A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED

TEACHING PROGRAMME ON KNOWLEDGE REGARDING

SELECTED CHILD WELFARE PROGRAMME IN INDIA AMONG
THE MOTHERS OF UNDER FIVE CHILDREN IN SELECTED
RURAL AREA AT BANGALORE.
BY

MRS. SALUMOL L

Dissertation Submitted to the

Rajiv Gandhi University of Health Sciences Bangalore, Karnataka

In partial fulfilment of requirement for the degree of

MASTER OF SCIENCE IN NURSING

IN

CHILD HEALTH NURSING

Under the guidance of

Prof. Mrs. Swathi varghese

HOD, Child Health Nursing

RR College of Nursing,

Chikkabanavara, Bangalore - 560090

2013

Rajiv Gandhi University of Health Sciences, Karnataka

I
 Rajiv Gandhi University of Health Sciences, Karnataka

DECLARATION BY THE CANDIDATE

I hereby declare that this dissertation entitled “A study to assess the effectiveness

of structured teaching programme on knowledge regarding selected child welfare

programme in India among the mothers of under five children in selected rural

area at Bangalore.” is a bonafide and genuine research work carried out by me under

the guidance of Mrs. Swathi Varghese, Professor, Child health Nursing, RR College of

Nursing, Chikkabanavara, Bangalore – 560090.

Date : Signature of the Candidate

Place: Bangalore Mrs. Salumol.L

II
 CERTIFICATE BY THE GUIDE

This is to certify that the dissertation entitled “A study to assess the

effectiveness of structured teaching programme on knowledge regarding selected

child welfare programme in India among the mothers of under five children in

selected rural area at Bangalore.” is a bonafide research done by Mrs. Salumol.L in

partial fulfilment of the requirements for the degree of Master of Science in Child

Health Nursing.

Date: Signature of the Guide

Place: Prof. Mrs. Swathi Varghese

HOD, Child Health Nursing

RR College of Nursing,

Chikkabanavara,

Bangalore – 560090.

III
 ENDORSEMENT BY THE HOD, PRINCIPAL/

HEAD OF THE INSTITUTION

Thi is to certify that the dissertation entitled “A study to assess the

effectiveness of structured teaching programme on knowledge regarding selected

child welfare programme in India among the mothers of under five children in

selected rural area at Bangalore.” is bonafide research done by Mrs. Salumol.L

under the guidance of Mrs. Swathi Varghese, Professor, Child Health Nursing , R. R

College of Nursing, Bangalore – 560090.

Seal & Signature of the HOD Seal & Signature of the Principal

Prof. Mrs. Swathi Varghese , Mrs. Chitra. K.M

HOD, Child Health Nursing, The Principal,

RR College of Nursing, RR College of Nursing,

Chikkabanavara, Chikkabanavara,

Bangalore – 560090. Bangalore – 560090.

Date : Date :

Place: Bangalore Place: Bangalore

IV
 COPYRIGHT

Declaration by the Candidate

I hereby declare that Rajiv Gandhi University of Health Sciences, Bangalore,

Karnataka shall have the rights to preserve, use and disseminate this dissertation/thesis

in print or electronic format for academic/research purpose.

Date: Signature of the Candidate

Place: Mrs. Salumol.L

 Rajiv Gandhi University of Health Sciences, Karnatak

V
 ACKNOWLEDGEMENT

“Feeling gratitude and not expressing it is like

Wrapping a gift and not giving it.

I express my sincere thanks to the Almighty God for his grace, his kindly help and

blessings throughout the study without which nothing would have been possible. His

presence gave me the strength to complete this study successfully.

I owe a great many thanks to a great many people who helped and supported me

for the successful completion of this endeavour.

My sincere gratitude to the Management of R.R. College of nursing, Bangalore

for having given me the opportunity to study in their prestigious institution.

I express my sincere and whole hearted gratitude to Mrs. Chithra. K.M, The

Principal R.R College of Nursing, Bangalore for her constant support, encouragement

and invaluable guidance she has rendered in spite of her busy schedule for the

completion of my study.

My heartfelt gratitude and respect to my guide Mrs. Swathi Varghese,

Professor, Child Heath Nursing, RR College of Nursing, Bangalore, for guiding and

correcting various documents of mine with attention and care. She has taken pain to go

through the project and make necessary correction and help as and when needed, which

has given a relevant outlook for my research work, providing all facilities for the

successful completion of this study.

VI
 My deep felt thanks to Mrs. Getzi Baby, Mrs. Ramai. P, Mrs. Kavtha C,

Mrs. Noorjan K.S, Mrs Vahida, Mrs Joycy, Mr.M.Kalyana Sundaram,Ms.

Pullamma, Ms. Vani K, Mrs Vani H.M, , Mrs Manju, Mrs Beena and all the

teachers of RR College of Nursing for kind cooperation, expert guidance,

suggestions and constant support for the improvement of the study.

I express my sincere gratitude to the Dr.Indira. S, Medical officer, Hesarghatta

P.H.C, Bangalore for permitting me to conduct study in Hesarghatta village.

I am immensely thankful to Dr. Shanmugan, Statitician, NIMHANS College of

Nursing, Bangalore for his valuable suggestions and guidance in the analysis of the

data.

I am thankful to Mrs. Radha, lecturer R.R College of B.Ed for English editing

and English to Kannada translation of the tool.

I express my grateful acknowledgements to all the experts for validating the

content of the tool for their valuable suggestions.

I will be failed in my duty if I don‟t recall the mothers of under five children,

those who stayed in Hesarghatta, Bangalore for their cooperation by participating in my

study without which my study would not have been possible.

I am grateful to the Librarians of R.R. College of Nursing for all the help

rendered to me.

My very sincere thanks to my loving and caring parents Mr. D Lukose and

Mrs. Saramma Lukose , my beloved husband Mr.Jijo John Kurian and my loving

VII
sisters Sulu Lukose and Sali Lukose for shouldering the hurdles that came my way in

the successful completion of this study

A special thanks to all my classmates and my friends who have been unselfishly

extending their efforts and understanding throughout this study.

Last but not least I express my gratitude for those who helped me directly and

indirectly for the successful completion of the study. Even though I have taken efforts

in this project, it would not have been possible without the kind support and help of

many individuals and organizations. I would like to extent my sincere thanks to all of

them.

Date: Signature of the candidate

Place: Mrs. Salumol.L L

VIII
 ABBREVIATIONS USED IN THE STUDY

BCG - Bacilli Calmette – Guerin

df - Degree of freedom

DPT - Diphtheria Pertussis Tetanus

ICDS - Integrated Child Development Scheme

NS - Not Significant

OPV - Oral Polio Vaccine

S - Significant

SD - Standard deviation

STP - Structured Teaching Programme

< - Less than

> - Greater than

% - Percentage

„r‟ - Reliability

IX
 ABSTRACT

BACKGROUND OF THE STUDY

Children‟s Development is as important as the development of material resources

and the best way to develop national human resources is to take care of children . The

general standard of living, the level of education, and the financial resources of the

country are among the factors that determine child welfare standards. India contributes

to about 5.6 million child deaths every year, more than half the world's total. Today

child malnutrition is prevalent in 7%of children under the age of 5years in China and

28% in sub-Saharan African compared to a prevalence of 43% in India. Under nutrition

is found mostly in rural area and is concentrated in a relatively small number of districts

and villages with 10% of villages and districts accounting for 27–28 % of all

underweight children. Keeping this in view the investigator conducted a study to assess

the effectiveness of structured teaching programme regarding selected child

welfare programme in India among the mothers of under five children in selected

rural area at Bangalore.

OBJECTIVES OF THE STUDY

1 To assess the existing knowledge on selected child welfare programme in India

among mothers of under five children by pre-test score.

2 To find the effectiveness of structured teaching programme regarding selected child

welfare programmes in India among mothers of under five children by post-test score.

X
 3 To determine the association between the pre test knowledge scores of mothers with

selected demographic variables.

METHODS

Pre experiment design with one group pre test and post test design was adopted to

evaluate the effectiveness of structured teaching programme on selected child welfare

programme in India among the mothers of under five children in selected rural area at

Bangalore. 60 samples were selected by using non-probability convenient sampling

technique.

The investigator first introduced herself to the Medical Officer of Hesarghatta

P.H.C and obtained permission for the study. A structured questionnaire was prepared

and was used to collect the data and to assess the knowledge on selected child welfare

programme in India. The tool consists of 9 demographic variables and 40 structured

knowledge questionnaire. The content validity was obtained from experts and the

reliability was obtained. Feasibility of the study was obtained by pilot study. The data

obtained was analyzed and interrupted in terms of the objectives and hypothesis of the

study. Descriptive and inferential statistics were used for the data analysis.

RESULTS

In pre-test, Out of 60 mothers of under five children 44(73.3%) had inadequate

knowledge and 16(26.7%) had moderately adequate knowledge and none of subjects

had adequate knowledge.

In post test, out of 60 mothers of under five children, 41(68.3%) had adequate

knowledge, 19(31.7%) had moderately adequate knowledge and none of the mothers of

under five children had inadequate knowledge.

XI
 Enhancement was computed by using paired „t‟ test at 0.05 level of significance

and it was found to be 31.68, indicating that there is a significant improvement in the

knowledge of mothers of under five children.

There is statistically significant association found between two demographic

variables and pre-test level of knowledge on selected child welfare programmes. The

variable education status of mother showed significance at p<0.05 level of significance

with chi-square value 12.97 and the variable previous knowledge showed significance at

p<0.05 level of significance with chi-square value 8.12.

CONCLUSION

The study concluded that the post test knowledge of mothers of under five

children were improved after undergoing the structured teaching programme regarding

selected child welfare programmes. Thus the investigator would like to conclude that

nurse plays a major role in enhancing the knowledge of the mothers of under five

children and create an awareness regarding importance of child welfare programmes.

XII
 TABLE OF CONTENTS

Sl No. Content Page No.

1 1-7
Introduction

2 Objectives 8-14

3 Review of literature 15-29

4 Methodology 30-43

5 Results 44-75

6 Discussion 76-83

7 Conclusion 84-88

8. Summary 89-93

9. Bibliography 94-98

10. Annexure 99-183

XIII
 LIST OF TABLES

Sl .No Title of the tables Pg. No

1 Distribution of under five children according to age of 46

mothers

2 Distribution of under five children according to 47

educational status

Distribution of under five children according to 48

3
religion

Distribution of under five children according to 49

4
occupation

Distribution of under five children according to type 50

5
of family

6 Distribution of under five children according to 51

monthly family income

Distribution of under five children according to 52

7 number of under five children

8 Distribution of under five children according to

previous knowledge regarding child welfare 53

programmes

XIV
9 Distribution of under five children according to 54

Source of information

Distribution of mothers of under five children

10 according to knowledge on selected child welfare 55

programmes before STP.

11 Mean, range and SD of knowledge on selected child 57

welfare programmes before STP

Distribution of mothers of under five children

12 according to knowledge on selected child welfare 59

programmes after STP.

Mean, range and SD of knowledge on selected child

13 61
welfare programmes after STP

14 Comparison of knowledge before and after STP 63

Mean and SD of knowledge on selected child welfare

programme among mothers of under five children 65
15
before and after STP.

Comparison of pre and post test knowledge and statistical

16 significance. 67

17. Association between knowledge with demographic 69-70

character.

XV
 LIST OF FIGURES

Sl No TITLE Page .No

1. Conceptual framework of the study. 14

2. Schematic representation of research design 32

3. Percentage distribution of mothers of under five

46
children according to age

4. Percentage distribution of mothers of under five

47
children according to their educational status.

5. Percentage distribution of mothers of under five 48

children according their religion

6. Percentage distribution of mothers of under five

49
children according to occupational status.

7. Percentage distribution of mothers of under five 50

children according to type of family

8. Percentage distribution of mother of under children 51

according to monthly income.

Percentage distribution of mothers of under five
9. children according to number of children in the family. 52

XVI
 Percentage distribution of mothers of under five
10. children according to previous knowledge. 53

11. Percentage distribution of mothers of under five

54
children according to source of information.

12. Distribution of mothers according to knowledge on

56
child welfare programmes before STP

13. Distribution of mothers of under five children

58
mean knowledge on selected child welfare
programmes before STP.

14. Distribution of mothers of under five children 60

knowledge level after STP.

15. Distribution of mothers of under five children

62
mean knowledge level on selected child welfare
programmes after STP

16. Distribution of mothers of under five children

64
according to knowledge on selected child welfare
programmes in India before and after STP.

Mean percentage of knowledge on selected child

17. 66
welfare programmes among mothers of under five
children before and after STP
Mean percentage of knowledge on selected child
18. welfare programmes among mothers of under five 68

children before and after STP

XVII
 LIST OF ANNEXURES

Sl .No CONTENT Page .No

1 Letter seeking permission to conduct the study 99

2 Letter granting permission to conduct the study 100

3 Certificate for English editing 101

4 Certificate for translation and editing (Kannada) 102

5 Letter seeking experts opinion and suggestion for the

content validity of tool 103

6 Certificate of tool validation 104

7 Evaluation criteria for validation of tool and structured 105-109

teaching programme

8 List of experts who validated the tool and structured 110-111

teaching programme

9 Blue print 112

10 Consent from the participants 113

11 Tools- English and Kannada 114-139

12 Scoring Key 140-141

13 Lesson plan – English and Kannada 142-176

14 A.V aids 177-183

XVIII
 1. INTRODUCTION

“Let the little children come to me, and do not hinder them, for the kingdom of

heaven belongs to such as these.”

Mathew 19:13-14

Child welfare services seek to provide supportive service to families of children.

It is one of the important responsibilities for the society and the state to assist the family

for the welfare of the children. Child welfare covers the entire spectrum of needs of

children who are socially, economically, physically, or mentally handicapped, and are

unable to avail the services provided by the community. The child welfare is the

responsibility of community and nation.1

India has the largest child population in the world .Children constitute the assets

of any country. Child development is as important as the development of material

resources and the best way to develop national human resources is to take care of

children. . Child health in India is still in critical condition. Children under the age of 5

years are underweight.

All our efforts are being made by India for the development and welfare of

children. Significant progress has been made in many fields in assuring children their

basic rights. The country renews its commitment and determination to give the highest

priority to the basic needs and rights of all children. A lot more has to be done for the

health, nutrition and education of children.1

Several Ministries and Departments of the government of India are implementing

1
various schemes and programmes for the benefit of children. Some of the Schemes and

programmes such as Integrated Child Development Services (ICDS) being implemented

by Ministry of Women and Child Development is the world‟s largest programme aimed

at enhancing the health, nutrition and learning opportunities of infants, young children

(O-6) years and their mothers. It is the foremost symbol of India‟s commitment to its

children2.

India‟s responsibility is to the challenge of providing preschool education on one

hand and breaking the vicious cycle of malnutrition, mortality and morbidity. The

services are provided at a centre called the „Anganwadi‟. The packages of services

provided are: Supplementary nutrition, Immunization, Health check-up Referral

services, Pre-school non-formal education and Nutrition and health education. It is a

centrally sponsored scheme implemented through the State Governments with 100%

financial assistance from the Central Government for all inputs other than

supplementary nutrition.2

The Mid-Day Meal Scheme is the popular name for school meal programme in

India which started in the 1960s.It involves provision of lunch free of cost to school-

children on all working days. The key objectives of the programme are: protecting

children from classroom hunger, increasing school enrolment and attendance, improved

socialization among children belonging to all castes, addressing malnutrition.12 crore

(120 million) children are so far covered under the Mid-Day Meal Scheme, which is the

largest school lunch programme in the world.3

2
 The State of Karnataka introduced the provision of cooked meals in June 2002.

Since then it has successfully involved private sector participation in the programme.

The most successful of the ventures is Akshaya Patra, which started with leadership

from both ISKCON and secular leaders in the Bangalore community. The programme,

now 100% secular, is an independent organization that cooks and distributes lunch to

children in Bangalore Municipal Corporation schools.

India‟s Immunization Program is one of the largest in the world in terms of

quantities of vaccines used. Delivering effective and safe vaccines through an efficient

delivery system is one of the most cost effective public health interventions.

Immunization programmes aim to reduce mortality and morbidity due to vaccine

preventable diseases. The Expanded Programme on Immunization was launched in

India in 1978 to control other vaccine preventable diseases. Initially, six diseases were

selected: diphtheria, pertussis, tetanus, poliomyelitis, and typhoid and childhood

tuberculosis. The aim was to cover 80% of all infants. Subsequently, the programme

was universalized and renamed as Universal Immunization Programme in 1985.

Measles vaccine was included in the programme and typhoid vaccine was

discontinued.4

Vitamin A is an essential micronutrient for the immune system. At least 100

million children under five suffer from vitamin A deficiency, high levels of which can

cause blindness. UNICEF has three strategies for eliminating Vitamin A Deficiency:

vitamin A supplements, fortifying staples and diversifying foods. UNICEF supports

3
95% of the world‟s vitamin A supplements for developing countries. In 1970, the

Government of India initiated the vitamin –A prophylaxis programme in different part

of the country. Under the programme, children in the age of group of 1-5 years are

being administered orally 2, 00,000I.U vitamin A in 2ml of oil once in every 6month.5

4
NEED FOR THE STUDY

Children‟s Development is as important as the development of material resources

and the best way to develop national human resources is to take care of children. The

2011 Global Hunger Index (GHI) Report ranked India 15th, amongst leading countries

with hunger situation. According to the Global Hunger Index, South Asia has the

highest child malnutrition rate of world's regions.6

Children under five years of age dying every day across the world, India tops the

list of countries with the highest number of 16.55 lakh such deaths in 2011, according

to a UN agency. The 'Child Mortality Estimates Report 2012' released by Unicef in New

York has said that in 2011, around 50 per cent of global under-five deaths occurred in

just five countries, in that one is India.7

In BANGALORE several proactive measures taken by the state government, the infant

and maternal mortality rates still present in the state. According to official sources the Infant

Mortality Rate (IMR) which 38 per 1000 in 2011.7

In less-developed countries and in the aftermath of war and disaster, child welfare

services may apply only the essential measures to keep children alive, such as

emergency feeding, shelter, and simple public health precautions. The general standard

of living, the level of education, and the financial resources of the country are among

the factors that determine child welfare standards.

India contributes to about 5.6 million child deaths every year, more than half the

world's total. Today child malnutrition is prevalent in 7%of children under the age of

5years in China and 28% in sub-Saharan African compared to a prevalence of 43% in

5
India. Under nutrition is found mostly in rural areas and is concentrated in a relatively

small number of districts and villages with 10% of villages and districts accounting for

27–28 % of all underweight children.8

Micronutrient deficiencies are also a widespread problem in India. Under-

nutrition is more prevalent in rural areas, again mainly due to low socio-economic

status. According to the World Health Organization (WHO), malnutrition is by far the

biggest contributor to child mortality, present in half of all cases 6 million children die

of hunger every year.9

The WHO cites malnutrition as the greatest single threat to the world's public

health. Malnutrition increases the risk of infection and infectious disease. Nutritional

deficiencies included: protein-energy malnutrition, iodine deficiency, vitamin A

deficiency, and iron deficiency anemia. The prevalence of micronutrient deficiencies

varies in different states. 57% of preschool children have sub-clinical Vitamin A

deficiency. Iodine deficiency is endemic in 85% of districts, mostly due to the lack of

iodized salt compared to a prevalence of 43% in India.8

The Government of India has launched several programs to converge the growing

rate of under nutrition children. They include Integrated Child Development Services,

and National Health Mission. Mid-day meal scheme in Indian schools, integrated child

development scheme. The Government of India has started a program called Integrated

Child Development Services in the year 1975. The challenge for all these programs and

schemes is how to increase efficiency, impact and coverage.3

6
 Bangalore is a metropolitan city, but still there are some people who were not

aware about the benefits of Government programmes and the importance of the care of

children mainly who were in the lower socio economic status. Here I saw lots of

children who are not going to schools, not immunized and are malnourished. By seeing

them I was inspired and selected my study topic as to give awareness about the

importance of the Child welfare programmes to the mothers of under-five children; so

that they can improve the children‟s health status.

Hence the investigator felt that it is very essential to educate the parents of under-

five children regarding different child welfare programmes in India and this will helps

to improve the health of children.

7
 2. OBJECTIVES

This chapter deals with the statement of problem, objectives of the study,

operational definitions, assumptions, hypothesis, delimitations, and conceptual frame

work for the study.

2.1 STATEMENT OF THE PROBLEM

“A study to assess the effectiveness of structured teaching programme on

knowledge regarding selected child welfare programme in India among the

mothers of under five children in selected rural areas at Bangalore.”

2.2 OBJECTIVES OF THE STUDY:

2.2.1 To assess the existing knowledge on selected child welfare programme in India

among mothers of under five children by pre-test score.

2.2.2 To find the effectiveness of structured teaching programme regarding selected

child welfare programmes in India among mothers of under five by post-test score.

2.2.3 To determine the association between the pre test knowledge scores of mothers

with selected demographic variables.

2.3 HYPOTHESIS

 H1: There will be significant difference between the pretest and post test knowledge

scores of mothers of under five children regarding child welfare programme.

8
 H2: There will be significant association between pre test knowledge score on child

welfare programme among mothers of under five children and selected demographic

variables.

2.4 OPERATIONAL DEFINITIONS:

Assess: Refers to organize systematic variables usually in measurable terms and

process of collecting information about pretest and post test knowledge of mother‟s of

under five children regarding child welfare programmes in India.

Effectiveness: It refers to the significant gain in knowledge determined by

significant difference in pre-test and post test knowledge scores.

Structured teaching program: Refers to systematically organized teaching program of

45minutes which is prepared by the investigator and validated by experts, containing

information on selected child welfare programmes in India.

Knowledge: Refers to existing information and awareness regarding selected child

welfare programmes.

Child Welfare Programme: Refers to statutory procedure or social effort designed to

promote the basic physical and mental well being of children need. The welfare

programmes are vitamin-A prophylaxis, Integrated child development scheme, Mid-day

meal programme, National immunization programme.

Mothers: Refers to the women having children under the age of five years in selected

rural communities.

9
 Under five Child: Refers to children either male or female under the age of five years

who belongs to a selected rural community.

2. 5 ASSUMPTIONS

1. Majority of the mothers have inadequate knowledge regarding different child welfare
programmes in India.

2. Mothers will have more interest to know about child welfare programme in India.

3. Structured teaching programmer may improve the knowledge of mothers regarding

different child welfare programmes in India.

2.6 DELIMITATIONS

This study is limited to the mother‟s of under five children in Hesarghatta area, in

Bangalore.

2.7 CONCEPTUAL FRAMEWORK OF THE STUDY

Theory is the basis of all scientific work. Theorizing is a central process in all

scientific endeavors. Theoretical thinking is essential to all professional understanding.

Christensen J Paula defines theories as a set of concept, definition and proposition

that projects a systemic view of phenomena by designing specific interrelationship

among concepts for the purpose of describing, explaining and predicting the

phenomena.

Theoretical framework is a set of defined concept and rational statements among

all major concepts to provide a systematic view of phenomena. A theoretical framework

10
 guides an investigator to know what data need to be collected and gives direction during

the entire research process. The present study aims at developing a structures teaching

programme for the mothers of under five children. The study asses the knowledge on

selected child welfare programme among the mother s of under five children.

The conceptual framework of present study was developed by the investigator

based on the Imogene King’s goal attainment theory. This consists of components

like: - interaction, perception, communication, transaction, role, stress, growth and

development, time and space.

The definitions of these concepts are as follows:-

1. Interaction: It is defined as a process of perception and communication between

investigator and mothers of under five children.

2. Perception: Perception is defined as each person representation of reality. In this study

perception is related to the knowledge of mothers of under five children regarding

selected child welfare programmes in India.

3. Communication: It is a process whereby information is given from investigator to

mothers of under five children regarding selected child welfare programmes in India.

4. Transaction: Transaction is defined as purposeful interaction that leads to goal

attainment. In this study purposeful interaction is structured teaching programme on

selected child welfare programmes in India. It helps to improve the knowledge of

mothers of under five children.

11
5. Role: Each person occupies a position in a social system that has a specific rules and

obligations. In this study investigator occupies health educator role & mothers of under

five children occupies recipient‟s role.

6. Growth and development: Growth and development is defined as a continuous

change. The change occurred in mothers of under five children which help them to

improve their level of knowledge.

7. Time: time is defined as a sequence of events that move toward the future. In this study

pre-test, structured teaching programme and post-test were conducted to assess and

improve the level of knowledge.

8. Space: space is setting in which investigator and mothers of under five children interact

with each other.

In this study conceptual framework based on Imogene King‟s goal attainment

was explained as follows:-

Related to investigator:

1. Perception- Mothers of under five children may have lack of knowledge on child

welfare programmes in India

2. Judgment- Education of the mothers of under five children will improve the

knowledge regarding selected child welfare programmes in India

3. Action- Plan to develop structured teaching programme to reinforce & update the

knowledge.

Related to mothers:

1. Perception- Need to gain knowledge on selected child welfare programmes in India

12
2. Judgment- Acquire and update their knowledge on child welfare programmes in India.

3. Action- Consent and readiness to learn and update knowledge.

Mutual goal setting: To improve the knowledge of mothers of under five children

regarding selected child welfare programmes in India.

Reaction: Developing tool and structured teaching programme.

Obtaining validity of the tool and structured teaching programme.

Interaction: Pre-test, administration of structured teaching programme and post-test.

Positive outcome: There will be significant improvement in knowledge of mothers of

under five children on selected child welfare programmes in India.

13
 Feed back
Perception: lack of knowledge of
mothers of under five children on selected
Level of knowledge
child welfare programmes in India
Negative outcome

Judgement: education of the mothers will

improve the knowledge regarding selected
Nurse
child welfare programmes in India
educator Action Interaction Transaction
Mutual goal setting
- Developing -Pre-test - Assess the
Action: plan for developing structured To improve the tool and Administration level of
teaching programme to reinforce & knowledge of structured of structured knowledge of
Mothers of
update the knowledge mothers teaching teaching mothers of
under five
children regarding programme programme under five
regarding selected child children after
Action: consent and readiness to learn -Obtaining -Post-test
selected child welfare structured
and update knowledge validity of the
welfare programmes in teaching
programmes tool and
in India. Judgement: assess the learning needs and structures
update the knowledge on selected child teaching Positive outcome
welfare programmes in India programme
Level of knowledge
Significant improvement in knowledge
Perception: need to gain knowledge on of mothers of under five children on
selected child welfare programmes in selected child welfare programmes in
India.
India.

FIGURE NO: 1- CONCEPTUAL FRAMEWORK OF KING’S GOAL ATTAINMENT MODEL

14
 3. REVIEW OF LITERATURE

Review of literature is a critical summary of research on a topic of interest,

generally prepared to put a research problem in context or to identify gaps and weakness

in prior studies so as to justify a new investigation (Polit and Hungler,1989,p-397)

The present study to assess the effectiveness of structured teaching program on child

welfare programme in India among under five children.

The related literature are organized and presented under the following headings:-

 Study related to mid-day meal programme

 Study related to Integrated Child Development Scheme

 Study related to immunization programme

 Study related to vitamin A prophylaxis programme

STUDY RELATED TO MID DAY MEAL PROGRAMME

A study conducted on impact of Non Governmental Organization run mid day meal

program on nutrition status and growth of primary school children. Objective of the study was

the impact of wholesome mid day meal program run by an Non Governmental Organization on

the growth of the primary school students in rural area of Mathura district .Methods were that

intervention study involved children enrolled in Government run rural primary schools in

Mathura district in Uttar Pradesh. A wholesome, nutritionally balanced Mid day meal provided

by an Non Governmental Organization for the students in the 6 primary schools was selected as

intervention group. Control group consisted of children in 8 schools which received locally

prepared Mid day meal by village panchayats. Height, weight, change in height/month, change

in weight/month, prevalence of protein-energy malnutrition and prevalence of signs of vitamin

deficiencies, were measured. Results were it has no better impact on growth of the primary

15
school children; however, it reduced prevalence of vitamin deficiency significantly in

comparison to the Mid day meal run by Village Panchayats.10

A study conducted on impact of mid day meal program on educational and nutritional

status of school children in Karnataka. Objective was to assess the effect of the Mid Day Meal

Program on enrollment, attendance, dropout rate and retention rate in the schools and its impact

on nutritional status as well as on school performance. Design was Comparison by multistage

random sampling. Subjects were primary school children, who are attending the school in the

Mid day meal and non-Mid day meal areas. Results was a total of 2,694 children (Mid day

meal: 1361; Non-Mid day meal: 1333) from 60 schools were covered in the study. Results of

the study indicated better enrollment (p<0.05) and attendance (p<0.001), higher retention rate

with reduced dropout rate (p<0.001) a marginally higher scholastic performance and marginally

higher growth performance of Mid day meal children. Mid day meal program is associated with

a better educational and nutritional status of school children in Karnataka.11

A study conducted on School lunch program in India. This paper provides a

review of the background information on the School Lunch Programme in India earlier

known as national program for nutrition support to primary education and later as mid

day meal scheme, including historical trends and objectives and

components/characteristics of the scheme. In 2001, as per the supreme court orders, it

became mandatory to give a mid day meal to all primary and later extended to upper

primary school children studying in the government and government aided schools. This

scheme benefitted 140 million children in government assisted schools across India in

2008, strengthening child nutrition and literacy. In a country with a large percent of

illiterate population with a high percent of children unable to read or write;

governmental and non-governmental organizations have reported that mid day meal
16
scheme has consistently increased enrollment in schools in India. One of the main goals

of school lunch program is to promote the health and well-being of the Nation's

children.12

An assessment of Mid day meal program implementation and its impact in

Udaipur district. The study‟s findings thus indicate that the Mid-Day Meals Scheme has

had some impact on enrollment and attendance in Udaipur district, but that this effect

has been uneven across age groups and communities. The school meals have likely

boosted the enrollment and attendance of the youngest primary school children, but

their ability to affect the attendance and retention of older students is questionable. In

addition, interview respondents reported the greatest impact from the mid-day meals in

the most impoverished communities covered by the study. The objective of the Mid-

Day Meals Scheme is to improve child nutrition as well as school attendance, yet

approximately half of the parents interviewed reported that their children eat less at

home as a result of the school meals.13

A study conducted on Child welfare programs and child nutrition in a mandated

school meal program in India. Researcher examines the extent to which children benefit

from the targeted public transfer. The findings showed that for as low a cost as 3Â cents

per child per school day the scheme reduced the daily protein deficiency of a primary

school student by 100%, the calorie deficiency by almost 30% and the daily iron

deficiency by nearly 10%.The study concluded that this program had a substantial effect

on reducing hunger at school and protein-energy malnutrition.14

A study conducted on impact of Mid day Meal Program on Educational and

Nutritional Status of School-going Children in Andhra Pradesh, India. This program

17
aims to improve school enrollment and attendance, to reduce dropout rate to better the

children's school performance, and to improve the nutritional status of primary school

children. A total of 83 schools from three districts, 45 schools with program and 38

schools without program, were included in the study. Results of the study showed that

the educational component indicated improved attendance, increased retention rate with

reduced dropout rates, and a marginal improvement in the scholastic performance. The

study concluded that the nutritional component revealed better growth performance

among the regular beneficiaries in the program.15

A study conducted on supplementation on health and nutritional status of

schoolchildren: growth and morbidity to evaluate the effect of a micronutrient-fortified

beverage on growth and morbidity in apparently healthy schoolchildren.

Anthropometrics (height and weight), clinical symptoms of deficiency, and morbidity

data were collected in the supplemented group (n = 446) and the placebo group (n =

423) at baseline and after 14 months of supplementation (n = 355 in the supplement

group and n = 340 in the placebo group). The results indicated, after 14 months of

supplementation, there was a significant increase in mean increments of height and

weight scores in the supplemented group compared with the placebo group, Velocity of

weight (3.56 versus 3.00) was significantly (p < 0.01) higher with supplementation .16

A descriptive study conducted to assess the Mid day Meal in Madhya Pradesh to

determine the effectiveness of Mid day meal on attendance and enrollment. A

descriptive survey approach was used to conduct the study. The samples were 70

schools with Mid day meal. It undertook a survey in 70 most backward villages. The

18
findings show that there was a 15% increase in enrollment, which was more marked in

the case of SC and ST children (43%).17

National Institute of Public Cooperation & Child Development conducted

a study on Mid Day Meal Scheme in Karnataka . The institute has surveyed that all the

Schools which provides Mid day meal in Karnataka. The study report indicates that the

Mid Day Meal scheme improved the school attendance in majority of the schools and

reduced absenteeism, reduced dropout rate especially in the primary school stage. In

addition, the report says the mid day meal scheme has fostered a sense of sharing and

fraternity and paved the way for social equity.18

STUDY RELATED TO INTEGRATED CHILD DEVELOPMENT SCHEME;

A study conducted on child welfare and community participation in Trivandrum

district. 5 anganwadi centers were selected ,It was found that 60% of the children aged

0-6years were in normal grade of nutrition from 2003-2005, 32% of the children were

in Grade I malnutrition, 8% of the children were in Grade II, and only 0.06% children

were in Grade III and IV category, which indicated that severe malnutrition was almost

non-e Kerala still faces challenges in the areas of child health and nutrition, by

extending the supplementary nutrition programme to cover all pregnant and nursing

women and all 0-3 years old; the problem of low birth weights and persistent under

nourishment in the high risk 0-3 years age group could be better addressed; and poorer,

marginalized and vulnerable groups should be specifically targeted.19

A study conducted on final evaluation report on nutrition and health education

project, Rajasthan. The main aim of the study was to decrease malnutrition among low

19
income children in 621 Anganwadi centers from five blocks. Village level campaigns

were organized to create awareness about health and nutrition issues related to children

and women. 180 trained mothers, 90 trained adolescent girls, 64 and 63 Anganwadi

Workers from the two areas were interviewed to assess the knowledge regarding

nutrition. About 46% mothers were aware of malnutrition, 42% (75) mothers were

aware of night blindness, and 44% (80) mothers knew about anemia. Consumption of

green leafy vegetables prevented anemia was believed by 53% (42) mothers. 61% (127)

mothers knew that a lactating mother‟s diet should be more than normal during the

baseline survey.20

A study conducted on long term nutritional effects of ICDS in 13 Anganwadi (out

of 132) in Nand Nagri, East Delhi to assess the nutritional status of children in relation

to utilization of ICDS during their early childhood. In this study the information

regarding utilization of ICDS facilities, socio-demographic details, general awareness,

etc. was collected through interviews, anthropometric and clinical examination of every

child, and attendance score of every child at the Anganwadi was calculated. Results

revealed that most of the children (59.1%) were non-beneficiaries. Parents of most of

the children were illiterates (60.7% mothers and 27.6% fathers). 94.2% children were

attending schools. The proportion of children utilizing ICDS services for more than 6

months ranged from 8.8% to 24.3%. Age and sex of the children, education status of

their parents and total attendance at the Anganwadi showed statistically significant

relation with the degree of malnutrition.21

A study conducted on Evaluation of health services provided to preschoolers at

Anganwadi centres (urban slums of Jammu city). This Study was undertaken to evaluate

20
the health services provided to children aged 3-6 years at ICDS centres and to know the

extent of awareness and its utilization. Sample was 15 Anganwadi workers and 30

parents who attended Anganwadi centres. It was done through interview schedules and

observations. Parents found these centres best in providing health, nutrition, and

immunization and referral services, free of cost. In 60% of the Anganwadi centres, play

activities are performed for promoting healthy growth and development of children.

Health cards were not given by the Anganwadi workers to the beneficiaries, but they

maintained their records and registers and these were up to date. It was recommended

that Health Cards should be provided to the beneficiaries so that they could keep a track

of the health check-ups and immunization of their children.22

A study conducted on factors influencing non enrolment of children in the ICDS

Anganwadi centres at Chennai Corporation. Total 150 non-enrolled children aged 2.5 to

5 years residing in ICDS area were selected for the study and information was gathered

from their mothers. It was found that 47.3% respondents believed that the purpose of

existence of the Anganwadi centre was to look after young children. Respondents

mentioned that providing nutrition in the Anganwadi centre was for the growth of

children (47.3%) and to provide nutrition (32.7%) to children. 40% respondents

mentioned that they were not aware that Early Childhood Education contributed to the

child‟s holistic development. 77.3% respondents were approached by either the

Anganwadi worker for enrolment in the ICDS centre. Only 17.3% respondents had

made any attempt to enrol in ICDS. Except 11.3% of the respondents, the others were

not convinced that ICDS had been offering good quality services to the beneficiaries.

21
29.3% respondents said that poor physical infrastructure was the reason for their child‟s

non-enrolment in the Anganwadi centre.23

A study on childhood nutritional status between 1997 and 2007 in Chandigarh,

India and assessed impact of Integrated Child Development Services on childhood

under nutrition. A total of 803 under-five children, 547 children between 12-23 months

age, and 218 women with an infant child were recruited for the study. Prevalence of

underweight among under-five children remained almost stagnant in the last one decade

from 51.6%; (1997) to 50.4%; (2007). There was insignificant difference (P=0.3) in

prevalence of underweight among children registered under Integrated Child

Development Services program (52.1 %;) and those not registered (48.4 %). This study

concluded that this programme has good success rate.24

A study conducted on the integrated child development service and child survival

issues in Madhya Pradesh. An action study was attempted to check out the status of

integrated child development services in 65 Anganwadi centers from 12 blocks in 10

districts of the State. Following issues in emerged about the study revealed that out of

the studied centers only 43% anganwadi centers were providing services for 26 days a

month which is in accordance to the orders of Supreme Court. While rest of the centers

were providing services either for 21 days (40%), 15 days (15%). 2% centers are

providing services only for 7 days in a month. The study concluded that that there is a

big gap in proper implementation as well as monitoring system and accountability

towards Integrated Child Development Services in the state.25

22
STUDY RELATED TO IMMUNIZATION

A study conducted to estimate the protective effect of BCG vaccination against

tuberculosis among children who where suspicion of tuberculosis attending two

hospitals in Bangalore city were registered into the study and detailed clinical

examination and investigations done. The presence of BCG scar was taken as evidence

of vaccination. Modified Stegen-Jones scoring method was adopted for diagnosing

Tuberculosis. The hospital children with score of 7 were considered as tuberculosis

cases. Children residing in the neighborhood of cases were similarly investigated and

those scoring 4 were labeled as controls. A total of 118 age-sex matched case-control

pairs were identified and final analysis was confined to 113 cases and 109 controls after

excluding children with doubtful BCG scar. A protective effect of BCG vaccination at

31% (significant, statistically) was observed against Tuberculosis.26

A study conducted on evaluation of primary immunization coverage of infants

under universal immunization programme in an urban area of under Mathikere Urban

Health Center Bangalore city using cluster sampling and lot quality assurance sampling

techniques. Study design was population-based cross-sectional study. Study subjects

were children aged 12 months to 23 months. Sample size was 220 in cluster sampling,

76 in lot quality assurance sampling. Statistical analysis: percentages and proportions,

chi square test. Results were using cluster sampling, the percentage of completely

immunized, partially immunized and unimmunized children were 84.09%, 14.09% and

1.82%, respectively. With lot quality assurance sampling, it was 92.11%, 6.58% and

1.31%, respectively. 27

23
 A study conducted on knowledge, attitude and beliefs about measles and

vaccination coverage in a rural area. In this study an attempt was made to collect data on

the attitude, belief and customs of mothers regarding occurrence of measles among

children in a rural area in Jammu region. Their views on the various aspects of the

disease have been highlighted in this article. Simultaneously an effort was also made to

evaluate the vaccination coverage of measles vaccine in the study area 2 1/2 years after

its introduction into the Universal Immunization Programme . This study brings out the

scope of health education of mothers is the eventual goal of eradicating measles in the

country.28

A study conducted to assess the relationship between low socio economic status

and immunization of children in Papum Pare district, Arunachal Pradesh, India. Used

cluster sampling methodology. They selected 697 children aged 12-23 months from 41

clusters and interviewed their mothers to collect information about vaccination status,

socio-demographic factors, knowledge, attitude and practices. Only 50% health

facilities in the district were conducting fixed-day immunizations. Of the children

surveyed, 55% were fully vaccinated. In order to increase the vaccination coverage, all

health facilities in the district need to be made functional for conducting immunization.

Educating health workers and mothers about vaccination will also help increasing the

vaccination coverage. It was also observed that the socioeconomic conditions were

poor, with low quality, crowded housing, low level of literacy and few house hold with

regular income.29

24
 A study conducted on Immunization status of children admitted to a tertiary-care

hospital of North India. This study was held in Delhi shows that 17.84% children were

completely immunized and 48% were partially immunized and 34.15% were not

immunized. Mothers are the primarily respondent in 84% of all cases. The most

common reasons of partial or non-immunization were improper knowledge about

immunization or subsequent dose, lack of faith.30

A study conducted on 100 and 30 mothers in the age group (15-44) years and 142

children aged (12-59) months were selected in Wardha district, out of this 100 mothers

and 122 children could be contacted for evaluation of immunization coverage and

assessing maternal knowledge and practice regarding immunization 52.5% children

were fully immunized and 45.1% were partially immunized. Vaccine coverage for

B.C.G. and primary doses of DPT/OPV was 95.9% and above 85% respectively. It was

57.4% for measles and 63.04% for booster dose was 36.96%. mothers had a knowledge

regarding need for immunization but a poor knowledge regarding the diseases prevented

and doses of the vaccines.31

A study conducted on 500 children under the age of 5 years belonging to a low

income group. All were attending the pediatrics outpatient department of a large

teaching hospital in New Delhi, India. Only 25% were found to have received complete

primary immunization as per the National Immunization schedule (Bacilli Calmette –

Guerin at birth, 3 doses of diphtheria, pertussis and tetanus and oral poliovirus vaccine

at 6,10 and 14 weeks and measles at 9 months). The major reasons for non-

immunization of the children were migration to a native village (26.4%), domestic

problems (9.6%). The immunization centre was located too far from their home (9.6%)

25
and for child was unwell when the vaccination was due (9%). The lack of awareness

and fear of side effects constituted a small minority of reasons for non-immunization.32

A study conducted on Immunization status of children of India to assess the

immunization status of children in 90 districts of the country giving due representation

to all States. Information was collected for about 19,000 children. Immunization

program could touch about 90% of target children. About 63% of children received all

the vaccines (Baccilus Calmete Guerine, Diptheria Pertusis Tetanus, Oral Polio

Vaccine, and Measles). In the states of Bihar, Rajasthan, Uttar Pradesh, Madhya

Pradesh, and North Eastern States (combined) coverage levels were relatively low. The

coverage levels were also lower for children of illiterate mothers and in small,

inaccessible and tribal village. The study concluded that further improvement may be

achieved by targeting illiterate mothers, inaccessible and tribal areas and low

performing states.33

A study focused on care giver understanding of childhood diseases and

vaccination. The purpose of this descriptive study was to profile care givers who

presented their children for vaccination at public health clinics regarding their level of

understanding of childhood vaccine preventable diseases. 248 care givers attending one

of 6 public clinics were asked to respond verbally to a researcher administered

questionnaire. The major findings of this preliminary study indicate a very low level of

knowledge among careers presenting their child for vaccination at the public health

clinic. 23% of carers had no knowledge regarding the vaccinations that their child was

receiving and the disease for which the vaccination was administered. In fact, 18 % of

care givers were unsure of the relationship between vaccination and the likelihood of

26
their child contracting infectious diseases. The study concluded that more knowledge

about vaccination should be given to the care giver.34

STUDY RELATED TO VITAMINE –A PROPHYLAXIS

A study conducted to investigate risk for sub clinical vitamin-A deficiency among

under six years of age in urban slums of Nagpur, India. The current study recognized a

significant association between female gender, ill-literate mother, lower socio economic

status, more than two children of under five years of age at home, under nutrition,
Acute
history of diarrhea, Measles, respiratory tract infection and sub clinical vitamin-A

deficiency on uni variate analysis.35

A study conducted to compare vitamin-A supplementation status of children age

6-60 months to the prevalence of vitamin deficiency disease, mal-nutrition, diarrhea and

acute respiratory tract infections with the help of trained female community health

worker. They interviewed mothers about child health status by using a standardized

questionnaire. The nutritional status of children were estimated using mid upper arm

circumference measurements. The results indicated that compared to children who did

not receive supplements, children who received vitamin-A supplements regularly had

less malnutrition, diarrhea and acute respiratory tract infections.36

A study conducted on the coverage of vitamin-A supplements among under five

children in block I.A. of Gulshan-e-Sikanderabad, Karachi. The objective of the study

was to assess the incidence of symptoms related to Hyper vitaminosis. The results

revealed that data was obtained in 489 children. The coverage of polio and vitamin-A

27
supplementation was 88% and 74.8%. They found that vitamin-A supplementation can

save lives. It is only a short term measures, what is needed is a multi strategy approach

including short and long term strategies.37

A cross-sectional survey conducted on nutrition education efforts for mothers of

under five children to prevent vitamin-A deficiency. Samples of the study were mothers

(N-15) from rural/ peri -urban villages‟ provinces to assess vitamin-A knowledge

regarding vitamin-A was low in all villages regardless of difference in socioeconomic

status and level of education. The study concluded that educational interventions should

focus on basic vitamin-A Knowledge regarding sources as well as symptom of

deficiency. Education should also emphasize increasing the variety of food rich in pro-

vitamin-A carotetnoids grown in home garden.38

A cross sectional surveys on Childhood blindness due to vitamin A deficiency in

India, to investigate the importance of vitamin A deficiency as a cause of childhood

blindness and severe visual impairment in India. A survey of children with visual acuity

less than 6/60, is the better eye in 22 schools for the blind in different states of India.

The result showed that 245 of 1318 (18.6%) of children had severe visual

impairment/blindness attributable to vitamin A deficiency. The study concluded that

vitamin A deficiency is the single most important cause of childhood blindness and

severe visual impairment in India and it needs education to the mothers about the

sources of vitamin-A.39

A study conducted to find the causes of severe visual impairment and blindness in

children in schools for the blind in north India, and explore temporal trends in the major

28
causes. A total of 703 children were examined in 13 blind schools in Delhi. The result

showed with best correction, 22 (3.1%) were severely visually impaired (visual acuity in

the better eye of <6/60) and 628 (89.3%) children were blind (visual acuity in the better

eye of <3/60). The underlying cause of visual loss was undetermined in 56.5% children

(mainly abnormality since birth 42.3% and cataract 8.3%), childhood disorders were

responsible in 28.0% (mainly vitamin A deficiency/measles 20.5%), and hereditary

factors were identified in 13.4%. The study concluded that almost half of the children

suffered from potentially preventable and/or treatable conditions, with vitamin A

deficiency/measles and cataract the leading causes. Retinal disorders seem to be

increasing in importance while childhood disorders have declined over a period of 10

years. 40

A cross-sectional study conducted on Clinical and sub-clinical vitamin A

deficiency among rural pre-school children of Maharashtra, India. A total of 8646 pre-

school children were examined for the presence of signs and symptoms of Vitamin-A

Deficiency. A sub-sample (494) of them was used to estimate blood vitamin A levels.

The result was the prevalence of Bitot's spots (1.3%) and night blindness (1.1%) was

higher than the WHO cut-off levels used to define a public health problem, and it

increased significantly (p<0.001) with increase in age. The prevalence of Bitot's spots

was 13 times higher among children belonging to the Scheduled Caste (OR=12.8), and

20 times higher among the children of labourers (OR=19.8). The prevalence of sub-

clinical Vitamin-A deficiency (55%) was significantly (p<0.001) high among the

children with night blindness (100%) and Bitot's spots (89%).41

29
 4. METHODOLOGY

Methodology is a systemic approach to techniques or procedures related to the

steps, procedures and strategies for gathering and analyzing the data in a research

investigation. It is the blue print projected by the researcher of the research study.

This chapter describes the methodology adopted for the proposed study. This

includes research approach, research design, the setting, population, sample, sampling

technique, sampling criteria, development of tool, pilot study, and procedure for data

collection and plan for data analysis.

4.1 RESEARCH APPROACH:

The selection of research approach is the basic procedure for the research

enquiry. The research approach helps the researcher to collect and analyse the data. It

also suggests possible conclusions to be drawn from the data.

The selection of research approach is a basic procedure for conducting research

study. In view of nature of the problem selected for the study and the objectives to be

accomplished, evaluative research approach was considered as an appropriate research

approach for the present study.

4.2 RESEARCH DESIGN:

Polit and Hungler (2008) stated that, research design incorporates the most

important methodology decisions that a researcher makes in conducting a research

study. It depicts the overall plan for organization of scientific investigation. Research

design helps the researcher in selection of subjects, identification of variables, their

30
manipulation and control. Observations are to be made and different types of statistical

analysis are used to interpret the Data. Research design provides back bone structure of

the research study. It determines how the study will be organized and the data will be

collected and when intervention if any, are to be implemented.

The research design selected for the present study was pre experimental with one

group pre test and post test design. Here the pre test is conducted followed by structured

teaching programme and then conducting the post test for the same group after 6 days.

The pre- experimental design chosen for the study is as prescribed in the table.

e Convenient Pre Test Intervention Post Test

Sample

Mothers of under- Assessment of Administration of Assessment of

p
five children in knowledge Structured teaching knowledge
r
selected rural area regarding selected programme regarding selected
e
of Bangalore Child welfare child welfare
-
programmes programmes.

01 X 02

O1: Assessment of pre test knowledge regarding selected Child welfare programmes

X: Teaching strategy on selected child welfare programmes in India among mothers of

under five children

02: Knowledge test for mothers regarding selected child welfare programmes after 6
days of structured teaching programme.

31
DESIGN: Pre experimental one group pre test and post test design

PURPOSE: Assess the knowledge of mothers of under five

children regarding selected child welfare programmes.

SETTINGS: Families of Tarabana halli, Hesarghatta PHC,

Bangalore

POPULATION: Mothers of under five children in selected rural

areas at Hesarghatta PHC, Bangalore.

SAMPLING TECHNIUE: Convenient sampling technique

TOOL: Self administrated questionaire

ASSESSMENT: Criterion variables of mothers of under five

children

Findings and conclusion

Figure 2: Schematic representation of research design

32
VARIABLES UNDER THE STUDY:

A variable is any phenomenon or characteristic or attribute that changes. The

concepts that can take different quantitative values are called variables. The variables

for present study were;

Independent variable:

The independent variable is the condition or characteristic manipulated by

the researcher. In the present study the independent variable is the “ structured

teaching programme”.

Dependent variable:

The dependent variable is the condition or characteristic that appears or

disappears as a result of independent variable. In the present study the dependent

variable is “knowledge of mothers regarding selected Child welfare programmes.”

Extraneous variable:

Pre -existing characteristics of the entity under investigation, which

the researcher simply observes and measures. In this study the extraneous variables

are age, religion, education, occupation, type of family, family monthly income, number

of under five children, previous knowledge, Source of information.

SETTING OF THE STUDY:

Setting is the physical location and the condition in which data collection takes

place in a study. It may be natural setting depending up on the study topic and

33
researcher‟s choice.

The setting of this study was at Tarabana halli village, Hesargatta PHC, Bangalore.

The area Formal permission was obtained from the Administrative authorities for

conduction of the study. The area was 30kms from R.R College of nursing.

The criterion for selecting study setting is the availability of subject and feasibility

of conducting the study.

POPULATION:

Population is the total number of people who meet the criteria that the

researcher has established for a study from whom the subjects will be selected

and to whom the findings will be generalized.

The target population in this study was the mothers of under five children.

The accessible population in the study was the mothers of under five children who

belonged to Tarabana halli, Hesarghatta PHC in Bangalore and who were present at time

of conducting data.

SAMPLE:

Sample refers to subset of a population, selected to participate in a research study.

The sample size for the present study is 60 mothers of under five children.

SAMPLING TECHNIQUE:

Sampling is the process of selecting a group of people, events, behavior or other

elements with which to conduct a study. The samples were selected by using convenient

34
sampling technique.

CRITERIA FOR SELECTING THE SAMPLE:

The following criteria were set for the selection of the sample;

Inclusion criteria:

The study includes mothers who are;

 Having under five children.

 Available at the time of data collection.

Exclusive criteria:

The study excludes mothers who are;

 Not residing in Hesarghatta PHC

 Not willing to participate in the study.

 Not able to read and write Kannada and English.

DEVELOPMENT OF THE TOOL:

Tool was prepared on the basis of objectives of the study. A structured knowledge

questionnaire was selected to collect the data on knowledge of mothers on selected child

welfare programmes and. It was considered to be the most appropriate instrument to

elicit response from mothers of under five children who are able to understand and read

and write Kannada or English.

35
The steps followed in the preparation of tool were;

1. Review of literature

Books, journals, newspaper, articles, published and unpublished research studies

and internet search were used to develop the tool.

2. Preparation of blue print

The blue print of items pertains to the cognitive domains of learning. There are 40
knowledge items. A table of blue print is enclosed in Annexure-IX.

Experts opinion from department of Child health nursing and Paediatric medicine.

SELECTION OF THE TOOL

A structured questionnaire was selected for the study.

DESCRIPTION OF THE TOOL:

After an extensive review of the literature and discussion with experts, the

structured knowledge questionnaire and the teaching plan on selected child welfare

programmes were developed. In the present study the tool consists of two sections

SECTION -1: Questionnaire to elicit the baseline variables.

This part of questionnaire consist of 9 items to find out the information from all

patients about their age, education, occupation, type of family, family income, no. of

under five children, previous knowledge and source of information.

36
 SECTION -2:

A structured questionnaire to assess the level of knowledge of mothers on selected

child welfare programmes consists of 40 multiple choice questions. Each question is

having four options from which instructions were clearly written to choose

the best options. Each correct item was scored as “1” and “0” for wrong response. Thus a

total of 40 score were allotted for knowledge items. The items were categorized under

the following components:

 Main aim and attention of child welfare programmes

 Assessment of knowledge regarding Mid day meal programme

 Assessment of knowledge regarding Integrated child development scheme.

 Assessment of knowledge regarding National Immunization programme.

 Assessment of knowledge regarding Vitamin-A prophylaxis programme.

Scoring procedure

Each item carries 1 mark for the correct answer and the wrong answer was given 0.

The total score was 40 which is classified as follows in this study,(Annexure-XII)

 Adequate knowledge - >75% (31-40)

 Moderate knowledge - 51-75%(21-30)

 Inadequate knowledge - <50%(1-20)

DEVELOPMENT OF STRUCTURED TEACHING PROGRAMME:

The STP was developed based on the review of related research. The following

37
steps were adopted to develop the STP.

 Preparation of first draft of STP

 Content validity of STP

 Preparation of final draft of STP

 Description of STP

Preparation of first draft of STP:

A first draft of STP was developed by keeping in mind the objectives, criteria,

review of literature and opinion of experts. Main factors were kept in mind while

preparing STP were the level of understanding of the samples, simplicity of language,

relevance of illustration/pictures.

Content validity of STP:

The initial draft of STP was given to 8 experts, comprising of 6 nurse educators of

child health department, 1 pediatric medicine, and 1 statistician. The experts were

requested to validate the STP and to give suggestion on the adequacy and relevance of

content. There was 80% agreement of the content. A few evaluators asked to avoid long

questions and simplify the language. The suggestions of the experts was incorporated in

the tool and the STP was further modified and finalized under guidance of the guide and

an arrangement was made to translate them to kannada.

Preparation of final draft of STP:

The final draft of STP was prepared after incorporating expert‟s suggestions.

Description of STP:

The STP was titled as “Child welfare programmes”. The STP was prepared to

38
enhance the knowledge regarding selected child welfare programmes. It consists of the

following content such as, Mid day meal programme, Integrated child welfare

programmes, National Immunization programme and Vitamin-A prophylaxis.

VALIDITY OF THE TOOL:

Validity refers to the degree to which an instrument measures what it

is supposed to measure. Content validity was done by 8 experts comprising of 6 nursing

educators of child health department, 1 pediatric medicine, and 1 statistician. The

experts were requested to give their opinions and suggestions regarding the

relevance of the tool for further modification to improve the clarity and content of

items. The tool developed consisted of 9 items on personal data in section A. Based on

the suggestions and opinions of the experts some modification was made in 2 questions.

In section B, there were 40 items on knowledge about selected child welfare programmes

in India. There was 100 % agreement on the 25 items and 5 items were deleted and

added 5 new items and modified the 10 items. Based on suggestions, the items were 40.

After considering the experts suggestion and modifications the tool was finalized and it

consisted of 9 items on personal data and 40 items on knowledge about selected Child

welfare programmes. The formulated plan was translated in Kannada without changing

the meaning by a Kannada expert.

RELIABILITY OF THE TOOL:

Reliability refers to the accuracy and consistency of information obtained in a

study. The tool after validation was subjected to test for its reliability. The structured

39
 knowledge questionnaire was administered to six mothers of under five children from a

selected area of Tarabana halli village, Bangalore.

The reliability of the tool was computed by using split half method and Karl‟s

coefficient formula. The reliability coefficient of the test for the knowledge scale was

found to be „r‟ = 0.81, the tool was found to be reliable and feasible.

PILOT STUDY:

The pilot study is a small preliminary investigation of the same general character on

the major study, which designed to acquaint the researcher with problems that can be

corrected in preparation for large projects or is done to provide the researcher with an

opportunity to try out procedure for collecting data.

The objectives of the pilot study are;

 To evaluate the constructed tool.

 To find out the feasibility of conducting the study, in terms of time, sample availability

and co-operation from mothers of under five children.

 To determine the method of statistical analysis

Pilot study was conducted from 07-11-12 to 17-11-12 at an area of Hesargatta

village, Bangalore to find out the feasibility of the study. 6 patients were selected for

the pilot study and those samples were excluded from the main study. Permission was

obtained from the medical officer (PHC), Hesargatta. The samples for the pilot study

possessed the same characteristics as that of the samples for the final study.

40
 To find out the effectiveness of the STP as per the objectives of the study the pilot

study was conducted in two phases. In first phase, self administered questionnaire about

the knowledge on selected child welfare programmes (pre-test) was conducted among

six mothers of under five children with instruction to complete it.

The structured teaching program was conducted on the same day. The mothers of

under five children were asked to attend carefully. The post-test was carried out on the

sixth day by the same structured knowledge questionnaire for evaluating the

effectiveness of the STP on selected child welfare programmes. The average duration

for each sample was 45-50 minutes.

The data was analyzed by using descriptive and inferential statistics. Hence the

tool was found to be feasible for the main study.

DATA COLLECTION PROCEDURE:

Permission from the concerned authority:

Formal permission was obtained from medical officer of Hesargatta PHC,

Bangalore.

Procedure for data collection:

Investigator personally visited each respondent, interacted with the mothers of

under- five children and explained the purpose of the study and ascertained the

willingness of participants. The respondents were assured anonymity and confidentiality

of the information provided by them.

41
 The duration of the data collection for the main study was from 22 November

2012 to 22 December 2012. The investigator collected the data from 60 mothers of under

five children. The purpose of the study was explained, self introduction was given by the

investigator to the subjects. The investigator assured confidentiality of the responses and

the data was collected. Written consent was obtained from the subjects to participate in

the study.

Pre test:

Pre-test was conducted on 10 days by morning and afternoon sessions by

structured knowledge questionnaire. The number of participants ranges from 5 – 6

members on each day. The patients were instructed to attend the tool carefully and give

the appropriate answers according to their knowledge. On an average participant took

45-50 minutes to fill the data‟s.

Implementation of structured teaching programme:

On the same day after the pre-test, STP was given to the subjects to assess the

knowledge regarding selected child welfare programmes.

Flash cards, charts were used as visual aids to facilitate easy understanding. After

the session the sample was informed about the tentative date for post test.

Post test:

Post-test was conducted with the same questionnaire on the sixth day of the pre-test.

A good rapport was maintained throughout the data collection procedure. The

investigator found no difficulty during data collection.

42
PLANS FOR DATA ANALYSIS:

The data was analysed in terms of achieving the objectives of the study using

descriptive and inferential statistics.

Statistical analysis of data:

 Organization of data in master sheet

 Frequencies and percentage to be used for analysis of the demographic

characteristics of the sample

 Analysis of data by using descriptive statistics such as mean, mean percentage

and standard deviation.

 Analysis of data by using inferential statistics such a Paired „t‟ test and Chi-square
(χ2) test.

 Representation of data in table graphs.

ETHICAL CONSIDERATION:

For this study the investigator took into consideration the ethical issues. No
ethical issues raised by conducting this study.

1. Prior permission was obtained from Medical Officer of Hesargatta village,

Bangalore for the main study.

2. Oral and written consent was obtained from the study samples. Explanation was

given regarding purpose of the study.

3. The subjects were informed that the confidentiality of the data will maintained.

The subjects were informed that their participation was purely on the voluntary basis

and they can withdraw from the study at any time.

43
 5. RESULTS

This chapter deals with the analysis of data collected to evaluate the effectiveness

of structured teaching programme on selected Child welfare programmes in India

among mothers of under five children.

Analysis of data was a process by which quantitative information is reduced,

organized, summarized, evaluated, interpreted and communicated in meaningful way.

The analysis and interpretation of data of this study was based on data collected by

structured knowledge questionnaire on selected child welfare programmes in India

among mothers of under five children. The results were computed using descriptive and

inferential statistics based on the objectives of the study.

OBJECTIVES OF THE STUDY:

1 To assess the existing knowledge on selected child welfare programme in India

among mothers of under five children by pre test score.

2 To find the effectiveness of structured teaching programme regarding selected child

welfare programmes in India among mothers of under five by post test score.

3 To determine the association between the pre test knowledge scores of mothers with

selected demographic variables.

44
PRESENTATION OF THE DATA

To begin with the data were entering in master data sheet for tabulation and

statistical processing. The data are analyzing and interpreting using descriptive and

inferential statistics. The data were presented under the following headings-

Section I: Analysis of demographic characteristics of the subjects

Section II: Analysis of assessment of the existing knowledge regarding selected child

welfare programmes in India.

Section III: Analysis of effectiveness of structured teaching programme on selected

child welfare programmes in India among mothers of under five children.

Section IV: Analysis on association between knowledge on child welfare programmes

in India among mothers of under five children with selected demographic variables.

45
 SECTION-1
DESCRIPTION OF DEMOGRAPHIC VARIABLES
Table-1.Distribution of mothers of under five children according to age of mothers

Sl no. Demographic
variable Character No. %

18-25 30 50.0
1. Age
26-33 26 43.3

34-41 4 6.7

The data presented in table 1 and figure 3 draws that out of 60 mothers of under five

children, majority of respondents 30(50.0%) were in the age group of 18-25 years,

26(43.3%) were in the age group o3years, and 4(6.7%) were in the age group of 34-41

years.

Distribution of subjects according to age group

50
43.30%
50%
45%
40%
% of Respondents

35%
30%
25%
20% 6.70%
15%
10%
5%
0%
18- 25years 26-33 years 34- 41years
Age

Figure 3: Shows distribution of mothers of under five children according to age.

46
Table 2. Shows distribution of mothers of under-five children according to their

educational status.

Sl no. Demographic
variable Character No. %

a. Primary School 18 28.4%

2. Educational status
b. High school & above 25 43.3%

c. P.U.C 12 20.0%

d. Degree & above 5 8.3%

The data presented in table-2 and figure 4 draws that educational status indicates that

majority of respondents 25(43.3%) were having high school and above education,18

(28.4%) were having primary school education,12(20%) were P U C , 5(8.3%) were

degree and above.

Distribution of mothers according to educational status

PUC
20% Degree & above
8.30%

High school Primary school

43.30% 28.30%

47
 Figure 4: Shows distribution of mothers of under five children according to

their educational status.

Table-3 shows distribution of mothers of under five children according to their

religion

Sl no. Demographic
variable Character No. %

3. Religion a. Hindu 48 80.0

b. Muslim 7 11.7

c. Christian 4 6.6
d. others 1 1.7

The data presented in table 3 and figure 4 draws that religion indicates that majority of

respondents 48(80.0%) were Hindu, 7(11.7%)were Muslim, 4(6.6%) were Christian and

1(1.7%) were in other category.

Distribution of subjects according to religion

80.0
80%

70%

60%

50%

40%

30%

20% 11.7
6.7 1.7
10%

0%

Hindu Muslim Christian Others

Figure 5: Shows distribution of mothers of under five children according their

religion

48
Table-4.Shows distribution of mothers of under-five children according to

occupation

Sl no. Demographic
variable Character No. %

4. Occupation a. House wife 49 81.7%

b. Self employees 6 10.0%

c. Private employees 3 5.0%

d.Govt. employees 2 3.3%

The data presented in table 4 and figure 6 draws that occupational status indicates that

majority of respondents 49(81.7%) were house wives, 6(10.0%) were self

employees,3(5.0%) were private employees and 2(3.3%) govt. employed.

Distribution of subjects according to occupation

81.70%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00% 10%
5% 3.30%
20.00%
10.00%
0.00%
House wife self employees private employees Govt.employees

Figure 6: Shows distribution of mothers of under five children according to

occupational status.

49
Table – 5. Shows distribution of mothers of under-five children according to type
of family.

Sl no. Demographic Character No. %

variable

5. Type of family Nuclear 51 85.0%

Joint 7 11.7%

Extended 2 3.3%

The data presented in table 5 and figure 7 draws that the majority of respondents

51(85.0%) were in nuclear family, 7(11.7%) were joint family and 2(3.3%) were

extended family.

Distribution of subjects according to type of family

Extented
Joint
3.30%
11.70%

Nuclear
85.00%

Figure 7 : Shows distribution of mothers of under five children according to type

of family.

50
Table - 6. Shows distribution of mothers of under-five children according to
family income.

Demographic
S.no. variable Character No. %

<5000 10 16.7%

6. Family income 5001-7000 21 35.0%

7001-10,000 24 40.0%

>10,001 5 8.3%

The data presented in table 6 and figure 8 draws that the family income shows that

majority of mothers 24(40.0%) of mothers belonged to income range of 7501-10000,

21(35.0%) of mothers recorded the range of 5000-7001,10(16.7%) were below

5000,and 5(8.3%) recorded in the range above 10000.

Distribution of subjects according to monthly incime

Rs
>10,000 Rs
- 8.30% <5000
16.70%

Rs
5001-7000
Rs 35%
7001-10,000
- 40%

Figure 8: Shows distribution of mother of under children according to monthly

income.

51
Table- 7.Shows distribution of mothers according to number of under-five
children.

S.no. Demographic
variable Character No. %

One 39 65.0%
7. Number of under-
five children Two 17 28.3%

Three 4 6.7

The data presented in table-7 and figure-9 draws that number of under-five children ,

shows that majority of respondents were 39(65.0%) having only one and 17(28.3%) are

having two and 4(6.7%) were having three.

70 65%

60
% of Respondents

50
40
30 28.3%
20
10
6.7%
0
0ne
Two
Three
Number of under-five children in the family

Figure 9 : Shows distribution of mothers of under five children according to

number of children in the family.

52
Table-8.Shows distribution of mothers of under-five children according to had
previous knowledge regarding child welfare programmes

S.no. Demographic
variable Character No. %

8. Previous Yes 10 18%

knowledge
No 50 82%

The data presented in table-8 and figure-10 draws that the previous knowledge shows

that majority of subjects 50(82%) were not exposed information and 10(18%) were

exposed information.

Distribution of subjects according to previous knowledge

Previous knowledge
No
82%
Previous knowledge
Yes
18%

Figure 10: Shows distribution of mothers of under five children according to

previous knowledge.

53
Table-9.Shows distribution of mothers under-five children according to source of
information.

S.no. Demographic
variable Character No. %

9. Print media 1 10%

Source of
information Electronic media 3 30%

Family &friends 6 60%

The data presented in table 9 and figure 11 draws that majority of mothers, 6(60%) were

received information by family &friends, 3(30%) were got information by electronic

media and 1(10%) was got from print media

70%
60%
% of Respondents

50% 10% 60%

40% 30%

30%
20%
10%
0%
Print media
Electronic media
Family & friends
Source

Figure 11: Shows distribution of mothers of under five children according to

source of information.

54
 SECTION-2

ASSESSMENT OF KNOWLEDGE ON SELECTED CHILD

WELFARE PROGRAMMES BEFORE STP

Table-10 Distribution of mothers of under five children according to knowledge on

selected child welfare programmes before STP.

n= 60

S.no. Level of knowledge Number %

1 Inadequate knowledge 44 73.3

2 Moderately adequate
16 26.7
3 Adequate knowledge
0 0
4 Over all
60 100

The table 10 and fig 12 depicts the distribution of pre test level of knowledge on

selected Child welfare programmes in India. Out of 60 mothers of under five children

44(73.3%) had inadequate knowledge and 16(26.7%) had moderately adequate

knowledge and none of subjects had adequate knowledge.

55
Distribution of mothers according to knowledge on child welfare programmes before STP

0%
Adequate knowledge

26.70%
Moderately adequate knowledge

73.30%
Inadequate knowledege

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

Figure 12: Distribution of mothers according to knowledge on child welfare

programmes before STP

56
ASSESSMENT OF MEAN KNOWLEDGE ON SELECTED CHILD WELFARE
PROGRAMMES BEFORE STP-

Table-11: Mean, SD and Mean % of knowledge on selected child welfare programmes

before STP

n= 60

Max.
S no. Aspects of knowledge score Mean SD Mean%

1. Mid day meal 9 3.73 1.02 41.44

programme

2. Integrated Child 10 3.95 1.21 39.50

Development Scheme

3. National Immunization 11 4.50 1.51 40.91

programme

4. Vitamin-A prophylaxis 10 3.28 1.26 32.80

programme

5. Over all 40 15.47 4.19 38.68

The above table-11 and fig 13 represents the mean and SD of aspects of

knowledge of mothers of under five children regarding selected child welfare

programmes in India. Regarding the Mid day meal programme the mean score was 3.73

with SD of 1.02 and mean percentage was 41.44%. Regarding Integrated child

development scheme, mean score was 3.95 with SD of 1.21 and mean percentage was

39.5%. Regarding National immunization programme the mean score was 4.50 with SD

of 1.51 and mean percentage was 40.91%. Regarding Vitamin-A prophylaxis the mean

score was 3.28 with SD of 1.26 and mean percentage was 32.80%.The over all mean

57
score was 15.47 with SD of 4.196 and mean percentage was 38.68. It evident that there

is gross inadequacy of knowledge regarding prevention of skin disorders among

mothers of under five children.

Mean knowledge on selected child welfare programmes before STP

39.50% 40.91% 32.80%

41.44%
38.68%
45.00%

40.00%

35.00%

30.00%

25.00%

20.00%

15.00%

10.00%

5.00%

0.00%
Mid day meal Integrated National Vitamin-A over all
programme child immunization prophylaxis
development programme
programme

Figure 13: Distribution of mothers of under five children mean knowledge on

selected child welfare programmes before STP.

58
 SECTION-3
ASSESSMENT OF KNOWLEDGE ON SELECTED CHILD
WELFARE PROGRAMMES AFTER STP
Table-12: Distribution of mothers of under five children according to knowledge
on selected child welfare programmes after STP.

n =60

S. no. Level of knowledge Number %

1 Inadequate knowledge 0 0

2 Moderately adequate knowledge 19 31.7

3 Adequate knowledge 41 68.3

4 Over all 60 100

The table 12 and fig 14 shows that in the post test, out of 60 mothers of under five

children,41(68.3%) had adequate knowledge , 19(31.7%) had moderately adequate

knowledge and none of the mothers of under five children had inadequate knowledge.

59
 Distribution of mothers of under five children according to knowledge on selected child
welfare programmes in India.

68.30%

Adequate knowledge

31.70%

Moderately adequate knowledge

0%
Inadequate knowledge

0% 10% 20% 30% 40% 50% 60% 70%

Figure 14: Distribution of mothers of under five children knowledge level

after STP.

60
ASSESSMENT OF MEAN KNOWLEDGE ON SELECTED CHILD
WELFARE PROGRAMMES AFTER STP
Table-13: Mean, SD and Mean % of knowledge on selected child welfare programmes
after STP
n =60

S no. Aspects of knowledge Max. Mean SD Mean%

score

1. Mid day meal programme 9 7.07 1.47 78.56

2. Integrated Child
Development Scheme 10 81.30
8.13 1.25

3. National Immunization
programme 11 88.91
9.78 1.18

4. Vitamin-A prophylaxis
programme 10 8.42 1.03 84.20

5. Over all 40 33.40 4.08 83.50

Table 13 and fig 15 represents the mean and SD of aspects of knowledge of mothers of

under five children regarding selected child welfare programmes in post test. Regarding

Mid day meal programme, mean score was 7.07 with SD of 1.47 and mean percentage

was 78.56.Regarding Integrated child development scheme, mean score was 8.13 with

SD of 1.25 and mean percentage was 81.30. Regarding National immunization

61
programme, mean score was 9.78 with SD of 1.18 and mean percentage was 88.91.

Regarding Vitamin-A prophylaxis, mean score was 8.42 with SD of 1.030 and mean

percentage was 84.20. The overall mean score was 33.40 with SD of 4.08 and mean

percentage was 83.50.It evident that there is an increase in the mean score after the

administration of structured teaching programme.

Mean percentage of knowledge on selected child welfare programmes after STP

88.91%
90.00%

88.00%
84.20%
86.00% 83.50%

84.00% 81.30%

82.00%
78.56%
80.00%

78.00%

76.00%

74.00%

72.00%
Mid day meal ICDS National Vitamin-A Overall
programme Immunization prophylaxis
programme programme

Figure : 15 Distribution of mothers of under five children mean knowledge level on

selected child welfare programmes after STP

62
 SECTION -4
COMPARISON OF KNOWLEDGE BEFORE AND AFTER
STP
Table- 14 Distribution of mothers of under five children according to knowledge
on selected child welfare programme before and after STP.

n= 60

Before STP After STP

S no Level of Knowledge
Frequency % Frequency %

Inadequate
1. 44 73.3 0 0.0
knowledge

2. Moderately adequate 16 26.7 19 31.7

3. Adequate 0 0.0 41 68.3

knowledge

4. Total 60 100.0 60 100.0

Table- 14 and fig 16 shows that in the pre-test out of 60 subjects majority of them

44(73.3%) had inadequate knowledge, 16(26.7%) of them had moderate knowledge and

no subject had adequate knowledge. In the post-test majority 41(68.3%) of the subjects

had adequate knowledge, 19(31.7%) of the mothers had moderately adequate

knowledge and none of the subjects had inadequate knowledge.

63
 Distribution of mothers of under five children according to knowledge on selected child

welfare programmes in India before STP and after STP

80.00% 73.30%
68%
70.00%

60.00%

50.00% Before STP

40.00% 32% After STP

26.70%
30.00%

20.00%
0%
0%
10.00%

0.00%
Inadequate Moderately Adequate
knowledge adequate knowledge

Figure 16: Distribution of mothers of under five children according to knowledge

on selected child welfare programmes in India before and after STP.

The data presented in table 14 and figure 16 draws that out of 60 mothers of under

five children 44 (73.3%) had inadequate knowledge and 16 (26.7%) had moderate

knowledge and none of the subject got adequate knowledge before STP.

In post- test 41 (68.3%) had adequate knowledge,16 (31.3% ) had moderately

adequate knowledge and none of the subjects got inadequate knowledge among mothers

of under five children.

Here H1 is accepted. So there will be significant difference between pre test and post

test of knowledge scores on selected child welfare programmes in India among of

mothers under five children at 0.05 levels.

64
 OVERALL COMPARION OF MEAN, SD, MEAN SCORE
PERCENTAGE OF KNOWLEDGE LEVEL OF MOTHERS OF
UNDER FIVE CHILDREN ON SELECTED CHILD WELFARE
PROGRAMME.

Table- 15: Mean and SD of knowledge on selected child welfare programme among
mothers of under five children before and after STP.
n= 60
Before STP After STP
S Aspects of Max.
Mean Mean
no knowledge score Mean SD Mean SD
% %

Mid day meal

1 9 3.73 1.02 41.44 7.07 1.47 78.56
programme

2 ICDS 10 3.95 1.21 39.50 8.13 1.25 81.30

National
3 immunization 11 4.50 1.51 40.91 9.78 1.18 88.91
programme

Vitamin-A
4 prophylaxis 10 3.28 1.26 32.80 8.42 1.03 84.20
programme

5 Over all 40 15.47 4.19 38.68 33.40 4.08 83.50

Table-16 and fig 18 shows that in the pre test, the highest enhancement knowledge

score found on Mid day meal programme (41.44%) followed by National immunization

programme (40.91%) and lowest score was obtained in the aspect of ICDS and Vitamin-

A prophylaxis. This indicates that inadequate knowledge score was obtained on selected

child welfare programme in the pre test.

65
 The post-test results shows that the highest enhancement knowledge score found on

National immunization programme (88.91%) followed by Vitamin-A prophylaxis

(84.20%), ICDS (81.30%) and lowest found in the mid day meal programme (78.56%).

The findings also indicate the impact of intervention programme was statistically

significant at 0.05 levels for all the knowledge aspect under study. Therefore the

findings reveal that the knowledge of the mothers of under five children improved after

administration of structured teaching programme.

Mean percentage of knowledge on selected child welfare programmes among mothers of

under five children before and after STP

88.91%
90.00% 84.20% 83.50%
81.30%
78.56%
80.00%

70.00%

60.00% Before STP

50.00% 41.44% 40.91% After STP
39.50% 38.68%
40.00% 32.80%
30.00%

20.00%

10.00%

0.00%
Mid day meal ICDS National Vitamin-A Over all
programme immunization prophylaxis
programme programme

Figure 17: Mean percentage of knowledge on selected child welfare programmes

among mothers of under five children before and after STP

66
 SECTION-5

ASSESSMENT OF EFFECTIVENESS OF STP

Table- 16: Comparison of pre and post test knowledge and statistical significance.
n =60

% of mean Paired p<value

Sl. Max. Mean
Aspects of knowledge difference t-test (Table
no score difference
(enhancement) value value-
1.67)
1 Mid day meal programme 9 3.34 37.11 16.45* p<0.05

2 ICDS programme 10 4.18 41.8 21.91* p<0.05

National Immunization 5.28 48.0 p<0.05

3 11
programme 27.34*

Vitamin-A prophylaxis 5.14 51.4 p<0.05

4 10
programme 26.89*

Overall knowledge 40 17.93 44.82 31.68* p<0.05

Note: *-denotes significant at 5% level p<0.05.

The above table 16 represents the comparison of pre and post test knowledge and

statistical significance regarding selected child welfare programmes in India among

mothers of under five children.

The findings indicate that with regard to knowledge variable, on Mid day meal

programme aspect, the percentage of mean difference (enhancement) score obtained

was 37.11 and the obtained„t‟ value was 16.45 which was significant at p< 0.05. The

percentage of mean difference (enhancement) score for knowledge variable on ICDS

programme was 41.8 and the paired‟ value was 21.91 which was significant at p< 0.05.

In relation to National immunization programme, the percentage of mean difference

(enhancement) was 48.0 and the paired t-test value was 26.89.And it was found to be

67
remaining significant at p<0.05. With regard to Vitamin-A prophylaxis, the percentage

of mean difference (enhancement) obtained was 51.4 and the obtained‟ value was 26.89

which was significant at p< 0.05.Overall knowledge, the percentage of mean difference

(enhancement) was 44.82 and the obtained„t‟ value was 31.68 which was significant at

p<0.05.It is evident that the structured teaching programme is significantly effective in

improving the knowledge regarding selected child welfare programmes among mothers

of under five children.

Mean percentage of knowledge on selected child welfare programmes in India among

mothers of under five children before and after STP

60.00%
51.40%
48%
44.83%
50.00%
41.80%
37.11%
40.00%

30.00%

20.00%

10.00%

0.00%
Mid day meal ICDS National Vitamin-A Overall
programme programme Immunization prophylaxis
programme programme

Figure 18: Mean score percentage (enhancement) of knowledge on selected child

welfare programmes in India among the mothers of under five children before and
after STP

68
 SECTION-6
ASSOCIATION OF PRETEST KNOWLEDGE WITH
DEMOGRAPHIC VARIABLES
Table-17: Association between pretest knowledge with demographic character.
n =60
Overall Knowledge
S
Demographi Sample ≤ Median > Median Chi p-value
no Character
c variable square
No % &table
N % N %
value

30 50 14 46.7 16 53.3 2.57

18- 25years
df=3 7.81
26-33 years 26 43.3 17 65.4 9 34.6
Age
NS p>0.05
1. 4 6.7 3 75.0 1 25.0
34- 41years

Primary 18 28.4 14 82.4 3 17.6

12.95 7.81
High school 25 43.3 14 56.0 11 44.0
2 Education and above df=4 p<0.05
PUC 12 20 5 41.7 7 58.3
S
Graduate & 5 8.3 0 0.0 5 100
above
Hindu 48 80 26 54.2 22 45.8
4.92 7.81
Muslim 7 11.7 6 85.7 1 14.3
df=3 p>0.05
3. Christian 4 6.6 1 25.0 3 75.0
Religion
NS
1 1.6 1 100. 0 0.0
Any other 0

Housewife 49 81.7 28 57.1 21 42.9

4. 6 10 5 83.3 1 16.7
Business 5.02
Occupation 9.49
Private 3 5 1 33.3 2 66.7
df=4
employees p>0.05
Government 2 3.3 0 0.0 2 100.
0 NS
job

69
 Nuclear 51 85 27 52.9 24 47.1
2.43
5. Type of 7 11.7 5 71.4 2 28.6 5.99
Joint df=2
family p>0.05
2 3.3 2 100. 0 0.0 NS
Extended 0

Rs<5000/- 10 16.7 8 80.0 2 20.0

Monthly 3.21 7.81

Rs.5001- 21 35 12 57.1 9 42.9
family 7000/- df=3 p>0.05
6. income per Rs.7001- 24 40 12 50.0 12 50.0
month 10,000/- NS
Rs.10,000 & 5 8.3 2 40.0 3 60.0
above

0ne 39 65 21 53.8 18 46.2

Number of
0.64NS 5.99
7. under-five df=2 p>0.05
children in Two 17 28.3 11 64.7 6 35.3
NS
the family
Three 4 6.7 2 50.0 2 50.0

10 18 2 18.2 8 81.8 8.12

Yes
Previous df=1 3.84
8 50 82 32 65.3 18 34.7
knowledge
No S P<0.05

Print media 8.34

1 10 0 0.0 1 100 5.99

Source df=3 P<0.05

9 Electronic 3 30 1 25.0 2 75.0
media S
Family & 6 60 1 16.7 5 83.3
friends

Note: S- denotes significant at 5% level (p<0.05) and NS – not significant at 5%

level (p>0.05)

70
 When considering the respondents age group the majority of the respondents 30

belongs to the age group of 18-25 years with the percentage of 50.0%. Among them, 30

respondents 14 of them have ≤ median value with the percentage of 46.7% and

remaining 16 subjects have > median 53.3.The outcome revealed that 26 respondents

belongs to the age group of 26-33 years the percentage of 43.3%. Among them, 26

respondents 17 of them have ≤ median value of 65.4% and remaining 9 respondents

have > median value of 34.6%. Analysis revealed that 4 respondents belong to the age

group of 34-41 years. Among them 3 respondent have≤ median value of 75% and

remaining 1 mother have > median value of 25%. The chi-square value for the age

group is 2.57 and p value is p>0.05 which is not significant at 5% level.

In educational status majority of respondents are having high school education

(25) with the percentage of 41.7%. Among them, 25 respondents, 14 have ≤ median

value of 56% and remaining 11 respondents have > median value of 44%. Primary

education respondents are 18 with the percentage of 28.4%. Analysis revealed that 14

mothers have ≤ median value of 82.4% and remaining 3 have > median value of 17.6%.

PUC respondents are (12) with the percentage of 20%. Among them, 12 respondents, 5

subjects have ≤ median value of 41.7% and remaining 7 respondents have > median

value of 58.3%. Graduate and above respondents are (5) with the percentage of 8.3%.

The outcome revealed that 5 respondents have > median value of 100%. No formal

education respondents is only one with the percentage of 1.7%.The outcome revealed

that 1 respondent have ≤ median value of 100%. The chi-square value for the

educational status is 12.9 and p value is p<0.05 which is significant at 5% level.

71
 When considering the religion most of the respondents are (48) Hindu with the

percentage of 80%. The outcome revealed that 26 respondents have ≤ median value of

54.2% and remaining 22 respondents have > median value of 45.8%.Muslim

respondents the percentage of 11.7%. Among them, 6 respondents have ≤ median value

of 85.7% and remaining 1 respondent have > median value of 14.3%. Christians were

(4) represented with the percentage of 6.6%. Among 1 mother have ≤ median value of

25% and remaining 3 respondents have > median value of 75%. Others constitute (1)

with the percentage of 1.6%. Outcome revealed that 1 respondent have ≤ median value

of 100%. The chi-square value for religion is 4.92 and the p value is p > 0.05 which is

not significant at 5% level.

In case of occupation most of the respondents are (49) house wife with the

percentage of 81.7%. Among them 28 of them have ≤ median value of 57.1% and

remaining 21 respondents have > median value of 42.9%. Business employee are (6)

with the percentage of 10%. Among 5 respondents have ≤ median value of 83.3 and out

of whom 1 respondent have > median value of 16.7%. Private employees are 3 with the

percentage of 5%. Among them, 1 respondent have ≤ median value of 33.3% and

remaining 2 respondents have > median value of 66.7%. Govt.employee (2) with the

percentage of 3.3%.Outcome revealed that 2 respondents have > median value of 100%.

The chi-square value for the occupational status is 5.02 and the p value is p>0.05 which

is not significant at 5% level.

The analysis revealed to type of family reveals that majority of respondents (51)

nuclear family, that is 85%. The outcome revealed that 27 respondents have ≤ median

value of 52.9% and remaining 24 respondents have > median value of 47.1%. Joint

72
family respondents are (7) 11.7%. Among them, 5 respondents have ≤ median value of

71.4% and remaining 2 respondents have > median value of 28.6%. 2 respondents are

extended family with the percentage of 3.3%.The outcome revealed that 2 respondents

have ≤ median value of 100%. The chi-square value for the type of family is 2.43 and

the p value is p>0.05 which is not significant at 5% level.

Regarding monthly income majority of the respondents (24) belongs to the income

range of Rupees 7001-10,000 with the percentage of 40%. Among them, 12 respondents

have ≤ median value of 50% and remaining 12 respondents have > median value of

50%. Analysis revealed that 21 respondents belong to the income range of Rupees

5001-7000 with the percentage of 35%. Among them, 12 respondents have ≤ median

value of 57.1% and remaining 9 respondents have > median value of 42.9%. Analysis

revealed that 10 respondents belongs to income range of Rs >5000 with the percentage

of 16.7%. Among them, 8 respondents have ≤ median value of 80% and remaining 2

respondents have > median value of 20%. 5 respondents have income range of Rs

10,000 and more with the percentage of 8.3%. The outcome revealed that 2 respondents

have ≤ median value of 40% and remaining 3 have > median value of 60%. The chi-

square value is 3.21 and the p value is p>0.05 which is not significant at 5% level.

With reference to the number of under five children majority of the respondents (39)

have one child i.e. (65%). Among them, 21 respondents have ≤ median value of 53.8%

and remaining 18 respondents have > median value of 46.2%. 17 respondents have two

children i.e. (28.3%). Among them, 11 respondents have ≤ median value of 64.7% and

remaining 6 respondents have > median value of 35.3%. Analysis revealed that 4

respondents have three children i.e., (6.7%). Among them, 2 respondents have ≤ median

73
value of 50% and remaining 2 respondents have > median value of 50%. The chi-square

value for the number of under five children is 0.64 and the p value is p>0.05 which is

not significant at 5% level.

When considering the previous knowledge regarding selected child welfare

programmes 10 mothers have received information (18%). Analysis revealed that 2

mothers have ≤ median value of 18.2% and remaining 8mothers have > median value of

81.8%. 50 motherss not received information with the percentage of 82%. Outcome

revealed that 32 respondents have ≤ median value of 65.3% and remaining

18respondents have > median value of 34.7%. The chi-square value for previous

knowledge on selected child welfare programme is 8.12 and p value is p<0.05 which is

significant at 5% level.

In demographic variables the source of information, majority (6) collected

information from family and friends with the percentage of 10%. Among them 1

respondent have ≤ median value of 16.7% and remaining 5 respondents have > median

value of 83.3%. 1 respondent received information from print media, 10%. Analysis

revealed that 1 respondent have > median value of 100%. Through electronic media 3

mothers received information with the percentage of 60%. Among them, 1 respondent

have ≤ median value of 25% and remaining 3 have > median value of 75%. The chi-

square value for the source of information on selected child welfare programmes is 8.34

and the p value is p<0.05 which is not significant at 5% level.

Table 18 represents the association between selected demographic variables and

knowledge level of mothers of under five children regarding selected child welfare

74
programmes. The analysis revealehat there is significant association established

between education status of the under five mothers, previous knowledge and the source

of information and the knowledge level among mothers of under five children. And the

remaining variables like age, religion, occupation, type of family, monthly family

income, number of under five children and the source of information found to be non

significant.

Hence that stated research hypothesis H2: There is significant association between

the pre test knowledge level of knowledge regarding selected child welfare programmes

and selected socio demographic variables are accepted for educational status of the

mothers with chi-square value of 12.9 for df 4, at p<0.05, previous knowledge with chi-

square value of 8.12 for df 1, at p<0.05,and source of information with chi-square value

of 8.34 for df 3,at p<0.05, and other variables are found to be non significant.

Summary:

This chapter dealt with the analysis and interpretation of data collected to evaluate

the effectiveness of structured teaching program regarding selected child welfare

programmes in India among mothers of under five children. So there exit‟s significant

association between level of knowledge scores and demographic variables.

75
 6. DISCUSSION

The mother is important person responsible in taking care of the baby. Hence her

knowledge regarding selected child welfare programmes in India is influenced by

various factors such as,

The present study was intended to evaluate the effectiveness of structured

teaching programme on knowledge regarding selected child welfare programmes in

India among the mothers of under five children in selected rural area, Bangalore. In

order to achieve the objectives of the pre experimental design was adopted and

convenient sampling technique was used to select the sample. The data was collected

from 60 respondents by using a questionnaire over a period of 4 weeks.

Findings of the study: The findings were discussed under the following headings,

demographic characteristics, objectives and testing of hypothesis.

1. To assess the existing knowledge on selected child welfare programme in India

among mothers of under five children.

2. To find the effectiveness of structured teaching programme regarding selected

child welfare programmes in India among mothers of under five in terms of pre test and

post test.

3. To determine the association between the knowledge scores of mothers of under

five children with selected demographic variables.

76
Frequency and percentage of samples based on demographic variables:

Majority of the respondents 30(50%) were in the age group of 18-25 years, 26(43.3%)

were in the age group of 26-33 years and 4(6.7%) were in the age group of 34-41 years.

Educational status indicates that majority of respondents 25(43.3%) were having high

school education, 18(28.3%) were having primary education, 12(20%) were PUC,

5(8.3%) were degree and above.

Religion indicates that majority of respondents 48(80%) were Hindu,7(11.7%) were

Muslim, 4(6.7%) were Christian, and only 1(1.6%) was in other category.

Occupational status indicates that majority of respondents 49(81.7%) were house

wives, 6(10%) were business employed, 3(5%) were private employees and 2(3.3%)

were Govt. employees.

The type of family shows that majority of respondents 51(85%) were nuclear family,

7(11.7%) were joint family, 2(3.3%) were in extended family.

The family income shows that majority of respondents 24(40%) were between

Rs 7001-10,000/-, 21(35%) were in between Rs 5001-7000/-, 10 (16.7%) were below

Rs 5000/- and 5(8.3%) were above Rs 10,000/-.

Number of under five children shows that most of the respondents 39(65%) were

having only one child, 17(28.3%) were having two children and 4(6.7%) were having

three under five children.

Previous knowledge shows that majority of subjects 50(82%) were not exposed to

information and 10(18%) were exposed to information.

77
 Majority of the mothers 6(60%) revealed information from family & friends, 3(30%)

were got information by electronic media, 1(10%) was received information through

print media.

1. To assess the pre test knowledge on selected child welfare programmes in India

among mothers of under five children.

In present study out of 60 mothers of under five children 44(73.3%) had inadequate

knowledge and 16(26.7%) had moderately adequate knowledge and none of the subjects

had adequate knowledge in pre test. The mean value before STP is 15.47. The SD

before STP is noticed as 4.196, and the mean percentage is found to be 38.68%.

A study conducted on Child welfare programs and child nutrition in a mandated

school meal program in India. He examines the extent to which children benefit from

the targeted public transfer. The findings showed that for as low a cost as 3Â cents per

child per school day the scheme reduced the daily protein deficiency of a primary

school student by 100%, the calorie deficiency by almost 30% and the daily iron

deficiency by nearly 10%.The study concluded that this program had a substantial effect

on reducing hunger at school and protein-energy malnutrition.

2. To develop structured teaching programme on selected child welfare

programmes in India among the mothers of under five children.

Development of STP was done on the basis of objectives, knowledge of

mothers of under five children and according to their living needs and also their

valuable suggestions given by the experts.

78
 The content of the STP on selected child welfare programmes was selected

through literature and research studies. Then content of the tool was divided into sub

topics.

STP was conducted after informing the 60 samples, the time and date was fixed for

conducting for structured teaching programme. The selected content was organized

under following headings.

 Introduction of child welfare.

 Mid day meal programme

 Mid day meal programme

 Objectives

 School mid day meal menu

 Integrated child development scheme

 ICDS programme

 Objectives

 Beneficiaries

 Services

 Organization

 Implementation

 National immunization programme

 Immunization programme

 Vaccines against six killer disease

79
 National immunization schedule

 Importance of BCG vaccine

 Importance of Polio vaccine

 DPT vaccine

 Measles vaccine

 Hepatitis –B vaccine

 Vitamin-A prophylaxis programme

 Description about vitamin-A prophylaxis programme

 Functions of vitamin-A

 Complications of vitamin A administration.

A study conducted to assess the knowledge, attitude and beliefs about measles and

vaccination coverage in a rural area. In this study an attempt was made to collect data on

the attitude, belief and customs of mothers regarding occurrence of measles among

children in a rural area . Their views on the various aspects of the disease have been

highlighted in this article. Simultaneously an effort was also made to evaluate the

vaccination coverage of measles vaccine in the study area 2 1/2 years after its

introduction into the Universal Immunization Programme. This study brings out the

scope of health education of mothers is the eventual goal of eradicating measles in the

country.

80
3. To assess the post test knowledge on selected child welfare programmes in India

among the mothers of under five children

Out of 60 subjects 19(31.7%) had moderately adequate knowledge, 41(68.3%)

had adequate knowledge and none of the subjects had got inadequate knowledge after

STP on selected child welfare programmes in India. The mean value after STP is 33.40.

The SD after STP is found to be 4.089 and the mean percentage is noticed to be 83.5%.

A study was conducted on supplementation on health and nutritional status of

schoolchildren: growth and morbidity to evaluate the effect of a micronutrient-fortified

beverage on growth and morbidity in apparently healthy schoolchildren.

Anthropometrics (height and weight), clinical symptoms of deficiency, and morbidity

data were collected in the supplemented group (n = 446) and the placebo group (n =

423) at baseline and after 14 months of supplementation (n = 355 in the supplement

group and n = 340 in the placebo group). The results indicated, after 14 months of

supplementation, there was a significant increase in mean increments of height and

weight scores in the supplemented group compared with the placebo group, Velocity of

weight (3.56 versus 3.00) was significantly (P < 0.01) higher with supplementation .

A study was conducted to assess the relationship between low socio economic

status and immunization of children. Used cluster sampling methodology. They selected

697 children aged 12-23 months from 41 clusters and interviewed their mothers to

collect information about vaccination status, socio-demographic factors, knowledge,

attitude and practices. Only 50% health facilities in the district were conducting fixed-

day immunizations. Of the children surveyed, 55% were fully vaccinated. In order to

81
increase the vaccination coverage, all health facilities in the district need to be made

functional for conducting immunization. Educating health workers and mothers about

vaccination will also help increasing the vaccination coverage. It was also observed that

the socioeconomic conditions were poor, with low quality, crowded housing, low level

of literacy and few house hold with regular income. Simple study like this one should be

the first step in community child welfare to effectively reduce the under five child

mortality and morbidity.

A study conducted to compare vitamin-A supplementation status of children age

6-60 months to the prevalence of vitamin deficiency disease, mal-nutrition, diarrhea and

acute respiratory tract infections with the help of trained female community health

worker. They interviewed mothers about child health status by using a standardized

questionnaire. The nutritional status of children were estimated using mid upper arm

circumference measurements. The results indicated that compared to children who did

not receive supplements, children who received vitamin-A supplements regularly had

less malnutrition, diarrhea and acute respiratory tract infections.

4. To determine the association between pretest knowledge score and the selected

demographic variables among mothers of under five children.

Association of demographic variables with pre test level of knowledge as

represented in Table 17 showed that there was no significant association between the

level of knowledge and variables such as age, religion, occupation, type of family,

monthly family income, number of under five children and education, previous

knowledge and the source of information found to be significant. Therefore, the

82
Hypothesis H2 as stated, There is a significant association between the pre test

knowledge scores and selected demographic variables are accepted for educational

status of the mothers with chi-square value of 12.97 for df 4, at p<0.05, previous

knowledge with chi-square value of 8.124 for df 1, at p<0.05,and source of information

with chi-square value of 8.340 for df 3,at p<0.05, and other variables are found to be

significant.

A study conducted to assess the nutritional status of children in relation to utilization

of ICDS during their early childhood. In this study the information regarding utilization

of ICDS facilities, socio-demographic details, general awareness, etc. was collected

through interviews, anthropometric and clinical examination of every child, and

attendance score of every child at the Anganwadi was calculated. Results revealed that

most of the children (59.1%) were non-beneficiaries. Parents of most of the children

were illiterates (60.7% mothers and 27.6% fathers). 94.2% children were attending

schools. The proportion of children utilizing ICDS services for more than 6 months

ranged from 8.8% to 24.3%. Age and sex of the children, education status of their

parents and total attendance at the Anganwadi showed statistically significant relation

with the degree of malnutrition.

Summary: This chapter dealt with the discussion of the major findings of the study.

The findings were presented based on the objectives and hypothesis.

83
 7. CONCLUSION
This chapter presents the conclusion drawn, implications, limitations, suggestions

and recommendations.

The focus of this study to assess the effectiveness of structured teaching

programme on knowledge regarding the selected child welfare programmes in India

among the mothers of under five children in selected rural areas, Bangalore District. A

pre experimental design and evaluative approach was used in the study. The data

collected from 60 samples through convenient sampling technique.

The conclusion drawn from the study is as follows:

The majority of mothers of under five children willingly participated in the study.

The mothers of under five children had some knowledge about selected child welfare

programmes in India. The study based on the M. King‟s goal attainment theory. It

provides a comprehensive systematic frame work for effectiveness of structured

teaching programme to assess the knowledge on selected child welfare programmes in

India among mothers of under five children.

Further, the conclusions were drawn on the basis of the findings of the study

include,

1. Knowledge of mothers of under five children regarding selected child welfare

programme was inadequate before the administration of structured teaching programme.

2. Overall knowledge scores of mothers of under five were found to be 38.68% before

the administration of STP.

84
3. The structured teaching programme was effective in increasing the knowledge of

mothers of under five children i.e. overall & also in all the studied aspects in the post

test.

4. There was statistically significant association found between the educational status of

mothers, previous knowledge and source of information and the remaining variables

found to be non significant.

The findings of the study:

The findings of the study revealed that there was a marked increase in overall

knowledge level scores (33.40) of post test than the pre test (15.47). The overall

improvement in the mean score was 44.485% with the paired t value 31.689 which was

highly significantly at p<0.05. Thus the structured teaching programme was

significantly effective in improving the knowledge among mothers of under five

children.

IMPLICATIONS OF THE STUDY:

The findings of the study can be used in the following areas of Nursing Profession.

Nursing practice:

Present study would help the nurses to understand the knowledge of mothers of

under five children regarding selected child welfare programmes in India.

Nurses working in community are key persons who play a major role in health

promotion, health maintenance & prevention of disease. These findings suggest that

85
there is an increased need for awareness programme regarding these selected child

welfare programmes in India.

Nursing education:

As a nurse educator, there are abundant opportunities for nursing professionals as

well as their family member regarding selected child welfare programmes in India.

The contents of General Nursing & B.Sc nursing provide information and

experience in health education. It is essential to educate them regarding selected child

welfare programmes in India in both community & clinical setting. The study

emphasizes the significance of education for nurses with advanced knowledge regarding

selected child welfare programmes in India should be organized.

Nursing administration:

The administration should take active part in the health policy making. They should

communicate on the proper selection, placement & effective utilization of the nurses in

hospital & community, giving opportunity for creativity, interest, & ability in educating

the mothers of under five children regarding selected child welfare programmes in

India.

The nursing administrator can mobilize the available resource personnel towards

the health education of mothers of under five children regarding selected child welfare

in India.

The nurse administrator should plan and organize conducting programme for

ANM/GNM to motivate them in conducting teaching programmes on selected child

86
 welfare programmes in Indian community. She should be able to plan & organize

programmes taking into consideration the cost effectiveness & carryout successful

educational programme.

The nurse administrator should explore their potential & encourage innovative

ideas in preparation of appropriate teaching material. She should organize to see that

there is sufficient manpower, money & material for disseminating health information.

Nursing research:

This study helps the nurse researchers to develop appropriate health education tools

for educating the mothers of under five children regarding selected child welfare

programmes in India according to their demographic, socio- economic, cultural &

political characteristics.

Nurse should come forward to take up unsolved questions in the field of child

welfare programmes in India to carry out studies and publish them for the benefit of

patients, public and nursing fraternity. The public and private agencies should also

encourage in this field through materials and funds.

LIMITATIONS OF THE STUDY

 The study is limited to mothers of under five children who reside at Hesargatta village

and PHC, Bangalore district.

 The study did not use any control group.

 Small number of subjects where involved limiting generalization of the study.

 Only one domain that is knowledge is considered in the present study.

87
 The sample for the study was limited to 60 mothers of under five children only.

RECOMMENDATIONS

On the basis of the findings of the study, the following recommendations have been

made.

 A similar study may be conducted on a large sample for wider generalization.

 A study can be conducted by including additional demographic variables.

 An experimental study can be under taken with control group for effective comparison

of result

 A comparative study can be conducted between rural and urban mothers of under five

children regarding the child welfare programmes in India.

 Manuals, information booklets and self instructional module may be developed in

different areas of child welfare programmes in India.

 A study can be carried out to evaluate the efficiency of various teaching strategies like

SIM, pamphlets, leaflets and computer assisted instruction on different child welfare

programmes in India.

SUMMARY:

This chapter dealt with the findings of the study related to demographic

characteristics and knowledge on selected child welfare programmes in India among the

mothers of under five children. This chapter includes the major implication of the study

in nursing area as nursing practice, nursing education, nursing administration and

nursing research.

88
 8. SUMMARY

The present study was conducted on to “assess the effectiveness of structured

teaching programme on knowledge regarding selected child welfare programme in India

among the mothers of under five children in selected rural areas at Bangalore.”

The present study was a pre experimental one group pre and post test research

design. The sample selected for the study were 60 samples and self- administered

questionnaire was used to collect data and to assess the knowledge of mothers of under

five children before and after administration of the structured teaching programme. The

questionnaire consists of tool I and tool II. The study was conducted in Hesargatta area,

Bangalore.

Objectives of the study were:

1. To assess the existing knowledge on selected child welfare programme in India

among mothers of under five children by pretest score.

2. To find the effectiveness of structured teaching programme regarding selected

child welfare programmes in India among mothers of under five by post test score.

3. To determine the association between the pretest knowledge scores of mothers

with selected demographic variables.

89
 The research hypothesis formulated for the present study was;

H1: There will be significant difference between the pretest and post test knowledge

scores of mothers of under five children regarding child welfare programme.

 H2: There will be significant association between pre test knowledge scores on child

welfare programme among mothers of under five children and selected demographic

variables.

The present study aims at developing and evaluating the STP regarding selected

child welfare programmes in India among mothers of under five children. The

conceptual frame work used in the study was based on the Imogene M. King‟s goal

attainment theory.

In this study various literature was reviewed which includes the review of

literature related to child welfare , School meal supply, Anganwadi services, importance

of immunization and importance of the intake of vitamin-A. The research design

selected for this study was pre- experimental design with one group pre-test and post-

test research design, with non probability sampling technique in which convenient

sampling method was used to draw the sample.

The independent variable was STP regarding selected child welfare programmes

and dependent variable was knowledge of mothers of under five children regarding

selected child welfare programme in India. The samples of this comprised of 60 mothers

of under five children who were living in Hesargatta, Bangalore.

90
 The final study was conducted from 22.11.12 to 22.12.12 in Tarabana Halli

village, Bangalore. Results were interpreted according to the objectives and hypothesis.

Descriptive and inferential statistics were used for the data analysis.

Findings related to demographic variables:

Majority of the respondents 30(50%) were in the age group of 18-25 years, 26(43.3%)

were in the age group of 26-33 years and 4(6.7%) were in the age group of 34-41 years.

Educational status indicates that majority of respondents 25(43.3%) were having high

school education, 18(28.3%) were having primary education, 12(20%) were PUC,

5(8.3%) were degree and above.

Religion indicates that majority of respondents 48(80%) were Hindu,7(11.7%) were

Muslim, 4(6.7%) were Christian, and only 1(1.6%) was in other category.

Occupational status indicates that majority of respondents 49(81.7%) were house

wives, 6(10%) were business employed, 3(5%) were private employees and 2(3.3%)

were Govt. employees.

The type of family shows that majority of respondents 51(85%) were nuclear family,

7(11.7%) were joint family, 2(3.3%) were in extended family.

The family income shows that majority of respondents 24(40%) were between

Rs 7001-10,000/-, 21(35%) were in between Rs 5001-7000/-, 10 (16.7%) were below

Rs 5000/- and 5(8.3%) were above Rs 10,000/-.

Number of under five children shows that most of the respondents 39(65%) were

having only one child, 17(28.3%) were having two children and 4(6.7%) were having

three under five children.

91
 Previous knowledge shows that majority of subjects 50(82%) were not exposed to

information and 10(18%) were exposed to information.

Majority of the mothers 6(60%) revealed information from Family & friends, 3(30%)

were got information by electronic media, 1(10%) was received information through

print media.

Findings related to knowledge enhancements:

Findings regarding assessment of pre and post test level of knowledge of mothers

of under five children.

Assessment of overall level of knowledge among mothers of under five children

in pre test shows that out of 60 subjects 44(73.3%) had inadequate knowledge and

16(26.7%) had moderately adequate knowledge. In the post test, majority of them

41(68.3%) had adequate knowledge, and 19(31.7%) had moderately adequate

knowledge.

Comparison of the mean, Standard deviation and mean difference of knowledge

scores of pre-test and post test reveals that the obtained post test mean value 33.40 was

higher than the pre test value 15.47. The mean difference between pre-test and post was

17.93 and the obtained paired„t‟ value 31.689 (p< 0.05) was highly significant.

Therefore the findings reveal that the mothers of under five children knowledge

improved after the administration of structured teaching programme.

Therefore, Hypothesis H1 as stated: There is significant difference between the pre

test and post test knowledge scores of mothers of under five children regarding selected

child welfare programmes in India is accepted, since the subjects had significant

92
improvement in post test knowledge scores on selected child welfare programmes. This

indicated that structured teaching programme was significantly effective in increasing

the knowledge among the mothers of under five children.

Findings related to association between knowledge on selected child welfare

programmes and the selected demographic variables of the mothers of under five

children.

There was no association between the knowledge and demographic variables of

age, religion, occupation, type of family, monthly family income and the number of

under five children. But in relation to the demographic variables educational status,

previous knowledge and source of information, the chi square value was found to be

significant at p< 0.05 level. Therefore the hypothesis H2 as stated that there is a

significant association between the knowledge levels regarding selected child welfare

programmes in India and selected socio- demographic variables is accepted.

Overall experience of conducting this study was satisfying and enriching. For the

investigator the study was a new learning experience.

93
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7. World Health Organization. Mortality and Burden of Disease Estimate for WHO

Members states .2002. (online)

8 .Chiovato.L..Effect of education in relation to success of iodine prophylaxis. Journal

of Italian 1994; 30(3):327-9.

9. Basker Amelya et al . child welfare and community participation in Trivandrum

district. .Research Abstracts on ICDS,1998 – 2009,2010.

10. B.S Nagi et al .A final evaluation report on nutrition and health education project,

Rajasthan. .Research Abstracts on ICDS, 1998 – 2009,2010.

11. Bhasin,et al. Long term nutritional effects of Icds. .Research Abstracts on

ICDS,1998 – 2009,2010.

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12. Bharathi , et al .Evaluation of health services provided to preschoolers at Anganwadi

centers ,urban slums of Jammu city. .Research Abstracts on ICDS,1998 –

2009,2010.Documentation Centre for Women and Children. (2003)

13. Vinnarsan.Factors influencing non enrolment of children in ICDS anganwadi

centers at Chennai corporation .Research Abstracts on ICDS, 1998 – 2009,

2010.Documentation Centre for Women and Children. (2007)

14. Thakur J S et al ..Persisting malnutrion ,decadal under weight trends and impact of

integrated child development program. Journel of Indian pediatrics 2011 Apr;48(4):315-

8.

15. Vikas Samvad .Moribund ICDS.1st edition .Madhya Pradesh.Published by Right

food compagian support group;2009;1-7,79-83.

16. A K Sharma et al. Impact of NGO run mid day meal program on nutrition status

and growth of primary school children. Indian Journal Pediatric. 2010 Jul;77(7):763-

9. Epub 2010 Jun 29.

17. A Laxmaiah et al. Impact of mid day meal program on educational and nutritional

status of school children in Karnataka. Indian journal Pediatric. 1999 Dec;36(12):1221-

8.

18. Chutani AM. School lunch program in India: background, objectives and

components. Asia Pac Journal Clinical Nutrition. 2012;21(1):151-4.

19. Julia blue. The government primary school mid-day meals scheme: an

assessment of

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India.

20. Afridi farzana,et al..Child welfare programmes amd child nutrition in a mandated

school meal programme. Journel of development economics 2010 Jul;92(2):152-65.

21. K V Rameshwar Sharma ..Impact of mid day meal programme on educational and

nutritional status of school going children. Journel of public health 2011 Nov;23(6).54-

9.

22. Sarma KV, Udaykumar P, Balakrishna N, Vijayaraghavan K, Sivakumar B. Effect

of micronutrient supplementation on health and nutritional status of schoolchildren:

growth and morbidity. National Institute of Nutri 2006 Jan;22(1 Suppl):S8-14.

23. Samaj Pragati Sahyog. Mid day Meal in Madhya Pradesh. 2005; Madhya Pradesh,

India

24. National Institute of Public Cooperation & Child Development. Report on Mid Day

Meal Scheme in Karnataka – A study. 2005-06; Karnataka, India.

25. V KChadha et al . Protective effect of BCG among children vaccinated under

universal immunization programme .. Indian Journal Pediatric. 2004 Dec; 71(12):1069-

74.

26. K J Kumar , et al. Evaluation of primary immunization coverage of infants under

universal immunization programme in an urban area of Bangalore city . Indian Journal

Community Medicine. 2008 Jul;33(3):151-5.

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27. P K Dutta , et al .Conducted a study on knowledge, attitude and beliefs about

measles and vaccination coverage in a rural area. Journal of Community Disease. 1989

Dec; 21(4):285-9.

28. T Takum , et al .conducted a study on programmatic and beneficiary-related factors

for low vaccination coverage in Papum Pare district, Arunachal Pradesh, India. Journal

Trop Pediatrics. 2011 Aug; 57(4):251-7. Epub 2010 Sep 29.

29. D. Kumar et al .Immunization status of children admitted to a tertiary-care hospital

of North India: reasons for partial immunization and non-immunization. J Health

PopulNutr. 2010 Jun; 28(3):300-4.

30. M C Singh et al. Immunization coverage and the knowledge and practice of mothers

regarding immunization on rural area; Indian Journal public Health. 1994 Jul – Sep;

32(3); 103-7.

31. J L Mathew et al. A study was undertaken on 500 children under the age of 5 years

belonging to a low income group. Trop Document. 2002 Jul; 32(3): 135-8.

32. Singh P,Yadav R J..Immunization status of children of India. Journel of Indian

pediatrics 2000 Nov;37(11):1194-9.

33. Blair A,et al.Care givers understanding of childhood immunization. .Journel of

vaccine 2010 Feb;28(5):1138-47.

34. D.W Khandait. Risk factors for sub clinical vitamin-A deficiency in children under

the age of six year. Journal of Tropical Pediatrics 2002; 46 (4): 239-41.

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Nepal. Journal of nursing scholarship 2003; 35(1): 15-20.

36. FY Bharmal, et al. Evalution of vitamin-A supplementation in Gulshan-e-

Sikandarabad. 2001.Jul; 51 (7): 248-20.

37. Mills J.P, Mills TA, Reicks M. Caregiver knowledge, attitudes and practice

regarding vitamin-A Intake by Domician children. 2007 Jan; 3 (1): 58-68

38. J S Rahi . Childhood blindness due to vitamine-A deficiency. Archives of disease in

childhood.1995Apr;72(4).330-33.

39. Titiyal J S ..Causes and temporal trends of blindness and visual impairement . The

british journel of ophthalmol 2003 Aug;87(8).941-5.

40. N.Arlappa et al. Clinical and sub-clinical vitamin A deficiency among rural pre-

school children of Maharashtra, India. Annual Human Biology. 2010 Apr;37(2):282.

98
 ANNEXURE-1
LETTER SEEKING PERMISSION TO CONDUCT STUDY
From

Mrs.Salumol.L

II year M Sc Nursing

R.R. College of Nursing

Bangalore

To

The Principal

R.R. College of Nursing

Bangalore

Respected Madam

Sub: Requesting permission to conduct study

With reference to above mentioned subject, Mrs.Salumol.L, a post Graduate

nursing student of the R.R. College of Nursing, have selected the following topic for
dissertation to be submitted to Rajiv Gandhi University of Health Science, Bangalore, as
a partial fulfillment of the requirement for the degree of Master of Science in Nursing.

Title of the study

“ A study to assess the effectiveness of structured teaching program on knowledge

regarding child welfare programmes among the mothers of under five children at

the selected rural area ,Bangalore”.

With this regard, I request your kind permission to conduct the study, kindly
consider and oblige. Thanking you in anticipation

Date Yours faithfully

Place Mrs.Salumol.L

99
100
 ANNEXTURE-III
CERTIFICATE OF ENGLISH EDITING

This is to certify that the dissertation entitled is edited “A study to assess the

effectiveness of structured teaching program on knowledge regarding child welfare

programmes among the mothers of under five children at the selected rural area

,Bangalore” conducted by Mrs.Salumol.L second year M.Sc. Nursing student of R.R.

College of nursing is edited for English language appropriateness by me.

Signature:

Name:

Destination:

Department:

Place:

Date:

101
 ANNEXURE-IV
CERTIFICATE OF TANSLATION AND EDITING
(KANNADA)

This is to certify that the discussion entitled “A study to assess the

effectiveness of structured teaching program on knowledge regarding child welfare

programmes among the mother of under five children at the selected rural area

,Bangalore” conducted by Mrs.Salumol.L, second year M.Sc. Nursing student of R.R.

College of nursing is edited for Kannada language appropriateness by me.

Signature:

Name:

Destination:

Department:

Place:

Date:

102
 ANNEXURE - V
Letter seeking experts opinion and suggestion for the content validity of tool

FROM,
Mrs.Salumol.L
II Year M.Sc. Nursing Student
R.R. College of Nursing
Bangalore-560090
TO,
………………………………
………………………………
Forward Through
Mrs. Chithra K.M
Principal
R.R. College of Nursing
Respected Sir/ Madam,
Subject: Expert opinion for content validation of research tool.
I, Mrs. Salumol.L, II ND Yr M.Sc. Nursing student (Child Health
Nursing) of R.R. College of Nursing, request your good self, if you could
kindly accept to validate my research tool on topic” A study to assess the
effectiveness of structured teaching program on knowledge regarding
selected child welfare programmes among the mothers of under five
children at the selected rural area, Bangalore.
I would be obliged if you would kindly affirm your acceptance to the
undersigned with your valuable suggestion on this topic. I shall send details
of my study along with research tool.
Thanking you in anticipation.
Yours sincerely,

( Salumol.L)
Enclosure:-
 Problem statement and objective of the study
 Blue print
 Structured knowledge questionnaire.
 Scoring key
 Structured teaching programme on prevention of protein energy malnutrition.
 Criteria checklist
 Validity certificate.

103
 ANNEXURE-VI
CERTIFICATE OF TOOL VALIDATION

I hereby certify that I have validated the tool of Mrs. Salumol.L, M.Sc.
Nursing student, who is undertaking a study, “A study to assess the
effectiveness of structured teaching program on knowledge regarding
selected child welfare programmes among the mothers of under five
children at the selected rural areas ,Bangalore.”

Place: Signature & Seal of Expert

Date: Name & Designation

104
 ANNEXURE - VII

EVALUATION CRITERIA FOR VALIDATION OF TOOL AND

STRUCTURED TEACHING PROGRAMME

Dear Sir/Madam

Kindly go through the content and place right mark against questionnaire in the following
columns ranging from relevant to not relevant,whether need modification, kindly give your
opinion in the remarks column.

PART –A

DEMOGRAPHIC DATA

Sl.No ITEMS RELEVANT NEED NOT REMARKS

MODIFICATION RELEVANT
1

105
 PART-B

STRUCTURED KNOWLEDGE QUESTONNAIRE ON SELECTED CHILD WELFARE

PROGRAMMES IN INDIA

SL.NO. ITEMS RELEVANT NEED NOT REMARKS

MODIFICATION RELEVANT
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36

106
 37
38
39
40

Suggestions if any:

Date: Signature of Expert

Place: Name and designation

107
 CRITERIA CHECKLIST FOR VALIDATION OF STRUCTURED TEACHING
PROGRAMME REGARDING CHILD WELFARE PROGRAMMES

INSTRUCTION:

The expert s requested to go through following evaluation criteria checklist prepared for
validating the structured teaching programme on knowledge regarding child welfare
programmes among the mothers of under five children .

There are three columns given for responses and a column and facilitate your remarks in
the remarks column given.

INTERPRETATION OF COLUMNS.
1. Meets the criteria –Column I
2. Partially meets the column – Column II
3. Does not meet the column –Column III

Sl. No Criteria I II III Remarks

1 OBJECTIVE
1. Formulation of objectives
Comprehensive enough for
1.1 mothers in terms of:
1.1.1 Knowledge
1.1.2 Application
1.2 Objectives are realistic to achieve
Specific objectives are in terms
2. of mothers knowledge on child
welfare programmes
2.1 They are realistic to achieve
II CONTENT
1. Selection of content
1.1 Content reflects the objectives
1.2 Content has up to date knowledge
1.3 Content is comprehensive for the

108
 learning need of the mothers
1.4 Content provides correct and
accurate information.
1.5 Content coverage

2. Organization of content
Organization of content follows:-
2.1 Logical sequences
2.2 Continuity
2.3 Integration
III LANGUAGE
1. Local language is used in simple
and in understandable dialogues.
2. Technical terms are explained at
the level of learners ability.
IV FEASIBILITY/PRACTIBILITY
1. Duration of STP is suitable to
mothers
2. Permits self learning
3. Acceptable to mothers
4. Interesting and useful to mothers
5. Suitable for setting
V ANY OTHER SUGGESTIONS






109
 ANNEXURE - VIII

LIST OF EXPERTS WHO VALIDATED THE TOOL AND

STRUCTURED TEACHING PROGRAMME

NURSING EXPERTS

1. Mrs. Anandha Jyothi,

Associate professor,

Government College Of Nursing,

Fort, Bangalore-560002

2. Mrs. Sarojamma,

Lecturer & PG Guide

Dept of Pediatrics Nursing

Government College Of Nursing,

Fort, Bangalore-560002

3. Mrs. Mohini. H

Associate professor

Government College Of Nursing,

Fort, Bangalore-560002

4. Mrs. Lalitha. B.T

Professor

Dept. of Pediatric Nursing

Government College Of Nursing,

110
Fort, Bangalore-560002

5. Mrs. Ann Suganthi

Principal

Father Mathew College of Nursing

Jalahalli,Bangalore

6.Mrs.Amba.V

HOD Pediatrics

Acharya College Of Nursing

Bangalore

PEDIATRICIAN

7. Dr. Sahana. K. S

Assistant Professor

Dept. of Pediatrics

Sapthagiri Hospital

#15, Chikkabanavara,

Hesaraghatta Main Road,

Bangalore-560 090

STATISTICIAN

8. Dr. Shanmugan

Research assistant

NIMHANS, Bangalore.
111
 ANNEXURE-IX

BLUE PRINT FOR CONTENT ASSESSMENT AND VALIDITY

AND VALIDATION OF STP

Sl no Content Knowledge Comprehension Application Total Percentage

Introduction
1. of child 1,2 -- -- 2 5%

welfare
programmes
Vitamin –A
prophylaxis
2. programme 3,4,5,6,8,9,10,11,12 7 -- 10 25%

3. School lunch 13,14,17,18,19 15,16 -- 7 17.5%

programme

4 ICDS 20,21,22,23,24,25,26 29 -- 10 25%

programme ,27,27
5. National
Immunizatio 30,32,33,34,36,37,38 35 31,40 11 27.5%

n programme ,39

6. Total 33 5 2 40 100%

112
 ANNEXURE-X

CONSENT FROM THE PARTICIPANTS

………………………………………..,Here by consent to participate in the

study conducted by Mrs. Salumol.L on “A study to assess the effectiveness
of structured teaching program on knowledge regarding selected child
welfare programmes among the mothers of under five children at the
selected rural areas ,Bangalore.”

I will also co-operative with the students research in providing

necessary information. I was explained that the information would be kept
confidential & used only for above mentioned purpose.

Signature of the investigator Signature of the

respondent

Place:

Date:

113
 ANNEXURE-XI

STRUCTURED KNOWLEDGE QUESTIONNARIE

The structured questionnaire consists of two sections.

Section I: Consists of 9 items related to demographic information

Section II: Consists of 40 items related to knowledge of selected Child welfare

programmes

Section I:

INSTRUCTIONS:

Dear participants go through the following carefully incomplete items

placing a tick (√) on the appropriate columns.

Section II:

INSTRUCTIONS:

Dear participants,

The following structured questionnaire is designed to collect relevant

information regarding selected Child welfare programmes as a partial fulfillment of my

PG program in nursing. I am collecting the following data for my thesis work. The

information obtained will be used for the purpose of the study and the

confidentiality of the information will be maintained. Kindly read the following

items carefully and complete thereby writing the correct answer in the space provided.

114
 STRUCTURED QUESTIONAIRRE TOOL
PART-1

DEMOGRAPHIC DATA

Instructions: Dear participants, the tool contains part -1 the demographic variables data of the
participants. Participants are requested to answer each question your information will be kept
confidential.

1. Age of the mothers:

a) 18- 25years ( )
b) 26-33 years ( )
c) 34- 41years ( )
d) 42and above ( )

2. Educational status of the mother:

a) Primary ( )
b) High school and above ( )
c) PUC ( )
d) Degree and above ( )

3. Religion:

a) Hindu ( )
b) Muslim ( )
c) Christian ( )
d) Any other (specific) ( )

4. Occupation of the mother

a) Housewife ( )
b) Self employees ( )
c) Private employees ( )
d) Government job ( )
e) Others ( )

5. Type of family

a) Nuclear ( )
b) Joint ( )
c) Extended ( )

115
6. Monthly family income per month:

a) Rs > 5000/ ( )
b) Rs.5001-7000/- ( )
c) Rs.7001-10,000/- ( )
d) Rs.10,000 & above ( )

7. Number of under-five children in the family

a) 0ne ( )
b) Two ( )
c) Three ( )

8. Do you have any previous knowledge regarding any child welfare programmes?

Yes/No

9. If yes, source of information

a) Print media ( )
b) Electronic media ( )
c) Others ( )

116
 PART-II
STRUCTURED QUESTIONAIRE TO ASSESS
KNOWLEDGE ON SELECTED CHILD WELFARE
PROGRAMMES IN INDIA
Instruction: Dear participants each question has 4 alternative responses, select the most
appropriate answer by ticking (√) against the correct answer.

1. The main aim of child welfare programme is to decrease child

a) Death rate ( )
b) Birth rate ( )
c) Economic status ( )
d) Abuse ( )

2. Child welfare programmes main attention for

a) Children of working fathers ( )

b) Children of working mothers ( )
c) Street children ( )
d) Children in juvenile homes ( )

3. The school lunch programme is otherwise known as

a) Balwadi programme ( )
b) ICDS programme ( )
c) Mid day meal programme ( )
d) Special nutrition programme ( )

4. The main function of school lunch programme is to

a) Attract the children to school ( )

b) Decrease the disability of children ( )
c) Entertain the children ( )
d) Give immunization to children ( )

5. The mid day meal programme provides

a) Tea ( )
b) Lunch ( )
c) Snacks ( )
d) Coffee ( )

117
6. Mid day school meal provides maximum amount of

a) Oils and fats ( )

b) Leafy vegetables ( )
c) Cereals and millets ( )
d) Fruits ( )

7. Deficiency of protein and energy leads to

a) Diarrhea ( )
b) Malnutrition ( )
c) Head ache ( )
d) Vomiting ( )

8. School lunch programme provides the energy requirement of

a) 1/3rd ( )
b) Half ( )
c) 3/4th ( )
d) full ( )

9. School lunch programme provides child‟s daily protein requirement of

a) 1/3rd ( )
b) Half ( )
c) 3/4th ( )
d) Full ( )

10. Main objective of ICDS to

a) Improve literacy rate ( )

b) Prevent child labor ( )
c) Attract children to school ( )
d) Improve nutrition and health status ( )

11. The main services of ICDS are

a) Supply nutrition and Immunization ( )

b) Water supply and sanitation ( )
c) Family planning ( )
d) Antenatal care ( )

12. The beneficiaries of ICDS are

a) Children ( )
b) Teachers ( )
c) Nurses ( )
d) Anganwadi workers ( )

118
13. The services of ICDS are given through

a) School ( )
b) Anganwadi ( )
c) Primary health centre ( )
d) District hospitals ( )

14. An anganwadi is the focal point for the delivery of services to children and mothers at

a) The hospital ( )
b) The PHC ( )
c) The door steps ( )
d) The Panchayath ( )

15. For children below 6years ICDS provides the daily caloric requirement of

a) 300 ( )
b) 400 ( )
c) 500 ( )
d) 600 ( )

16. An anganwadi covers a population of

a) 1000 ( )
b) 2000 ( )
c) 3000 ( )
d) 5000 ( )

17. The services at anganwadi are delivered by

a) Nurse ( )
b) Social workers ( )
c) Anganwadi worker ( )
d) Teacher ( )

18. For adolescent girls ICDS provides the daily protein requirement of

a) 20gm ( )
b) 25gm ( )
c) 30gm ( )
d) 40gm ( )

19. Deficiency of iron in children leads to

a) Anemia ( )
b) Breathing difficulty ( )
c) Excessive weight gain ( )
d) Loss of vision ( )

119
20. The Children acquired artificial immunity by

a) Mother to child ( )
b) Immunization ( )
c) Drugs ( )
d) Locally available foods ( )

21. The vaccine given at birth is

a) OPV, Measles ( )
b) TT , DT ( )
c) DPT, OPV ( )
d) BCG, OPV ( )

22. The vaccine for tuberculosis is

a) OPV ( )
b) BCG ( )
c) DPT ( )
d) Measles ( )

23. The vaccine given at 9 month

a) Measles ( )
b) Oral polio vaccine ( )
c) Tetanus Toxoid ( )
d) BCG ( )

24. Oral polio vaccine should not be given during

a) Acute infectious fever ( )

b) Pneumonia ( )
c) Conjunctivitis ( )
d) Cough ( )

25. The child after polio vaccination should be given

a) Health drink ( )
b) Hot milk ( )
c) Breast milk ( )
d) Cold drinks ( )

120
26. DPT vaccine is given for

a) Cholera, Cough, Tonsillitis ( )

b) Typhoid, Tetany, Diarrhea ( )
c) Dysentery, pneumonia, Hepatitis ( )
d) Diphtheria Pertusis Tetanus ( )

27. T.T vaccination is given for the disease,

a) Typhoid ( )
b) Tonsillitis ( )
c) Tetanus ( )
d) Tetany ( )

28. Booster dose of DPT is given at the age group of

a) 16-24 month ( )
b) 12-15 month ( )
c) 10-12 month ( )
d) 8-10 month ( )

29. The vaccine for pregnant mother is

a) Polio vaccine ( )
b) Tetanus toxoid ( )
c) Measels ( )
d) DPT ( )

30. The total dose of Hepatitis-B is

a) 2 ( )
b) 3 ( )
c) 4 ( )
d) 5 ( )

31. The main functions of vitamin-A is

a) To protect against cancer ( )

b) To prevent infection ( )
c) To promote dim light vision ( )
d) To prevent diarrhea ( )

121
32. The main source of vitamin –A is

a) Ragi ( )
b) Rice ( )
c) Lemon ( )
d) Leafy vegetables ( )

33. Deficiency of vitamin-A widely present in

a) Infants ( )
b) Preschool children ( )
c) Adolescent ( )
d) Adults ( )

34. The earliest sign of Night blindness is

a) Swelling of eye lid ( )

b) Head ache ( )
c) Yellow spots on eye ( )
d) Wrinkle conjunctiva ( )

35. The deficiency of vitamin-A causes

a) Cataract ( )
b) Conjunctivitis ( )
c) Night blindness ( )
d) Fever ( )

36. The first dose of vitamin-A is given at

a) 6 month ( )
b) 1 year ( )
c) 5 year ( )
d) 10 year ( )

37. The first dose of vitamin -A is

a) 50,000 IU ( )
b) 1 lakh IU ( )
c) 3 lakh IU ( )
d) 5lakh IU ( )

38. Vitamin-A given along with the

a) Polio vaccine ( )
b) Measles vaccine ( )
c) BCG vaccine ( )
d) DPT vaccine ( )

122
39. Excess intake of vitamin-A leads to
a) Loss of appetite ( )
b) Fever with chills ( )
c) Nausea and vomiting ( )
d) Head ache and body pain ( )

40. The complication of sudden drop in intake of vitamin-A is

a) Headache. ( )
b) Diarrhea ( )
c) Nausea ( )
d) Fever ( )

123
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124
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UÀÄgÀÄvÀ£ÀÄß ºÁQ.

1. vÁ0iÀÄA¢gÀ ªÀ0iÀĸÀÄì

J) 18 - 25 ªÀµÀðUÀ¼ÀÄ ( )

©) 26 - 33 ªÀµÀðUÀ¼ÀÄ ( )

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r) 42 ªÀµÀðUÀ¼ÀÄ ªÀÄvÀÄÛ ºÉZÀÄÑ ( )

2. vÁ0iÀÄ0iÀÄ «zÁå¨sÁå¸À

J) C«zÁåªÀAvÀ ( )

©) ¥ÁæxÀ«ÄPÀ ( )

¹) ¥ÀzÀ« ¥ÀǪÀð PÁ¯ÉÃdÄ ( )

r) ¥ÀzÀ« ªÀÄvÀÄÛ ªÉÄîàlÄÖ ( )

3. zsÀªÀÄð

J) »AzÀÆ ( )

©) ªÀÄĹèA ( )

¹) Qæ²Ñ0iÀÄ£ï ( )

r) ¨ÉÃgÉ 0iÀiÁªÀÅzÉà ( )

125
4. vÁ¬Ä0iÀÄ PÉ®¸À

J) ¸Àé GzÉÆåÃV ( )

©) ªÀÄ£ÉUÉ®¸À ( )

¹) ¸ÀPÁðj GzÉÆåÃV ( )

r) SÁ¸ÀV PÉ®¸À ( )

E) ¨ÉÃgÉ ( )

5. PÀÄlÄA§zÀ «zsÀ

J) «¨sÀPÀÛ ( )

©) C«¨sÀPÀÛ ( )

¹) «¸ÁÛgÀ ( )

6. wAUÀ¼À PÀÄlÄA§zÀ DzÁ0iÀÄ

J) >5000/- ( )

©) 5001- 7000/- ( )

¹) 7001-10,000/- ( )

r) >10,000/- ( )

7. LzÀÄ ªÀµÀðQÌAvÀ PɼÀV£À ªÀÄPÀ̼À ¸ÀASÉå

J) MAzÀÄ ( )

©) JgÀqÀÄ ( )

¹) ªÀÄÆgÀÄ ªÀÄvÀÄÛ ªÉÄîàlÄÖ ( )

126
8. ¤ªÀÄUÉ ªÀÄPÀ̼À PÉëêÀiÁ©üªÀ颯 PÁ0iÀÄðPÀæªÀÄzÀ §UÉÎ eÁ£À«zÉ0iÉÄÃ?

ºËzÀÄ / C®è

9. ºËzÁVzÀÝgÉ ªÀiÁ»w0iÀÄ ªÀÄÆ®

J) ಮತದರಣಮಹಧಾಮ ( )

©) ವಿದತಾನಹಾನಮಹಧಾಮ ( )

¹) ಇತರೆ ( )

127
 ¨sÁUÀ - 2

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EgÀĪÀ eÁ£ÀªÀ£ÀÄß C¼É0iÀÄĪÀ ¥Àæ±ÁߪÀ½

1.ಮಕ್ಕಳ ಕ್ೆೇಮಹಭಿ಴ೃದ್ಧಿ ಕಹರ್ಯಕ್ರಮ ಮತಖ್ಾ ಉದೆದೇವ ಮಕ್ಕಳ ಕ್ಡಿಮೆ ಮಹಡತ಴ುದತ

J)ಮರಣ ( )

©) ಜನನ಩ರಮಹಣ ( )

¹) ಆರ್ಥಯಕ್ಸಿಿತಿ ( )

R) ದತರತ಩ಯೇಗದ ( )

2. ಮಗತ ಕ್ಲ್ಹಾಣ ಕಹರ್ಯಕ್ರಮಗಳ ಩ರಮತಖ್ ಗಮ

J) ಕೆಲಷ ತಂದೆ ಮಕ್ಕಳು ( )

©) ಕೆಲಷ ತಹರ್ಂದ್ಧರಿಗೆ ಮಕ್ಕಳು ( )

ಸಿ) ಬೇದ್ಧ ಮಕ್ಕಳು ( )

r) ತಹರತಣಾದ ಮನೆಗಳಲ್ಲಿ ಮಕ್ಕಳು ( )

3. ±Á¯Á ¨sÉÆÃd£À PÁ0iÀiÁðPÀæªÀÄzÀ E£ÉÆßAzÀÄ ºÉ¸ÀgÀÄ K£ÀÄ?

J) ¨Á®ªÁr PÁ0iÀiÁðPÀæªÀÄ ( )

©) ªÀÄPÀ̼À C©üªÀÈ¢Ø0iÀÄ PÁ0iÀÄðPÀæªÀÄ ( )

¹) ªÀÄzsÁåºÀßzÀ ¨sÉÆÃd£À PÁ0iÀÄðPÀæªÀÄ ( )

r) «±ÉõÀ DºÁgÀ PÁ0iÀiÁðPÀæªÀÄ ( )

128
4. ±Á¯Á ¨sÉÆÃd£Á PÁ0iÀÄðPÀæªÀÄzÀ ªÀÄÄRå PÁ0iÀÄðUÀ¼ÉãÀÄ?

J) ±Á¯ÉUÉ ªÀÄPÀ̼À£ÀÄß DPÀ¶ð¸ÀĪÀÅzÀÄ ( )

©) ªÀÄPÀ̼À C¸ÁªÀÄxÀåðªÀ£ÀÄß PÀrªÉÄ ªÀiÁqÀĪÀÅzÀÄ ( )

¹) ªÀÄPÀ̼À C©üªÀÈ¢Ø0iÀÄ£ÀÄß ºÉaѸÀĪÀÅzÀÄ ( )

r) ªÀÄPÀ̽UÉ ZÀÄZÀÄѪÀÄzÀÝ£ÀÄß PÉÆqÀ®Ä ( )

5. ಶ್ಹಲ್ೆರ್ ಭೊೇಜನ ಕಹರ್ಯಕ್ರಮ಴ನತು ಒದಗಿಷತತುದೆ

J) ಚಹಹ ( )

©) ಭೊೇಜನ ( )

¹) ತಿಂಡಿಗಳು ( )

r) ಕಹಫಿರ್ನತು ( )

6. ಶ್ಹಲ್ಹ ಊಟದ ಗರಿಶಠ ಩ರಮಹಣದ ಒದಗಿಷತತುದೆ

J) ಎಣ್ೆೆ ಮತತು ಕೊಫತುಗಳನತು ( )

©) ಎಲ್ೆಗಳ ತರಕಹರಿಗಳು ( )

¹) ಧಹನಾಗಳು ಮತತು ಕಹಳುಗಳಿಗೆ ( )

r) ಸಣತೆಗಳು ( )

129
7. ಪ್ರೇಟೇನ್ ಮತತು ವಕ್ತುರ್ ಕೊರತೆ ಕಹರಣವಹಗತತುದೆ

J) ಅತಿಸಹರ ( )

©) ಅ಩ೌಷ್ಟಿಕ್ತೆ ( )

¹) ತಲ್ೆ ನೊೇ಴ು ( )

r) ವಹಂತಿ ( )

8. ಶ್ಹಲ್ಹ ಲಂಚ್ ಕಹರ್ಯಕ್ರಮದಲ್ಲಿ ವಕ್ತು ಅಗತಾಗಳನತು ಒದಗಿಷತತುದೆ

J) 1/3rd ( )

©) ಹಹಫ್ ( )

¹) ¾ th ( )

r) ಩ೂಣಯ ( )

9. ಶ್ಹಲ್ಹ ಲಂಚ್ ಕಹರ್ಯಕ್ರಮದಲ್ಲಿ ಮಗತವಿನ ದೆೈನಂದ್ಧನ ಪ್ರೇಟೇನ್ ಅಗತಾಗಳನತು ಒದಗಿಷತತುದೆ

J) 1/3rd ( )

©) ಹಹಫ್ ( )

¹) 3/4th ( )

r) ಩ೂಣಯ ( )

130
10. ಗೆ ಷಮಗರ ಮಕ್ಕಳ ಯೇಜನೆರ್ ಮತಖ್ಾ ಉದೆದೇವ

J) ಷತಧಹರಿಷಲತ ಸಹಕ್ಷರತೆ ( )

©) ತಡೆರ್ಲತ ಬಹಲ ಕಹರ್ಮಯಕ್ ( )

¹) ಶ್ಹಲ್ಹ ಮಕ್ಕಳನತು ಆಕ್ಷ್ಟಯಷತತುವೆ ( )

ಡಿ) ಪ್ೇಶಣ್ೆ ಮತತು ಆರೊೇಗಾ ಸಿಿತಿ ಷತಧಹರಣ್ೆ ( )

11. ICDS ಮತಖ್ಾ ಸೆೇವೆಗಳು

J) ಩ೂರೆೈಕೆ ಩ೌಷ್ಟಿಕಹಂವ ಮತತು ಇಮೂಾನೆೈಸೆೇಶನ್ ( )

©) ನೇರತ ಷರಫರಹಜತ ಮತತು ನಮಯಲ್ಲೇಕ್ರಣಕೆಕ ( )

¹) ಕ್ತಟತಂಫ ಯೇಜನೆ ( )

ಡಿ) ಩ರಷ಴಩ೂ಴ಯ ಆರೆೈಕೆ ( )

12. ICDS ಪಲ್ಹನತಭಹವಿಗಳಹಗಿ ಗಳು

J) ಮಕ್ಕಳ ( )

©) ಶಿಕ್ಷಕ್ರತ ( )

¹) ದಹದ್ಧರ್ರತ ( )

ಡಿ) ಅಂಗನವಹಡಿ ಕೆಲಷಗಹರರ ( )

131
13. ICDS ಸೆೇವೆಗಳನತು ಮೂಲಕ್ ನೇಡಲ್ಹಗತ಴ುದತ

J) ಶ್ಹಲ್ಹ ( )

©) ಅಂಗನವಹಡಿ ( )

¹) ಩ಹರಥರ್ಮಕ್ ಆರೊೇಗಾ ಕೆೇಂದರ ( )

ಡಿ) ಜಿಲ್ಹಿ ಆಷಪತೆರಗಳಲ್ಲಿ ( )

14. ಒಂದತ ಅಂಗನವಹಡಿ ಮಕ್ಕಳ ಮತತು ತಹರ್ಂದ್ಧರ ಸೆೇವೆಗಳ ಎಸೆತ಴ನತು ಕೆೇಂದರಬಂದತವಹಗಿದೆ

J) ಆಷಪತೆರ ( )

©) ಩ಹರಥರ್ಮಕ್ ಆರೊೇಗಾ ಕೆೇಂದರ ( )

¹) ಬಹಗಿಲನತು ಸಂತಗಳನತು ( )

ಡಿ) ಅಂಗನವಹಡಿ ( )

15. ರತ ಴ಶಯಗಳ ಕೆಳಗೆ ಮಕ್ಕಳಿಗೆ ICDS ದೆೈನಂದ್ಧನ ಕಹಾಲ್ೊರಿ ಅಗತಾಗಳನತು ಒದಗಿಷತತುದೆ

J) 300 ( )

©) 400 ( )

ಸಿ) 500 ( )

ಡಿ) 600 ( )

16. CAUÀ£ÀªÁr0iÀÄÄ JµÀÄÖ d£À¸ÀASÉå ºÉÆA¢zÉ?

J) 1000 ( )

132
 ©) 2000 ( )

¹) 3000 ( )

r) 5000 ( )

17. ಅಂಗನವಹಡಿ ನಲ್ಲಿ ಸೆೇವೆಗಳು ನೇಡಲ್ಹಗತ಴

J) ನರ್ಸಯ ( )

©) ಸಹಮಹಜಿಕ್ ಕೆಲಷಗಹರರತ ( )

ಸಿ) ಅಂಗನವಹಡಿ ಕಹರ್ಮಯಕ್ ( )

r) ಶಿಕ್ಷಕ್ರ ( )

18. ಸದ್ಧಸರೆರ್ದ ಬಹಲಕ್ತರ್ರ ICDS ದೆೈನಂದ್ಧನ ಪ್ರೇಟೇನ್ ಅಗತಾಗಳನತು ಒದಗಿಷತತುದೆ

J) ಇ಩ಪತತು ಗಹರಂ ( )

©) ಇ಩ಪತೆೈದತ ಗಹರಂ ( )

¹) ಮೂ಴ತತು ಗಹರಂ ( )

r). ನಲ಴ತತು ಗಹರಂ ( )

19. ಮಕ್ಕಳಲ್ಲಿ ಕ್ಬುಣದ ಕೊರತೆ ಕಹರಣವಹಗತತುದೆ

J) ರಕ್ುಹಿೇನತೆ ( )

©) ಉಸಿರಹಟದ ತೊಂದರೆ ( )

133
 ಸಿ) ರ್ಮತಿರ್ಮೇರಿದ ತೂಕ್ ( )

r) ದೃಷ್ಟಿರ್ ನಶಿ ( )

20.ಮಕ್ಕಳಲ್ಲಿ ಕ್ಬುಣದ ಕೊರತೆ ಕಹರಣವಹಗತತುದೆ

J) ರಕ್ುಹಿೇನತೆ ( )

©) ಉಸಿರಹಟದ ತೊಂದರೆ ( )

¹) ಅತಿಯಹದ ತೂಕ್ ( )

r) ದೃಷ್ಟಿ ನಶಿ ( )

21. d£À£ÀzÀ ¸ÀªÀÄ0iÀÄzÀ°è PÉÆqÀĪÀ ®¹PÉ 0iÀiÁªÀÅzÀÄ?

J) ಪಿ ವಿ, ದಡಹರ ( )

©) ಟಟ, ಡಿಟ ( )

¹) ಡಿ ಪಿ ಟ, ಒ ಪಿ ವಿ ( )

r) ಬ ಸಿ ಜಿ, ಒ ಪಿ ಴ ( )

22. PÀë0iÀÄ gÉÆÃUÀPÉÌ PÉÆqÀĪÀ ®¹PÉ 0iÀiÁªÀÅzÀÄ?

J) ©¦¦ ( )

©) nn ( )

¹) r¦n ( )

r) zÀqÁgÀ ( )

134
23. wAUÀ¼À°è PÉÆqÀĪÀ ®¹PÉ 0iÀiÁªÀÅzÀÄ?

J) zÀqÁgÀ ( )

©) ¨Á¬Ä0iÀÄ ªÀÄÆ®PÀ PÉƪÀŪÀ ¥ÉÇð0iÉÆà ( )

¹) zsÀ£ÀĪÁð0iÀÄÄ ( )

r) ©¹f ( )

24. ¨Á¬Ä0iÀÄ ªÀÄÆ®PÀ PÉÆqÀĪÀ ¥ÉÇð0iÉÆà ®¹PÉ0iÀÄ£ÀÄß F PɼÀV£À ¸ÀªÀÄ0iÀÄzÀ°è PÉÆqÀ¨ÁgÀzÀÄ.

J) C®àPÁ®zÀ ¸ÉÆÃAQ£À dégÀ ( )

©) £ÀÆåªÉƤ0iÀiÁ ( )

¹) PÀtÂÚ£À ¸ÉÆÃAPÀÄ ( )

r) PÀ¥sÀ ( )

25.ÉÇð0iÉÆà ®¹PÉ0iÀÄ£ÀÄß PÉÆlÖ £ÀAvÀgÀ ªÀÄPÀ̽UÉ K£ÀÄ PÉÆqÀ¨ÉÃPÀÄ?

J) ©¹ ¥Á¤Ã0iÀÄ ( )

©) ©¹ ºÁ®Ä ( )

¹) JzÉ ºÁ®Ä ( )

r) vÀA¥ÁzÀ ¥Á¤Ã0iÀÄUÀ¼ÀÄ ( )

26. R¦w ®¹PÉ0iÀÄÄ 0iÀiÁªÀ gÉÆÃUÀPÉÌ PÉÆqÀÄvÁÛgÉ?

J) PÁ®gÁ, PÀ¥sÀ, UÀAn£À ¸ÉÆÃAPÀÄ ( )

©) mÉÊ¥sÁ¬Äqï, zsÀ£ÀĪÁð0iÀÄÄ, ¨sÉâ ( )

¹) Cw¸ÁgÀ ¨sÉâ, £ÉÆåªÉƤ0iÀiÁ, ºÉ¥ÀmÉÊl¸ï ( )

r) r¦üÛÃj0iÀiÁ, £Á¬ÄPɪÀÄÄä, zsÀ£ÀĪÁð0iÀÄÄ ( )

27. Nn ZÀÄZÀÄѪÀÄzÀÝ£ÀÄß 0iÀiÁªÀ gÉÆÃUÀzÀ «gÀÄzÀÞ PÉÆqÀÄvÁÛgÉ

J) mÉÊ¥sÁ¬Äqï ( )

©) UÀAl°£À ¸ÉÆÃAPÀÄ ( )

135
 ¹) zsÀ£ÀĪÁð0iÀÄÄ ( )

r) mÉl¤ ( )

28. r¦n0iÀÄ §Æ¸ÀÖgï qÉÆøÀ£ÀÄß 0iÀiÁªÀ ªÀ0iÀĹì£À°è PÉÆqÀÄvÁÛgÉ.

J) 16 - 24 wAUÀ¼ÀÄ ( )

©) 12 - 15 wAUÀ¼ÀÄ ( )

¹) 10 - 12 wAUÀ¼ÀÄ ( )

r) 8 - 10 wAUÀ¼ÀÄ ( )

29. UÀ©ðt vÁ0iÀÄA¢gÀ ®¹PÉ 0iÀiÁªÀÅzÀÄ?

J) ¥ÉÇð0iÉÆà ®¹PÉ ( )

©) zsÀ£ÀĪÁð0iÀÄÄ ( )

¹) zÀqÁgÀ ( )

r) r¦n ( )

30. ºÉ¥ÀmÉÊl¸ï © 0iÀÄÄ MlÄÖ JµÀÄÖ qÉÆøï?

J) 2 ( )

©) 3 ( )

¹) 4 ( )

r) 5 ( )

31. «l«Ä£ï - J 0iÀÄ PÉÆgÀvɬÄAzÀ 0iÀiÁªÀÅzÀÄ GAmÁUÀÄvÀÛzÉ?

J) PÀtÂÚ£À ¥ÉÇgÉ ( )

©) PÀtÂÚ£À ¸ÉÆÃAPÀÄ ( )

¹) EgÀļÀÄ PÀÄgÀÄqÀÄvÀ£À ( )

r) ©lÆmïì ¸Áàmïì ( )

136
32. ವಿಟರ್ಮನ್ ಎ ಮತಖ್ಾ ಕಹರ್ಯಗಳನತು ಹೊಂದ್ಧದೆ

J) ಕಹಾನಸರ್ ವಿರತದಿ ರಕ್ಷಿಷಲತ ( )

ಬ) ಸೊೇಂಕ್ತ ತಡೆರ್ಲತ ( )

ಸಿ) ಮಂದ ಬೆಳಕ್ತನ ದೃಷ್ಟಿ ಪ್ರೇತಹಸಹಿಷತ಴ುದತ ( )

r) ಅತಿಸಹರ ತಡೆರ್ಲತ ( )

33. ರಲ್ಲಿ ವಿಟರ್ಮನ್ ಎ ವಹಾ಩ಕ್ವಹಗಿ ಕೊರತೆ

J) ಶಿವತಗಳು ( )

ಬ) ಶ್ಹಲ್ಹ಩ೂ಴ಯ ಮಕ್ಕಳು ( )

ಸಿ) ಅಡಹಲಸೆಂಟ್ ( )

r) ಴ರ್ಷಕರತ ( )

34. «l«Ä£ï K 0iÀÄ ªÉÆzÀ® qÉÆøÀ£ÀÄß 0iÀiÁªÁUÀ PÉÆqÀÄvÁÛgÉ

J) 6 wAUÀ¼ÀÄ ( )

©) 7 wAUÀ¼ÀÄ ( )

¹) 8 wAUÀ¼ÀÄ ( )

r) 9 wAUÀ¼ÀÄ ( )

35. «l«Ä£ï J 0iÀÄ ªÀÄÄRå ªÀÄÆ®UÀ¼ÀÄ

J) ºÀ¹gÀÄ J¯É vÀgÀPÁjUÀ¼ÀÄ ( )

©) CQÌ ( )

¹) ¤A¨É ( )

137
 r) gÁV ( )

36. ಇರತಳುಗಣತೆ ಆರಂಭಿಕ್ ಚಿಹೆು

J) ಕ್ಣ್ಣೆನ ರೆ಩ೆಪ ಊತ ( )

©) b.ತಲ್ೆ ನೊೇ಴ು ( )

¹) ಕ್ಣ್ಣೆನ ಮೆೇಲ್ೆ ಸಳದ್ಧ ಕ್ಲ್ೆಗಳು ( )

r) ಷತಕ್ತಕ ಆದರಯಚಮಯಕೆಕ ( )

37. «l«Ä£ï - J 0iÀÄ ªÉÆzÀ® qÉÆøï

J) MAzÀÄ ®PÀë L0iÀÄÄ ( )

©) JgÀqÀÄ ®PÀë L0iÀÄÄ ( )

¹) ªÀÄÆgÀÄ ®PÀë L0iÀÄÄ ( )

r) £Á®ÄÌ®PÀë L0iÀÄÄ ( )

38. ವಿಟರ್ಮನ್ ಎ ಜೊತೆಗೆ ಕೊಟಿರತ಴

J) ಪ್ೇಲ್ಲಯ ಲಸಿಕೆ ( )

©) ದಡಹರ ಲಸಿಕೆ ( )

¹) ಬ ಸಿ ಜಿ ಲಸಿಕೆ ( )

r) ಡಿ ಪಿ ಟ ಲಸಿಕೆ ( )

39. ವಿಟರ್ಮನ್ ಎ ರ್ಮತಿರ್ಮೇರಿದ ಸೆೇ಴ನೆ ಕಹರಣವಹಗತತುದೆ

J) ಸಸಿವಹಗದ್ಧರತ಴ುದತ ( )

138
 ©) ಶಿೇತ ಜವರ ( )

¹) ವಹಕ್ರಿಕೆ ಮತತು ವಹಂತಿ ( )

r) ತಲ್ೆ ನೊೇ಴ು ಮತತು ದೆೇಸದ ನೊೇ಴ು ( )

40. «l«Ä£ï - J0iÀÄ ¸ÉêÀ£É0iÀÄ£ÀÄß ©lÖgÉ 0iÀiÁªÀ vÉÆqÀPÀÄUÀ¼ÀÄ §gÀÄvÀÛzÉ.

J) vÀ¯É£ÉÆêÀÅ ( )

©) ¨Éâ ( )

¹) ªÁPÀjPÉ ( )

r) dégÀ ( )

139
 ANNEXURE- XII

Scoring key for structured questionnaire

Item Correct response Score
No.
1. a 1
2. b 1
3. c 1
4. a 1
5. b 1
6. c 1
7. b 1
8. a 1
9. b 1
10. d 1
11. a 1
12. a 1
13. b 1
14. c 1
15. a 1
16. a 1
17. c 1
18. b 1
19. a 1
20. b 1
21. d 1
22. b 1
23. a 1
24. a 1
25. c 1
26. d 1
27. c 1
28. a 1
29. b 1
30. b 1
31. c 1
32. d 1
33. b 1
34. d 1
35. c 1

140
 36. a 1
37. b 1
38. b 1
39. c 1
40. b 1

Maximum score =40

Scoring:

 Adequate >75%
 Moderately adequate 50-75%
 Inadequate <50%

141
 ANNEXURE- XIII

STRUCTURED TEACHING
PROGRAMME
ON
CHILD WELFARE PROGRAMMES

SUBMITTED BY:
SALUMOL.L

142
 Structured teaching program on selected child welfare programmes in India

General Information

TOPIC: CHILD WELFARE PROGRAMMES

GROUP: MOTHERS HAVING UNDER-FIVE CHILDRENS

PLACE: RURAL AREAS AT BANGALORE

TIME: 45MINUTE

METHODS: LECTURE CUM DISCUSSION

TEACHING AIDS: FLASH CARD

143
GENERAL OBJECTIVES:

On completion of the structured teaching programme, mothers will acquire knowledge regarding selected child
welfare programmes in India.

SPECIFIC OBJECTIVES:

At the end of the structured teaching programme, the mothers will be able to,

1. Introduces about the child welfare programmes.

2. Describes the Mid-day Meal Programme
3. Explains the Integrated Child Development Programme
4. Explains the National Immunization Programme
5. Explains the vitamin-A prophylaxis programme
6. Summaries the topic

144
Sl Specific Time Content Teacher Learner‟s A V aids Evaluation
no. objective ‟s activity
activity

1. Introduces 1min Infant and under-five mortality rate in India Introduce Listens
s the
the topic continues to be very high. Several programmes and topic

schemes have been launched by the ministry of

health, Government of India to address the issue of

high infant and child mortality in the country

especially in the lower socio-economic status

people.

Child welfare services in their various facets

are preventive, promotive, developmental and
rehabilitative in nature. Its attention is generally
focused on 3 categories of children in the poverty
groups; children of working mothers, destitute
children and handicapped children.

145
2. Describes the 8min Mid day meal programme:

Mid-day The Mid-day Meal Scheme is the popular name for Explains Listens What is mid-

meal school meal programme in India. day meal

programme  It is also known as school lunch programme?

programme.

 This programme has been operation in since

1961 throughout the country.

 It is recommended that the school meal

should provide at least one-third of the daily

caloric requirement and about half of daily

protein requirement of the child.

 In order to combact malnutrition and

improve the health of school children. It is

now accepted procedure in all advanced

countries to provide a good nourishing meal

to school children.

146
Objectives

To attract more children for admission to

schools and retain them so that literacy

improvement of children could be brought about.

School Mid-day meal menu

Food stuff g/day/child

Cereals and millets 75

Pulses 30

Oils and fats 8

Leafy vegetables 30

Non-leafy vegetables 30

147
3. Explains 10min Explains Listens What are the
Integrated child development scheme:
Integrated with flash &observes main services
Government of India initiated this scheme in 1975.
child card of ICDS?
Objective
development
 The main objectives of the ICDS are to
service(ICD
improve the nutritional and health status of
S)
the children in the age group of 0-6 years.

 To lay foundation for proper physiological,

psychological and social development of the

child.

 Reduce the incidence of morbidity,

mortality, malnutrition and school-drop out.

Beneficiaries

Beneficiaries are children below 6 years ,

pregnant and lactating women and women

148
 in the age group of 15-44 years.

Services

 Supply nutrition, vitamin-A , iron and folic

acid distribution .Iron deficiency leads to

anemia in children.

 Immunization

 Health check –up

 Referral services

 Treatment of minor illness.

 Nutrition and health education.

 Pre-school education of children in age of

3-6 years.

Organization

o Administrative unit for the location of an

ICDS project is a community development

block in rural areas, tribal development

149
 block in rural areas and group of slums in

urban areas.

o An anganwadi is the focal point for the

delivery of services to children and mothers

at their door steps.

o An anganwadi normally covers a population

1000 in both rural and urban areas & 700

in tribal areas.

o Services at the anganwadi are delivered by

an anganwadi worker. She is assisted by a

helper.

o Anganwadi worker is supervised by

Mukhya sevikas.

o Child development project officer and is an

overall in-charge of health components of

ICDS.

150
 Implementation

For nutritional purposes ICDS provides 300

calories (with 10grams of protein) every day to

every child below 6 years of age.

For adolescent girls it is up to 500 calories with up

to 25 grams of protein every day.

4. Explains 10min National Immunization programme Explains Listens and

Explain
National Immunization is the most powerful and cost observes
National
immunizatio effective weapon against vaccine preventable
immunizatio
n programme diseases. It reduces the child mortality, morbidity
n
and handicapped condition.
programme?
 Artificially acquired immunity is developed

by the immunization. Acquired immunity

can be active or passive.

 Passive immunity is produced temporary by

151
 human or animal antibody to suppress the

disease.

 In 1947, the WHO launched its „Expanded

programme immunization (EPI) against six

most common vaccine preventable diseases.

VACCINES OFFERED AGAINST SIX

DISEASES ARE :

o Tuberculosis –BCG
o Diphtheria, pertussis, tetanus –

DPT,DT&TT

o Poliomyelitis – oral polio vaccine

o Measles – measles vaccine

This programme covers all pregnant women

& children up to

the age of 16 years.

152
NATIONAL IMMUNIZATION
SCHEDULE

AGE VACCINE

At birth BCG

OPV Chart

At 6 weeks BCG (if not given at birth)

DPT-1

OPV-1

Hepatitis -1

DPT-2

At 10 weeks OPV-2

Hepatitis B -2

DPT-3

At 14 week OPV-3

Hepatitis B-3

At 9 month Measles

153
At 16-24 month DPT

OPV Booster

5-6 years DT

At 10 years TT

In pregnant women TT-1

TT -2

BCG vaccination

 It is administered at birth in institutional

deliveries or as soon as possible after birth

or at 6 weeks if not given at birth.

 A satisfactory injection should produce a

wheel of 5mm in diameter.

 The duration of protection is about 15-20

years.

154
Polio vaccination

 It prevents the disease poliomyelitis in the

community.

 It gives as orally as two drops.

 OPV administered with zero dose at birth

,then 3 doses at one month interval from 6

weeks of age 6,10,14 weeks.

 Government of India conducted Pulse polio

immunization (PPI) campaigns to eradicate

poliomyelitis.

 PPI for children age from 3-5 years

 It is the month of November-February, 3

dose without any interval.

DPT Vaccination

 It is combined vaccine administered for the

 protection against three diseases that is

155
 Diphtheria, Pertusis, and Tetanus.

 DPT vaccine is administered 3 doses at 4

weeks interval at 6week, 10week, and

14week of age.

 DT as booster at 5-6years.

Measels vaccination

 It is administered at the age of 9 months.

 Measels vaccine can be combined and

effectively administered with other vaccines

such as mumps and rubella.

 MMR vaccine can be given at the age of 15

months.

Hepatitis B vaccination

 The hepatitis B vaccine is given the dose in

general at 0, 1, 6 months or 4 doses at 0,1,

2, &12 months.

156
 What do you
Vitamin-A(programme) : Explains Listens &
5. Explains 10min mean by
 Vitamin –A deficiency widely prevalent in observes
Vitamin-A vitamin-A
pre-school children can lead to nutritional
prophylaxis prophylaxis?
blindness.

 This programme seeks administer five doses

of Vitamin –A to all children under 3years

of age.

 The first dose (1lakh unit) is given at

9months of age with measles vaccine.

 The second dose (2lakh unit) is given along

with DTP/OPV booster.

 Subsequently, 3 doses are given (2lakh)

units each at six month intervals.

 The clinical first sign of this deficiency

blindness is dry and wrinkled conjunctiva.

157
Sources
Vitamin-A present in animal food like butter &

ghee , whole milk, curd, egg yolk, liver, carrot,

leafy vegetables, fruits like mango, orange, papaya.

 Excess of Vitamin-A can lead to acute

manifestations of toxic effects including

nausea, vomiting, dizziness, increased intra

–cranial tension and pappilledema.

Functions of vitamine-A

-It helps for normal vision.

-It helps for production of retinol which are needed

for vision in dim light.

-It support for skeletal growth.

-It is anti-infective

-It protect against epithelial cancer.

158
 Complications

Any sudden drop in intake either because of

change in diet or interference in absorption cause

diarrheal diseases.

6. Summaries 3min
Children‟s development is an important as the
the topic
development of material resources and the best way

to develop National human resources is to take care

of children. Services and institutions concerned

with physical, social, and psychological well-being

of children, particularly children suffering from the

effects of poverty or lacking normal parental care

and supervision. In less- developed countries and in

the aftermath of war and disaster, child welfare

services may apply only the essential measures to

keep children alive, such as emergency feeding,

159
 shelter, and simple public health precautions. The

general standard of living, the level of education,

and the financial resources of the country are

among the factors that determine child welfare

standards.

At the end of the teaching the mothers are able to

7. Conclusion 3min
explain and desirable about vitamin-A prophylaxis,

iodine deficiency disorder control programme,

Integrated child welfare programme, Mid-day Meal

programme and National immunization programme

160
 D0iÉÄÌ ªÀiÁrPÉÆAqÀ ªÀÄPÀ̼À PÉëêÀiÁ©üªÀÈ¢Þ0iÀÄ PÁ0iÀÄðPÀæªÀÄUÀ¼À ¨sÉÆÃzsÀ£Á PÁ0iÀÄðPÀæªÀÄUÀ¼ÀÄ.

ªÀÄPÀ̼À PÉëêÀiÁ©üªÀÈ¢Þ PÁ0iÀÄðPÀæªÀÄUÀ¼À §UÉÎ ªÀiÁrgÀĪÀ ¨sÉÆÃzsÀ£Á PÁ0iÀÄðPÀæªÀÄUÀ¼ÀÄ.

¸ÁªÀiÁ£Àå ªÀiÁ»wUÀ¼ÀÄ

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UÀÄA¥ÀÅ :- 5 ªÀµÀðQÌAvÀ PÀrªÉÄ ªÀ0iÀĹì£ÀªÀgÀ vÁ0iÀÄA¢gÀÄ

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«zsÁ£À :- ¨sÉÆÃzsÀ£É ªÀÄvÀÄÛ ZÀZÉð

PÀ°PÉ0iÀÄ ¸ÁzsÀ£ÉUÀ¼ÀÄ :- ©wÛ avÀæ

161
 ¸ÁªÀiÁ£Àå GzÉÝñÀUÀ¼ÀÄ

F ¨ÉÆÃzsÀ£Á PÁ0iÀÄðPÀæªÀÄzÀ PÉÆ£ÉUÉ vÁ0iÀÄA¢jUÉ ¸ÁPÀµÀÄÖ eÁ£À ¹UÀÄvÀÛzÉ, ªÀÄPÀ̼À PÉëêÀiÁ©üªÀÈ¢Þ PÁ0iÀÄðPÀæªÀÄUÀ¼À §UÉÎ zsÀ£ÁvÀäPÀ ¨sÁªÀ£ÉUÀ¼ÀÄ GAmÁUÀÄvÀÛzÉ.

¤¢üðµÀÖ GzÉÞñÀUÀ¼ÀÄ

F PÀ°PÁ PÁ0iÀÄðPÀæªÀÄzÀ PÉÆ£ÉUÉ, vÁ0iÀÄA¢gÀÄ

1. «µÀ0iÀÄzÀ ¥ÀjZÀ0iÀÄ ªÀiÁqÀÄvÁÛgÉ

2. ªÀÄzsÁåºÀß ¨sÉÆÃd£Á PÁ0iÀÄðPÀæªÀĪÀ£ÀÄß «ªÀj¸ÀÄvÁÛgÉ.

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4. gÁ¶ÖçÃ0iÀÄ ZÀÄZÀÄѪÀĢݣÀ PÁ0iÀÄðPÀæªÀÄUÀ¼À §UÉÎ «ªÀj¸ÀÄvÁÛgÉ

5. «l«Ä£ï J ZÀÄZÀÄѪÀĢݣÀ §UÉÎ «ªÀj¸ÀÄvÁÛgÉ

6. «µÀ0iÀÄ ¸ÁgÁA±À ºÉüÀÄvÁÛgÉ

162
PÀæ. ¤¢ðµÀÖ ¨ÉÆÃzsÀ£Á ªÀiË®å ªÀiÁ¥À£À
¸ÀA GzÉÞñÀUÀ¼ÀÄ ¸ÁgÁA±À PÀ°0iÀÄĪÀªÀgÀ ¸ÁzsÀ£ÉUÀ¼ÀÄ ಎ v ಏಡ್ಸ್
¸ÀªÀÄ0iÀÄ ZÀlĪÀnPÉ

1 «µÀ0iÀÄzÀ K¼ÀÄ ¨sÁgÀvÀzÀ°è ²±ÀÄ ªÀÄvÀÄÛ LzÀÄ ªÀµÀðzÉƼÀV£À ªÀÄPÀ̼À ಆಲ್ಲಷತ

¥ÀjZÀ0iÀÄ ¤«ÄµÀ ವಿಶರ್
ªÀÄgÀt zÀgÀUÀ¼ÀÄ ºÉZÁÑUÀÄvÀÛ ºÉÆÃUÀÄwÛzÉ. ºÀ®ªÁgÀÄ

PÁ0iÀÄðPÀæªÀÄUÀ¼ÀÄ ºÁUÀÆ gÀÆ¥ÀgÉñÉUÀ¼ÀÄ DgÉÆÃUÀå DqÀ½vï ಩ರಿಚಯಿಷತತು

ªÀÄAqÀ½¬ÄAzÀ PÀ¼ÀÄ»¸À¯ÁVzÉ. zÉñÀzÀ°è PɼÀ DyðPÀ

ದೆ
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¨sÁgÀvÀ ¸ÀPÁðgÀªÀÅ ZÀZÉð ªÀiÁrzÉ.

ತಮಾ ವಿವಿಧ ಅಂವಗಳನತು ಮಕ್ಕಳ ಕ್ಲ್ಹಾಣ ಸೆೇವೆಗಳು,

ತಡೆಗಟತಿ಴ ಅಭಿ಴ೃದ್ಧಿ ಮತತು ನಷಗಯದಲ್ಲಿ ಩ುನಶ್ೆೈತನಾದ ಇವೆ.

಴ಕ್ತಯಂಗ್ ಮದರ್ಸಯ, ನಗಯತಿಕ್ ಮಕ್ಕಳು ಮತತು ದೌಫಯಲಾ ಮಕ್ಕಳು

163
 ಮಕ್ಕಳು; ತನು ಗಮನ಴ನತು ಸಹಮಹನಾವಹಗಿ ಫಡತನ

ಗತಂ಩ುಗಳಲ್ಲಿ ಮಕ್ಕಳ 3 ವಿಭಹಗಗಳು ಕೆೇಂದ್ಧರೇಕ್ೃತವಹಗಿದೆ.

ಮಿಡ್ಸ ಡ ೇ ಮಿೇಲ್ ಪ್ರೇಗ್ರಾಂ:

2 ಎಂಟತ
ರ್ಮಡ್ ಡೆೇ ರ್ಮೇಲ್ ಯೇಜನೆ ಭಹರತದಲ್ಲಿ ಶ್ಹಲ್ಹ ಊಟದ
ಮಧಹಾ಴ಧಿ ದ್ಧನ
ನರ್ಮಶದ
ವಿ಴ರಿಷತತಹುರೆ ಆಲ್ಲಷತ ಮಧಹಾಸು ಊಟ
ಕಹರ್ಯಕ್ರಮ ಜನಪಿರರ್ ಹೆಷರತ.
ಊಟ

 Erà zÉñÀzÀ¯Éèà 1961 jAzÀ F PÁ0iÀÄðPÀæªÀĪÀ£ÀÄß ಕಹರ್ಯಕ್ರಮದ

ಕಹರ್ಯಕ್ರಮದ
£ÀqɸÀ¯ÁUÀĪÀÅzÀÄ.
ಯಹ಴ುದತ?
ವಿ಴ರಿಷತತುದೆ
 ±Á¯É0iÀÄ HlªÀÅ ¢£ÀzÀ PÁå¯ÉÆÃj 1£Éà 3gÀµÀÄÖ ºÁUÀÆ

¢£ÀzÀ ¥ÉÇæÃnãï CªÀ±ÀåPÀvÉ0iÀÄ CzsÀðzÀµÀÄÖ ªÀÄUÀÄ«UÉ

CªÀ±ÀåPÀªÁUÀ¨ÉÃPÉAzÀÄ ²¥sÁgÀ¸ÀÄì ªÀiÁqÀ¯ÁVzÉ.

164
 UÀÄjUÀ¼ÀÄ

±Á¯ÉUÀ½UÉ vÀÄA¨Á ªÀÄPÀ̼À£ÀÄß DPÀ¶ð¸À®Ä ºÁUÀÆ C¯ÉèÃ

Ej¹PÉƼÀî®Ä, EzÀjAzÀ «zÉå0iÀÄÄ ªÀÄPÀ̼À°è C©üªÀÈ¢Þ0iÀiÁUÀÄvÀÛªÉ.

DºÁgÀUÀ¼ÀÄ UÁæA / ¢£À / ªÀÄUÀÄ

zÀªÀ¸À zsÁ£ÀåUÀ¼ÀÄ 75

¨ÉÃ¼É PÁ¼ÀÄUÀ¼ÀÄ 30

JuÉÚ ªÀÄvÀÄÛ PÉƧÄâ 8

ºÀ¹gÀÄ J¯É 30
vÀgÀPÁjUÀ¼ÀÄ
J¯ÉUÀ½®èzÀ
vÀgÀPÁjUÀ¼ÀÄ 30

165
3 ಷಮಗರ ಶಿವತ ಸತತು ಸಮಗ್ರ ಶಿಶು ಅಭಿವೃದ್ಧಿ ಯೇಜನ :

ವಿ಴ರಿಷತತಹುರೆ ಆಲ್ಲಷತ ICDS ಮತಖ್ಾ

ಅಭಿ಴ೃದ್ಧಿ ಸೆೇವೆ ನರ್ಮಶ F PÁ0iÀÄðPÀæªÀĪÀ£ÀÄß ¨sÁgÀvÀ ¸ÀPÁðgÀªÀÅ 1975gÀ°è

¥ÁægÀA©ü¸À¯Á¬ÄvÀÄ. ಸೆೇವೆಗಳು
ವಿ಴ರಿಷತತುದೆ
G¥À0iÉÆÃUÀUÀ¼ÀÄ
ಯಹ಴ು಴ು?
6 ªÀµÀðQÌAvÀ PɼÀV£À ªÀÄPÀ̼ÀÄ, UÀ©üðt ªÀÄvÀÄÛ ºÁ®Ät¸ÀĪÀ

vÁ0iÀÄA¢gÀÄ (15 – 44 ªÀµÀðUÀ¼À ªÀ0iÉÆëÄw)

¸ÉêÉUÀ¼ÀÄ

 DºÁgÀ, «l«Ä£ï J, PÀ©âuÁA±À ªÀÄvÀÄÛ ¥sÉÇðvï

DªÀÄèzÀ ¸ÀgÀ§gÁdÄ ªÀiÁqÀĪÀÅzÀÄ

 ZÀÄZÀÄѪÀÄzÀÄÝ

 DgÉÆÃUÀå vÀ¥Á¸ÀuÉ

 ¸ÀÆZÀPÀ ¸ÉêÉUÀ¼ÀÄ

 ¸ÀtÚ C¸Àé¸ÀÜvÉUÀ½UÉ aQvÉì

 DºÁgÀ ªÀÄvÀÄÛ DgÉÆÃUÀå ²PÀët

 3-6 ªÀµÀðzÉƼÀV£À ªÀÄPÀ̽UÉ ²PÀët ¤ÃqÀĪÀÅzÀÄ.

166
¸ÀAWÀl£É

 CAUÀ£ÀªÁr0iÀÄÄ MAzÀÄ ªÀÄPÀ̽UÉ ªÀÄvÀÄÛ vÁ0iÀÄA¢jUÉ

J¯Áè ¸ÉêÉUÀ¼À£ÀÄß CªÀgÀ ¨ÁV®ªÀgÉUÉ vÀAzÀÄPÉÆqÀĪÀ

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¸ÁªÀiÁ£ÀåªÁV 1000 d£À¸ÀASÉå ºÉÆA¢zÉ. §ÄqÀPÀlÄÖ

d£ÁAUÀzÀ ¥ÀæzÉñÀzÀ°è 700 d£À¸ÀASÉå EzÉ.

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¸ÀºÁ0iÀÄQ0iÀÄÄ vÀ®Ä¦¸ÀÄvÁÛgÉ. CªÀgÀÄ ¸ÀºÁ0iÀÄQ¬ÄAzÀ

¸ÀºÁ0iÀÄ ¥ÀqÉ0iÀÄÄvÁÛgÉ.

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ªÀiÁqÀÄvÁÛgÉ.

eÁjUÉƽ¸ÀĪÀÅzÀÄ

¥Ë¶×PÁºÁgÀ GzÉÝñÀ¢AzÀ CAvÀgÁ¶ÖçÃ0iÀÄ ªÀÄPÀ̼À C©üªÀÈ¢Þ

PÁ0iÀÄðPÀæªÀĪÀÅ 300 PÁå¯ÉÆÃj0iÀĵÀÄÖ ¥Àæw ¢£ÀªÀÅ 6 ªÀµÀðQÌAvÀ

PɼÀV£À ªÀÄPÀ̽UÉ PÉÆqÀÄvÀÛzÉ. ºÀ¢ºÀgÉ0iÀÄzÀ ªÀÄPÀ̽UÉ 500

PÁå¯ÉÆÃj0iÀĵÀÄÖ ªÀÄvÀÄÛ 25 UÁæA£ÀµÀÄÖ ¥ÉÇæÃn£ï£À£ÀÄß ¥Àæw¢£ÀªÀÅ

167
 PÉÆqÀ¯ÁUÀĪÀÅzÀÄ.

¨sÁgÀvÀzÀ°è ±Á¯É0iÀÄ DºÁgÀzÀ°è ªÀÄzsÁåºÀßzÀ ¨sÉÆÃd£Á

PÁ0iÀÄðPÀæªÀĪÀÅ vÀÄA¨Á d£À¦æ0iÀĪÁVzÉ.

K¼ÀÄ ರ್ಷ್ಟ್ರೇಯ ಪ್ರತಿರಕ್ಷಣ ಕ್ಯಯಕ್ರಮದ:

4. ರಹಷ್ಟರೇರ್
¤«ÄµÀ
಩ರತಿರಕ್ಷಣ್ೆ ಲಸಿಕೆ ತಡೆಗಟಿಫಸತದಹದ ರೊೇಗಗಳ ವಿರತದಿ ವಿ಴ರಿಷತತಹುರೆ ಆಲ್ಲಷತ ರಹಷ್ಟರೇರ್
ಇಮೂಾನೆೈಸೆೇಶನ್

ಅತಾಂತ ವಕ್ತುಶ್ಹಲ್ಲ ಮತತು ವೆಚಚದ ವೆ಩ನ್. ಇದತ ಮಗತವಿನ ಇಮೂಾನೆೈಸೆೇಶ

ಪ್ರೇಗಹರಂ

ಮರಣ, ಅನಹರೊೇಗಾ ಮತತು ದೌಫಯಲಾ ಸಿಿತಿರ್ನತು ಕ್ಡಿಮೆ ನ್ ಪ್ರೇಗಹರಂ

ವಿ಴ರಿಷತತುದೆ

ಮಹಡತತುದೆ. ವಿ಴ರಿಷತತುದೆ?

. ಕ್ೃತಕ್ವಹಗಿ ಸಹವಧಿೇನ಩ಡಿಸಿಕೊಂಡಿತತ ವಿನಹಯಿತಿ

಩ರತಿರಕ್ಷಣ್ೆ ಅಭಿ಴ೃದ್ಧಿ ಇದೆ. ಅಕೆವೈಡ್ಯ ಩ರತಿರಕ್ಷಣ್ೆರ್ನತು ಷಕ್ತರರ್

ಅಥವಹ ನಷ್ಟಕಿರ್ ಮಹಡಫಸತದತ.

168
.ನಷ್ಟಕಿರ್ ಩ರತಿರಕ್ಷಣ್ೆರ್ನತು ರೊೇಗ ತಡೆಗಟಿಲತ ಮಹನ಴

ಅಥವಹ ಩ಹರಣ್ಣಗಳ ಩ರತಿಕಹರ್ದ್ಧಂದ ತಹತಹಕಲ್ಲಕ್

ತಯಹರಿಷಲ್ಹಗತತುದೆ.

 1947gÀ°è «±Àé DgÉÆÃUÀå ¸ÀA¸ÉÜ0iÀÄÄ 6 ªÀiÁgÀPÀ gÉÆÃUÀUÀ¼À

¤ªÁj¸À®Ä

 ZÀÄZÀÄѪÀĢݣÀ «¸ÀÛgÀt PÁ0iÀÄðPÀæªÀĪÀ£ÀÄß

¥ÁægÀA©ü¸À¯Á¬ÄvÀÄ.

6 ªÀiÁgÀPÀ gÉÆÃUÀUÀ½UÉ PÉÆqÀĪÀ ®¹PÉUÀ¼ÀÄ

 PÀë0iÀÄgÉÆÃUÀ - ©¹f

 £Á¬ÄPɪÀÄÄä, zsÀ£ÀĪÁð0iÀÄÄ – r¦n, nn ªÀÄvÀÄÛ nn

 ¥ÉÇð0iÉÆà ¸ÉÆÃAPÀÄ - ¥ÉÇð0iÉÆà ®¹PÉ ¨Á¬ÄUÉ

 zÀqÁgÀ – zÀqÁgÀ ®¹PÉ

F PÁ0iÀÄðPÀæªÀĪÀÅ J¯Áè UÀ©üðt ªÀÄvÀÄÛ ªÀÄPÀ̼ÀÄ

CAzÀgÉ 16 ªÀµÀðUÀ¼ÀªÀgÉV£ÀªÀjUÉ C£Àé¬Ä¸ÀÄvÀÛzÉ.

169
¸ÁªÀðwæPÀ ZÀÄZÀÄѪÀĢݣÀ PÁ0iÀÄðPÀæªÀÄ

1985 £ÀªÉA§gï 19gÀ°è eÁjUÉ vÀgÀ¯Á¬ÄvÀÄ. EzÀgÀ ¥ÀæPÁgÀ

¥ÀæwªÀµÀð 25 «Ä°0iÀÄ£ï ²¸ÀÄUÀ¼ÀÄ CªÀgÀ MAzÀÄ ªÀµÀðzÉƼÀUÉ

3 qÉÆøï rn¦ ®¹PÉ, M¦¦ ªÀÄvÀÄÛ MAzÀÄ zÀqÁgÀzÀ qÉÆøï

ªÀÄvÀÄÛ ©¹fUÉ ZÀÄZÀÄѪÀÄzÀÝ£ÀÄß ºÁQ¸À¯ÁUÀĪÀÅzÀÄ.

gÁ¶ÖçÃ0iÀÄ ZÀÄZÀÄѪÀĢݣÀ ªÉüÁ¥ÀnÖ

ªÀ0iÀĸÀÄì ®¹PÉ

d£À£ÀzÀ°è ©¹f

N¦¦

DgÀÄ ªÁgÀUÀ¼À°è ©¹f

(d¤¹zÁUÀ

PÉÆqÀ¢zÀÝ°è)

R¦n – 1

N¦n – 1

ºÉ¥ÀmÉÊl¸ï © - 1

170
 10 ªÁgÀUÀ¼À°è R¦n – 2

N¦n – 2

ºÉ¥ÀmÉÊl¸ï

©-2

R¦n – 3

N¦n – 3
14 ªÁgÀUÀ¼À°è
ºÉ¥ÀmÉÊl¸ï

©-3

9 wAUÀ¼À°è zÀqÁgÀ

16 – 24 wAUÀ¼À°è r¦n

5 – 6 ªÀµÀðUÀ¼ÀÄ N¦¦

§Æ¸ÀÖgï

10 ªÀµÀðUÀ¼ÀÄ Nn

UÀ©üðt ªÀÄ»¼É nn - 1 1

nn – 2 2

171
 ©¹f ZÀÄZÀÄѪÀÄzÀÄÝ

 D¸ÀàvÉæUÀ¼À°è ªÀÄUÀÄ ºÀÄnÖzÀgÉ F ZÀÄZÀÄѪÀÄzÀÝ£ÀÄß C¯ÉèÃ

PÉÆqÀÄvÁÛgÉ. d£À£ÀzÀ vÀPÀëtªÉà CxÀªÁ ºÀÄnÖzÁUÀ

PÉÆqÀ¢zÀÝ°è 6 ªÁgÀUÀ¼À°è PÉÆqÀÄvÁÛgÉ.

 ZÀÄZÀÄѪÀÄzÀÄÝ PÉÆlÖ £ÀAvÀgÀ 5 «Ä. «Ä ªÁå¸ÀzÀµÀÄÖ

ZÀPÀæzÀAvÀºÀ aºÉß0iÀÄÄ §gÀÄvÀÛzÉ.

 F ZÀÄZÀÄѪÀÄzÀÝ£ÀÄß PÉÆlÄÖ ( 5 -20 ªÀµÀðUÀ¼ÀªÀgÉUÉ gÀPÀëuÉ

¹UÀÄvÀÛzÉ.)

¥ÉÇð0iÉÆà ZÀÄZÀÄÑ ªÀÄzÀÄÝ

 EzÀÄ ¸ÀªÀÄÄzÁ0iÀÄzÀ°è ¥ÉÇð0iÉÆà ¸ÉÆÃAPÀÄUÀ¼À£ÀÄß

vÀqÉ0iÀÄÄvÀÛzÉ.

 EzÀ£ÀÄß ¨Á¬Ä0iÀiï ªÀÄÆ®Pï 2 ©AzÀÄ PÉÆqÀÄvÁÛgÉ

 ¥ÉÇð0iÉÆÃzÀ 0 qÉÆøÀ£ÀÄß ºÀÄnÖzÁUÀ, 1 wAUÀ¼À

CAvÀgÀzÀ°è 3 qÉÆøÀ£ÀÄß, 14 ªÁgÀUÀ¼À°è PÉÆqÀÄvÁÛgÉ.

 ¨sÁgÀvÀ ¸ÀPÁðgÀªÀÅ ¦è0iÉÆà ¸ÉÆÃAPÀ£ÀÄß vÀqÉUÀlÖ®Ä ¥À¯ïì

¥ÉÇð0iÉÆà ZÀÄZÀÄѪÀÄzÀÝ£ÀÄß ¥ÁægÀA©ü¹zÀgÀÄ.

172
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ZÀÄZÀÄѪÀÄzÀÝ£ÀÄß PÉÆqÀÄvÁÛgÉ.

 £ÀªÉA§gï wAUÀ¼À°è 0iÀiÁªÀÅzÉà CAvÀgÀ«®èzÉ qÉÆøÀ£ÀÄß

PÉÆqÀ¨ÉÃPÀÄ

r¦n ZÀÄZÀÄѪÀÄzÀÄÝ

 EzÀÄ 3 gÉÆÃUÀUÀ¼Ázï r¦üÛÃj0iÀiÁ, £Á¬ÄPɪÀÄÄä ªÀÄvÀÄÛ

zsÀ£ÀĪÁð0iÀÄÄ gÉÆÃUÀUÀ½UÉ «Ä²ævÀªÁV PÉÆqÀĪÀÅzÀÄ.

 r¦n ZÀÄZÀÄѪÀÄzÀÝ£ÀÄß 6, 10, 14 ªÁgÀUÀ¼À ªÀ0iÀĹì£À°è

3 qÉÆøÀ£ÀÄß 4 ªÁgÀUÀ¼À CAvÀgÀzÀ°è PÉÆqÀÄvÁÛgÉ.

 5 – 6 ªÀµÀðUÀ¼À°è r¦n0iÀÄ §Æ¸ÀÖgï.

zÀqÁgÀ ZÀÄZÀÄѪÀÄzÀÄÝ

 EzÀ£ÀÄß 9 wAUÀ¼À ªÀ0iÀĹì£À°è PÉÆqÀÄvÁÛgÉ.

 zÀqÁgÀ ®¹PÉ0iÀÄ£ÀÄß ªÀÄAUÀ£À¨ÁªÀÅ ªÀÄvÀÄÛ gÀĨɯÁè

gÉÆÃUÀUÀ¼À «gÀÄzÀÞ eÉÆvÉUÉ PÉÆqÀÄvÁÛgÉ.

 ªÀÄAUÀ£À ¨ÁªÀÅ, zÀqÁgÀ, gÀĨɯÁè ®¹PÉ0iÀÄ£ÀÄß 15

wAUÀ¼À ªÀ0iÀĹì£À°è PÉÆqÀÄvÁÛgÉ.

ºÉ¥ÀmÉÊl¸ï © ZÀÄZÀÄѪÀÄzÀÄÝ

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 EzÀ£ÀÄß 0, 1, 6 wAUÀ¼À°è CxÀªÁ qÉÆøÀ£ÀÄß 0, 1, 2 ªÀÄvÀÄÛ 12

wAUÀ¼À°è PÉÆqÀÄvÁÛgÉ.

ವಿಟಮಿನ್ ಎ (ಕ್ಯಯಕ್ರಮದ):

 «l«Ä£ï J PÉÆgÀvÉ0iÀÄÄ ªÀÄÄRå ±Á¯Á ªÀÄPÀ̼À°è

DºÁgÀzÀ CAzsÀvÀéªÀ£ÀÄß GAlĪÀiÁrzÉ.

5. ವಿಟರ್ಮನ್ ಎ
 F PÁ0iÀÄðPÀæªÀĪÀÅ J¯Áè ªÀÄÆgÀÄ ªÀµÀðzÀ PɼÀV£À
K¼ÀÄ
ರೊೇಗನರೊೇಧಕ್ ¤«ÄµÀ
ವಿ಴ರಿಷತತುದೆ ªÀÄPÀ̼À°è «l«Ä£ï – J 0iÀÄ LzÀÄ qÉÆøÀ£ÀÄß
ವಿ಴ರಿಷತತಹುರೆ ಆಲ್ಲಷತ ನೇ಴ು ವಿಟರ್ಮನ್
ZÀÄZÀÄѪÀĢݣÀ ªÀÄÆ®PÀ PÉÆqÀÄvÀÛzÉ. ಎ
ರೊೇಗನರೊೇಧಕ್
 ªÉÆzÀ® qÉÆøï (MAzÀÄ ®PÀë 0iÀÄĤmï)£ÀÄß MA§vÀÄÛ
ಎಂದರೆ
wAUÀ¼À°è zÀqÁgÀ ®¹PÉ0iÉÆA¢UÉ vÉUÉzÀÄPÉƼÀî¨ÉÃPÀÄ. ಅಥಯವೆೇನತ?

 JgÀqÀ£É qÉÆøÀ£ÀÄß (JgÀqÀÄ ®PÀë 0iÀÄĤmï)£ÀÄß

r¦n/M¦¦ §Æ¸ÀÖgï eÉÆvÉUÉ vÉUÉzÀÄPÉƼÀî¨ÉÃPÀÄ.

 £ÀAvÀgÀ JgÀqÀÄ ®PÀë 0iÀÄĤmï£ÀµÀÄÖ ªÀÄÆgÀÄ qÉÆøÀ£ÀÄß

DgÀÄ wAUÀ¼À ªÀÄzsÀåzÀ CAvÀgÀzÀ°è vÉUÉzÀÄPÉƼÀî¨ÉÃPÀÄ.

ªÀÄÆ®UÀ¼ÀÄ:

«l«Ä£ï – J 0iÀÄÄ ¥Áæt DºÁgÀUÀ¼ÁzÀ ¨ÉuÉÚ, vÀÄ¥Àà, ºÁ®Ä,

ªÉƸÀgÀÄ, ªÉÆmÉÖ, ¦vÀÛPÉÆñÀ, PÁågÉmï, ºÀ¹gÀÄ vÀgÀPÁjUÀ¼ÀÄ,

174
 ºÀtÄÚ ºÀA¥À®ÄUÀ¼ÁzÀ ªÀiÁ«£À ºÀtÄÚ, QvÀÛ¼É ºÀtÄÚ ªÀÄvÀÄÛ

¥À¥Áà¬Ä ºÀtÄÚUÀ½gÀÄvÀÛzÉ.

vÉÆqÀPÀÄUÀ¼ÀÄ

«l«Ä£ï J 0iÀÄ ¸ÉêÀ£É0iÀÄ£ÀÄß vÀPÀët ©lÖgÉ CxÀªÁ

DºÁgÀPÀæªÀÄzÀ°è 0iÀiÁªÀÅzÉà jÃw0iÀÄ §zÀ¯ÁªÀuÉUÀ¼ÀÄ

¨sÉâ0iÀÄAvÀºÀ gÉÆÃUÀUÀ½UÉ PÁgÀtªÁUÀÄvÀÛzÉ.

wÃ¥ÀÅð

F PÀ°PÁ PÁ0iÀÄðPÀæªÀÄzÀ PÉÆ£ÉUÉ vÁ0iÀÄA¢gÀÄ «l«Ä£ï J

6. ZÀÄZÀÄѪÀÄzÀÝ£ÀÄß «ªÀj¸À®Ä, C0iÉÆÃr£ï J ZÀÄZÀÄѪÀÄzÀÝ£ÀÄß

«ªÀj¸À®Ä, C0iÉÆÃr£ï PÉÆgÀvÉ0iÀÄ gÉÆÃUÀUÀ¼À ¤ªÁgÀuÁ

PÁ0iÀÄðPÀæªÀÄ, ªÀÄPÀ̼À C©üªÀÈ¢Þ0iÀÄ PÁ0iÀÄðPÀæªÀÄ, ªÀÄzsÁåºÀßzÀ

¨sÉÆÃd£Á PÁ0iÀÄðPÀæªÀÄ ªÀÄvÀÄÛ gÁ¶ÖçÃ0iÀÄ ZÀÄZÀÄѪÀĢݣÀ

PÁ0iÀÄðPÀæªÀÄUÀ¼À §UÉÎ «ªÀj¸À®Ä ¹zÀÞgÁVgÀÄvÁÛgÉ.

175
 ANNEXTURE-XIV

CHILD WELFARE PROGRAMMES

INTRODUCTION:

LOWER SOCIO ECONOMIC CLASS CHILDREN

UNDER- FIVE CHILDREN

176
 MID-DAY MEAL PROGRAMME
SCHOOL LUNCH PROGRAMME

Balanced diet Education

177
 INTEGRATED CHILD DEVELOPMENT PROGRAMME

BENEFICIARIES:

CHILDREN BELOW 6YEARS PREGNANT WOMEN

LACTATING WOMEN WOMEN ( IN AGE GROUP OF 15-44 YEARS)

178
SERVICES:

PRE-SCHOOL EDUCATION IMMUNIZATION

HEALTH CHECK-UP NUTRITION

179
 NATIONAL IMMUNIZATION PROGRAMME
BCG VACCINATION POLIO VACCINE

DPT VACCINE

180
NATIONAL IMMUNIZATION SCHEDULE

AGE VACCINE

At birth BCG
OPV
At 6 weeks BCG(if not given at birth)
OPV-1
DPT-1
Hepatitis B-1
At 10 weeks DPT-2
OPV-2
Hepatitis B-2
At 14 weeks DPT-3
OPV-3
Hepatitis B-3
At 9 month Measels

At 16-24 month DPT

OPV Booster
5-6 years DT

At 10years TT

In pregnant women TT-1

TT-2

181
VITAMINE –A PROPHYLAXIS
NIGHT BLINDNESS

VITAMINE-A DROPS

182
 SOURCES
CARROT MANGO ORANGE

GREEN LEAFY VEGETABLES PAPPAYA

183