual behaviour in India.8
Information about behaviour, attitudes, and knowledge through regular surveys is essential to better understand the dynamics of reproductive health. This information is also important in assessing changes over time as a result of prevention efforts. The aim of the present study was to evaluate adolescent college girls' knowledge, perceptions and attitudes towards reproductive health and safer sex practice and sex education and to explore their current sexual behaviour in India.8
Bridging the gap between knowledge and practice has emerged as a major behavior change communication challenge to reducing adolescents' vulnerability to STIs and unwanted pregnanciesAttitudes, norms and motivational factors are crucial elements in the decision making process of adolescents around engaging in risky behaviours . Interestingly, in the present survey, almost one quarter of the adolescent respondents 22%, had agreed that there was nothing wrong with unmarried boys and girls having a sexual relationship if they loved each other. This observation is reflected in the increasing incidence of premarital sex in India.9
Adolescents' attitude towards reproductive health may be based on cultural and other beliefs that need specific educational efforts to change.For adolescent students the Internet, media, friends, books and magazines were the main sources of informationregarding reproductive health. Often students were confused or misinformed due to erroneous information received from these sources. Therefore evidence-based reproductive health must be a major strategy in college-based programs, with user friendly resources ready available to students.10
In order to intensify the focus on Sexually Transmitted Infections prevention among young people, in June 2005, the Government of India announced the National Adolescent Education Program. While the main focus of the program was on HIV/AIDS prevention, it also covered sexual reproductive health issues, gender and life skills.11
Unfortunately, many students are exposed to sex and pornography through various television channels, cell phones and Internet cafes. Educating adults and children is essential under these non-regulated conditions.According to AIDS activists, sex education helps to make students cautious against the dangers of experimenting with sex at a young age, sensitizing them and also warning them about the potential exposure to deadly diseases. Many parents are hesitant to talk about sex with their teenage children at home; even mothers hesitate to talk to daughters about something as simple as menstruation. Moreover, widespread illiteracy underlines the importance of being able to talk about sexuality comfortably in a gathering or congregation. Policymakers also believe that many people will be critical of moves to implement sex education to young people therefore may seek political advantage by promoting traditional values.12
6.2 REVIEW OF LITERATURE
Review of literature is a key step in research process refers to the activities involved in searching for information on a topic and developing a comprehensive picture of the state of knowledge on that topic .This provides a background for understanding what has already been learned on a topic and illuminates the significant of new study. The review is divided into under following sections:
6.3 STATEMENT OF THE PROBLEM
A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON ROLE OF NURSE IN DEVELOPMENT OF PERSONALITY BEHAVIOUR AMONG STUDENTS IN A SELECTED SCHOOL IN BANGALORE
6.4 OBJECTIVES:
1. To assess the level of knowledge of college students regarding sex.
2. To assess the effectiveness of structured teaching program on
reproductive health.
3. To assess the difference between the level of Pre and Post test knowledge
of students on knowledge and attitude regarding reproductive health.
3. To find out the association between selected demographic variables of
students with their knowledge level of reproductive health.
6.5 OPERATIONAL DEFINITIONS
- Assessment: It is the organized systematic & continuous process of collecting information about pre test & post test. Knowledge from students regarding reproductive health.
- Effectiveness: It implies to produce a desire effect for an action.
- Structured Teaching program: Refers to the systematically planned teaching programmed designed to provide Information regarding reproductive health.
- Knowledge: It refers to correct response of students to knowledge items on reproductive health
- Attitude: Anattitudeis a hypothetical construct that represents an individual's degree of like or dislike for an item.
- Reproductive health: It refers to the production of a new healthy generation
- Adolescent: It is the developmental stage of human between the age limit of 13-19
6.6 HYPOTHESIS OF STUDY
H1: there will be statistically significant difference between the pre and post knowledge scores of students regarding knowledge and attitude of reproductive health.
H2: there will be a significant association between demographic variable and pre test level of knowledge.
6.7 ASSUMPTION
1. Students may not have adequate knowledge regarding reproductive health.
2. The structured teaching programme will enhance the knowledge and attitude of reproductive health.
6.8 DELIMITATION
1. The study was limited to the students in a selected PU college.
2. The study was limited to those who able to understand Kannada or English
3. Sample size is limited to 60 students.
6.9 VARIABLES
Research variables on the concept at various levels of abstraction that are entered manipulated & collected in a stud.
1. Independent variable –structured teaching programme.
2. Dependent variables – knowledge
- MATERIAL AND METHODS
The study is designed to determine the effectiveness of structured teaching programme on knowledge and attitude regarding reproductive health among adolescent students in a selected college in Bangalore.
7.1. SOURCE OF DATA:
The data will be collected from students of selected PU College in Bangalore district.
7.1.1 RESEARCH DESIGN:
Pre experimental design, one group pretest & post test design.
7.1.2 RESEARCH APPROACH:
Evaluative approach
7.1.3 SETTING OF THE STUDY:
This study will be conducted in selected PU College in Bangalore district.
7.2 METHODS OF COLLECTION OF DATA:
Structure self administered questionnaire.
7.2.1 SAMPLING TECHNIQUE:
Probability sampling technique, Simple random sampling (Lottery method)
7.2.2 SAMPLE SIZE:
The sample of the study consists of 60 students.
Duration of study:
4 weeks
7.2.3 SAMPLING CRITERIA:-
INCLUSION CRITERIA:
1. Students who are studying in PU College.
2. Students who are willing to participate in the study.
3. Students those who can understand Kannada and English.
EXCLUSION CRITERIA:
1. Students who are not interested in study can be excluded in the study.
2. Students who don’t know Kannada and English.
7.2.4 TOOLS FOR DATA COLLECTION:
A structured self administered questionnaire will be used to data collection.
Procedure for data collection:
The investigator will collect the data from Students using structured questionnaire schedule to assess the knowledge after obtaining prior permission from the participant.
Pretest will be conducted following in which a structured knowledge questionare will be given. Post test will be conducted after 7 days and data will be analysed using descriptive and inferential statistics.
7.2.5 DATA ANALYSIS METHOD:
Descriptive statistics
The data analysis will be include descriptive statistics such as frequency , mean, mean percentage and standard deviation to interpreted knowledge scores, demographic variables and emotional well being assessment.
Inferential statistics
Inferential statistics such as t-test will be used to find difference between pretest and post test knowledge score and chi-square will be used to see the association between selected demographic variables and post test knowledge score.These all findings will be document in tabulation, graphs and diagrams.
7.3 DOES THE STUDY REQUIRE ANY INTERVENTION OR INVESTIGATION TO BE CONDUCTED TO THE PATIENTS, OTHER HUMAN OR ANIMALS?
YES. Structured teaching programme will be conducted as an intervention to adolescents regarding reproductive health at selected PU colleges among Bangalore.
7.4 HAS THE ETHICAL CLEARANCE BEEN OBTAINED FROM YOUR INSTITUTION?
Permission will be obtained from:
1. The research committee of the college of Nursing.
2. Authorities of selected colleges, Bangalore.
3. Informed consent will taken from the Students who are willing to
Participate in the study.
8. LIST OF REFERENCE:
1.Santrock, J.W. “The Self, Identity, and Personality. In Mike Ryan(Ed.). A Topical Approach to Life-Span Development”. New York: McGraw-Hill2008; 411-2.
2.Abramson, L., M.E.P. Seligman, and J. Teasdale. "Learned helplessness in humans: Critique and reformulation". Journal of Abnormal Psychology87 (1): 1978; 49–74.
3.Allport, G. W. “Personality: A psychological interpretation”.New York: Holt, Rinehart & Winston. 1937
4.Baron, J. "Intelligence and Personality." In R. Sternberg (Ed.). Handbook of Intelligence. Cambridge: CambridgeUniversity Press. 1982
5.Bradberry, T. “The Personality Code”. New York: Putnam. 2007
6.Engler, Barbara. “Personality Theories”. Houghton Mifflin. 2006
7.Foschi R. “Lindagine sulla personalità alle origini della psicologia scientifica francese” Physis, Rivista internazionale di storia della scienza”. 2003. vol. 40 (1-2), p 63-105.
8.Oliver P. John, Richard W. Robins, Lawrence A. “Pervin Handbook of Personality : Theory and Research”, 3rd Edition, New York, The Guilford Press, 2008
9.Hjelle L., D. Ziegler. “Personality: Basic Assumptions, Research and Applications”.New York: McGraw Hill, 1992.
10.Lombardo, G.P., Foschi R. “The European origins of personality psychology”. European psychologist, 2002, vol: 7, p134-45.
11.Lombardo G.P, Foschi R. “The Concept of Personality between 19th Century France and 20th Century American Psychology”. History of Psychology, 2003, vol. 6; 133-42.
12.Ryckman, R. “Theories of Personality”. Belmont, California: 2004.
13.Tapu C.S. “Hypostatic Personality: Psychopathology of Doing and Being Made”. Ploiesti: Premier,2001.
14. Jimmy Wales, Free Encyclopedia, en.Wikipedia.org/wiki/adolescence.
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16.UNFPA Se NACO Monthly Updates on AIDS. 2005.
17.Nair MKC.”Adolescent Sexual and Reproductive Health”.Indian Pediatrics.P: 1–8.
18.Chen S,et al. “Continuing increase in sexual risk behavior and sexually transmitted disease among men”, American Journal of Public Health.PMC FREE ARTICLE.
19.Sexually Transmitted Infections: Breaking the Cycle of Transmission.New York. United Nations Population Fund; 2004.
20. health journal .com.
21.Catchpole M. sexually transmitted infections: control strategies. PMC free article.p:-322:1135–6.
22.Gupta A,et al. “Same-sex behavior, sexually transmitted infections (STI) and HIV risks among men attending STI clinics in Pune, India”. WePeC6109.XV International AIDS Conference; Bangkok, Thailand. 2004.
23.Harms G, et al. “Perceptions and patterns of reproductive tract infections in a young rural population in Namibia”.2nd European Congress on Tropical Medicine.Liverpool, UK; 1998.
24.Mukherjee K. “Sex education creates storm in AIDS-stricken India”. Hindustan Times, New Delhi,2007.
25.DSACS, PFI, PRB HIV/AIDS in Delhi. Meeting the challenge.Delhi, India: Delhi States AIDS control Society, Population Foundation of India, Population Reference Bureau.2005.
26.Gupta S. Chauhan bars sex-education classes in MP.The Times of IndiaBhopal.2007.
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29.sitagita.com/story/studies-related-to pregnancy-
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9. SIGNATURE OF STUDENT :
10. REMARKS OF THE GUIDE:
11. NAME & DESIGNATION OF:
11.1 GUIDE NAME & ADDRESS:
Head of the Department
11.2 SIGNATURE OF GUIDE:
11.3 CO - GUIDE (IF ANY):
11.4 SIGNATURE:
11.5 HEAD OF THE DEPARTMENT :
Head of the Department,
11.6 SIGNATURE OF H.O.D :
12.1 REMARK OF PRINCIPAL:
12.2 SIGNATURE OF PRINCIPAL :
1