EFFECTIVENESS OF A STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE AND PREVENTIVE PRACTICES REGARDING URINARY TRACT INFECTION AMONG ADOLESCENT SCHOOL GIRLS IN JHANSI, UTTAR PRADESH
Keywords:
Community-Led Total Sanitation, Adolescent Girls, Urinary Tract Infection, School- Based Health Education, Preventive Practices, Hygiene Behavior, Open Defecation-Free, Rural Sanitation, Rural Water SupplyAbstract
Purpose of the Study
This study aimed to evaluate the effectiveness of a structured teaching programme in improving knowledge and preventive practices regarding urinary tract infection among adolescent school girls in Jhansi, Uttar Pradesh. The research emphasizes the role of school-based health education in strengthening adolescent health literacy, promoting hygienic behavior, and reducing vulnerability to urinary infections during a critical developmental stage.
Methodology
A quasi-experimental one-group pre-test and post-test design was adopted. The study was conducted among 80 adolescent girls aged 12-17 years, selected through purposive sampling in a secondary school setting. Data were collected using a self structured questionnaire assessing knowledge and preventive practices. A structured teaching intervention was implemented, followed by post-test evaluation using descriptive statistics.
Main Findings
The findings revealed that 85% of participants demonstrated good knowledge in the pre-test, while 58.75% showed inadequate preventive practices. After the structured teaching programme, good knowledge increased to 92.5%, and adequate preventive practices improved significantly to 90%. The results confirm that school-based educational interventions can effectively enhance awareness and hygiene-related behavior among adolescents.
Novelty
The novelty of this study lies in its focus on integrating urinary tract infection prevention into adolescent school health education as a learning and behavioral development strategy. It highlights the importance of structured teaching programmes in bridging health awareness gaps in developing country contexts and supports the inclusion of preventive health literacy within school-based social and character education initiatives.
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