International Journal of Applied Research
Vol. 1, Issue 9, Part N (2015)
Effectiveness of Structured Teaching Programme on Self-administration of Insulin in terms of Knowledge and Skill of patients with Diabetes Mellitus
The current study aimed to evaluate the effectiveness of structured teaching programme on self-administration of insulin in terms of knowledge and skill of patients with diabetes mellitus. To assess and compare knowledge and skill regarding self-administration of insulin among diabetes mellitus patients before and after administration of structured teaching programme. To determine the relationship between knowledge and skill regarding self-administration of insulin among diabetes mellitus patients. To determine the association of knowledge and skill with selected variables. A quantitative research approach using quasi experimental research design (one group pretest–posttest) was adapted for the study. A study was carried out with 35 diabetes patients on insulin therapy at MMIMSR & Hospital, Mullana, Ambala. Demographic Performa, Structured knowledge questionnaire and Observation checklist were used to collect the data. The study observed that the mean posttest knowledge score (25.83) was significantly higher than the mean pretest score (16.09). The mean posttest skill score (25.28) was significantly higher than the mean pretest skill score (9.17).There was a weak positive statistical relationship(r=0.33, p>0.05) between knowledge with skill. The knowledge and skill of diabetes mellitus patients regarding self-administration of insulin was partially significantly (p≤0.05) associated with age (0.043) and (0.038).Therefore, it is concluded that structured teaching programme was effective in enhancing both the knowledge and skills in self-administration of insulin.
How to cite this article:
Sarungbam Sarju Devi, VinayKumari, Kanika. Effectiveness of Structured Teaching Programme on Self-administration of Insulin in terms of Knowledge and Skill of patients with Diabetes Mellitus. Int J Appl Res 2015;1(9):919-921.