Effectiveness of Structured Teaching Program (STP) on Knowledge and Practice of Post-Operative Care among Parents of Children with Cleft Lip and Cleft PalateRawat Ekata, Dipti Yashwantrao Sorte* and Sanjenbam Emon Chanu
Department of Child Health Nursing, Swami Rama Himalayan University, Dehradun, Uttarakhand, India
- *Corresponding Author:
- Dipti Yashwantrao Sorte
Associate Professor, Department of Child Health Nursing
Swami Rama Himalayan University
C-V-4, HIHT Campus
Swami Rama Nagar, Jollygrant
Dehradun, Uttarakhand, 248140, India
E-mail: [email protected]
Received Date: Apr 28, 2017; Accepted Date: Jun 05, 2017; Published Date: Jun 07, 2017
Citation: Ekata, Sorte DY, Chanu SE (2017) Effectiveness of Structured Teaching Program (STP) on Knowledge and Practice of Post-Operative Care among Parents of Children with Cleft Lip and Cleft Palate. Pediatr Ther 7: 321. doi:10.4172/2161-0665.1000321
Copyright: © 2017 Ekata R, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.
It is a study to assess the effectiveness of structured teaching programme on knowledge and practice of postoperative care among parents of children with cleft lip and cleft palate in a selected hospital, Dehradun, Uttarakhand. Objective: The main objectives of the study was to compare the post-test knowledge of parents on postoperative care of cleft lip and cleft palate in control and experimental group and to assess the post-test practice of parents on post-operative care of cleft lip and cleft palate in control and experimental group. Methodology: Quasi-experimental, two groups pre-test and post-test designs were used in the study. The study was done in selected hospital Dehradun, Uttarakhand. The sample comprised of 60 parents of children with cleft lip and cleft palate who fulfilled inclusion criteria. All the participants who are available at the time of data collection were taken consecutively. Data was collected from participants by conducting interview schedule using structured knowledge questionnaire and observation practice checklist. Result: The result showed that in experimental group the mean post-test knowledge score (18.90 ± 0.95) was higher than the mean post-test knowledge score (10.46 ± 1.52) in control group which was found statistically significant at p<0.05. The mean post-test practice score in experimental group in day 1 was 10.40 ± 1.95 which was higher than the control group 7.00 ± 1.59 and the ‘t’ value was 7.36. Again the mean post-test practice score in experimental group in day 2 was 11.80 ± 1.95 which was higher than the control group 6.66 ± 1.72 and the ‘t’ value was 11.84. On third day the mean post-test practice score in experimental group was 10.76 ± 2.26 which was higher than the control group 6.43 ± 1.45 and the ‘t’ value was 8.80. Hence the score predict that there was significant difference between the mean post-test practice in experimental and control group at p<0.05 level. So there was no evidence to accept the null hypothesis, hence the researcher rejects the null hypothesis and accepted the research hypothesis. Conclusion: It was concluded that structured teaching programme on post-operative care of cleft lip and cleft palate was effective in increasing knowledge and practice of parents.