Download Assessment of post test knowledge and attitude regarding mental

PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION
SUBMITTED BY:
MISS. NABANITA PAUL.
1ST YEAR. M.Sc. NURSING,
PSYCHIATRIC NURSING,
2012- 2014 BATCH,
ORIENTAL COLLEGE OF NURSING,
BANGALORE -560010
1
RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES,
BANGALORE, KARNATAKA
2.
NAME OF THE INSTITUTE
Miss. Nabanita paul.
1st year M.Sc. nursing
Oriental college of nursing,
#43/52,2nd main, industrial town, west of
chord road, Rajajinagar,
Bangalore – 560010.
Oriental College of Nursing.
3.
COURSE OF THE STUDY AND
SUBJECT
1st year M.Sc. nursing
Psychiatric nursing.
4.
DATE OF ADMISSION
11/06/2012
TITLE OF THE STUDY
“A quasi experimental study to evaluate the
effectiveness of video assisted teaching
programme on knowledge and attitude
regarding mental illness among students in
selected colleges, Bangalore”.
NAME OF THE CANDIDATE
1.
AND ADDRESS
5.
BRIEF
RESUME
INTENDED WORK:
6.
OF
THE
6.1 Introduction
6.2 Need for the study
6.3 Review of literature
6.4 Statement of the problem
6.5 Objectives of the study
6.6 Operational definitions
6.7 Assumptions
6.8 Hypotheses of the study
6.9 Inclusion and exclusion criteria
Enclosed
Enclosed
Enclosed
Enclosed
Enclosed
Enclosed
Enclosed
Enclosed
Enclosed
MATERIAL AND METHODS:
7.1 Source of data- The data will be collected from students who are studied in selected
colleges, Bangalore.
7.
8.
7.2 Method of collection of data - Structured questionnaire and Likert scale.
7.3 Does the study require any investigation or interventions to be conducted on
patients or other humans or animals? - Yes.
7.4 Has ethical clearance been obtained from your institution?- Yes, ethical
committee’s report is here with enclosed.
Enclosed.
LIST OF REFERENCES:
2
PERFORMA FOR REGISTRATION OF SUBJECTS FOR
DISSERTATION
NAME OF THCANDIDATE
AND ADDRESS
Miss. Nabanita Paul.
1st year M.Sc. nursing
Oriental college of nursing,
#43/52,2nd main, industrial town, west of
chord road, Rajajinagar,
Bangalore – 560010.
2.
NAME OF THE INSTITUTE
Oriental College of Nursing.
3.
COURSE OF THE STUDY 1st year M.Sc. nursing
Psychiatric nursing.
AND SUBJECT
1.
4.
DATE OF ADMISSION
11/06/2012
5.
TITLE OF THE STUDY
“A quasi experimental study to evaluate
the effectiveness of video assisted
teaching programme on knowledge and
attitude regarding mental illness among
students in selected colleges, Bangalore”.
3
6. BRIEF RESUME OF THE INTENDED WORK
6.1 INTRODUCTION:
“An investment in knowledge pays the best interest.”
Benjamin Franklin
People who fail to fulfill their roles and carryout responsibilities or whose behavior is
inappropriate to the situation are viewed as Mental Illnesses. Predisposing factors determine
an individual’s susceptibility to mental illness. These factors are operating from early life that
determines a person’s vulnerability to cause the illness1. Mental health problems refer to the
more common struggles and adjustment difficulties that affect everybody from time to time.
These problems tend to happen when people are going through difficult times in life, such as
a relationship ending, the death of someone close, conflict in relations with family or friends,
or stresses at home, school or work. Feeling stressed or having the blues is a normal response
to the psychological or social challenges most people encounter at some time or another. The
students are also having a significant lack of knowledge about mental illness and also shown
quite negative attitude in many studies. In India, maximum research study conducted on
knowledge and attitude results poor knowledge about mental illness among students.2
The history of psychiatry gives us the information that at ancient time people had the concept
to believe that abnormal behavior was occurring due to the act of ‘devil’ or ‘evil spirit ‘or
‘magical power ‘or ‘anger of God’. But with the change of area those typical thoughts also
changed and from the time of Asclepiads (124BC) to the time of Sigmund Freud (156-1893)
had brought a revolutionary changes in psychiatric field. People also started to accept all the
scientific reason behind the mental illness up to some extend by changing their thoughts.
4
Now in modern period, the stage of psychiatry changing sophisticatedly for the betterment of
public mental health and with that how the new generation are getting aware about mental
health and illness in very essential to know. It shows how our society coping with the
situation of mental health alteration. Though young generation is the future of every nation.3
For young people; to help public understand the issues that matter to public and their health.
Here may be surprised to hear that 1 in 5 young people live with a mental illness, and that
many mental illnesses develop during adolescence. Although all may not suffer from a
mental illness, chances are one may know someone who has or who has been diagnosed with
a mental disorder. It is important to remember that even if we don’t have mental illness,
everyone has mental health, and there is no health without mental health. 4
It is known that, getting older is filled with exciting challenges and transitions, as well as
changes and uncertainty. For most people, the related stress is temporary and manageable,
and this guide provides public with tools that can help them live a happy and healthy life. We
can use this guide to get inspired, informed and involved in making mental health a priority
personally, in our community, and around the world.5
It is a believe that any young person can be a leader provided they are given the tools and
support they need to take action, and society strive to give young people a voice. That’s why
society can read about inspiring youth who are actively promoting awareness and acceptance
about mental illness throughout this guide.6
5
6.2 NEED OF THE STUDY:
College students has been considered as a high risk group of great stress, impoverished
coping skill and high vulnerability to biological, psychological and educational demands.
College students are in the period of exploration and experimentation, but the young people
often lack of knowledge, experience and maturity to avoid great risk that confront them.
There are a number of reasons for college students to feel stressed. These include problem
with peers, family assumes or problem with parents, college related problems or pressures,
love-affairs, cheated by love partner, move to a new home, injuries or severe illness, sexual
abuse, family or community violence and natural disaster.7
Although young adulthood is often characterized by rapid intellectual and social
development, college-aged individuals are also commonly exposed to circumstances that
place them at risk for psychiatric disorders.
Many types of mental health dilemmas appear to be besetting today’s college students. Mark
Reed, M.D, director of counseling and human development at Dartmouth College Health
Service, gave Psychiatric News a rundown -"The most common issue for students is mood
disorders, followed by general developmental issues—a relationship, intimacy, identity,
independence, family issues, plans for the future. Next come anxiety disorders—social
phobias, obsessive-compulsive disorder, post traumatic stress disorder, and general anxiety
disorder. We also see many students with eating disorders and substance abuse disorders and
as is common in all areas of mental health, many of our students deal with more than one
issue or disorder."
6
From 2001 to 2011, the percentage of full-time undergraduates who relied on some
type of federal loan increased from 30% to 43%, and nearly 80% of undergraduates
at postsecondary institutions worked during the 2010–2011 school year. Although
working may offset some costs of schooling, employment can also limit students’
learning opportunities and have a negative effect on grades (Megivern, 2012; Megivern
& Pellerito, 2012).8 Increased financial strains on students, due to funding cutbacks in
scholarships and loans, put additional pressures on students that may precipitate
psychological disorders (AUCC, 2007; Reinherz et al., 2007).9
Jackie Ayers, PhD, director of mental health services at the University of Florida and
immediate past president of the American College Health Association, provided Psychiatric
News with a similar litany: "Some of the most common mental health problems seen in
campus these days are depression, stress/anxiety disorders, relationship issues, alcohol and
drug use, sleep difficulties, eating disorder problems, learning disability (ADD/ADHD),
sexual assault/abuse, obsessive-compulsive disorder, grief and loss issues."
Another college mental health difficulty—depression—appears to be widespread today.
The American College Health Association in Baltimore surveyed college students’ mental
and physical health in spring 2011. It was called the National College Health Assessment and
included data from over 16,000 students at 20 public colleges or universities and at 8 private
colleges or universities from throughout the United States. The assessment revealed that 10%
of all students surveyed had been diagnosed with depression.10
Still, one can hardly dispute the fact that even a few college suicides constitute terrible
tragedies—that the suicide of even one student is a devastating loss. There is reason to
believe that certain types of mental health problems besides suicide are increasing on college
campuses. For instance, from 2009 to 2010 liquor arrests on college campuses were up 4%,
7
drug arrests were up 10% and murders were up 45%, according to statistics released by the
U.S. Department of Education in December 2011.11
Another factor affecting college students’ mental health is stress. In fall 2004 researchers
from the University of California at Los Angeles polled freshmen on campuses around the
United States as to how stressed they felt. 30% said that they felt overwhelmed by what they
had to do.12
Moreover, college students’ mental health troubles appear to be more serious than they used
to be. "In speaking to colleagues at other college counseling centers, Reed said, "most report
a 35% increase in psychiatric hospitalizations over the last five years." At Dartmouth alone,
he added, "We have about 50 students a year now taking leave for psychiatric reasons."13
According to Indian report, seven students took the drastic step in IITs across the country in
2011. According to the HRD ministry, IITs reported two suicides in 2010, four in 2009 and
five in 2008. National Crime Records Bureau report says that there has been a 26 % rise in
student suicides in India between 2006 and 2010. The reasons attributed are academic stress
in a high performance environment, peer pressure, depression and high expectations of
family. Reportedly student suicides raised 26% in India from 2006 to 2010, according to data
released by the National Crime Records Bureau 5,857 student suicides were reported across
India in 2006, the figure jumped to 7,379 in 2010 and it will increases approximately double
by 2013.14
College students form the cream of student population. According to NIMHANS report,
studies have shown that, in India about 50% students suffer from health problems .15% of
the students suffer from mental disorder like depression, anxiety, hysteria, somatoform
mental disorder, adjust reactions, alcohol and drugs and other emotional problems and not
having awareness to seek treatment.
8
Statistical report by NIMHANS of diagnosed mental illness case among college students in
Karnataka (2010-2012) are depression among male 7.5% and female 12.0%, stress in male
5% and female 3.4%, anxiety among male 3.5% and among female 3.1%, alcoholic among
male 25.5% and among 5.4%, substance abuse mainly heroin among male 1.7% and in
female 0.5% and cannabis in male 1.9% and 0.45%.15
Rather than these also we can identify the college students, being key and productive citizens
of the future, need to be taken care of, as they are in the transitional period characterized by
enormous changes. As the age of college students is the time of both risk and opportunities, it
is high time to help and support them and suitable measures are needed to enhance skill of
college students in addressing various day to day stressors so that they learn the ways and
means of promoting their physical and mental health.
Although college students from 19-21% of our population, there is no national program for
their betterment in last year of independence, even though they are the best human resources
of the country.16
A survey study to know the students perception about mental illness was conducted in Ranchi
University, India. A total of 100 samples (50 female and 50 male) were purposively recruited
for the study, and the 51 items opinion about mental illness (OMI) scale was administered.
With regard to OMI scale, the item, viz. the low should allow a women to divorce her
husband as soon as he has been confined in mental hospital with a severe mental illness, both
male (46%) and female (56%) students were neutral (significant at 0.014, p< 0.05).17
A study was conducted on the Edge is a drama-based mental health education program
designed to support early intervention by increasing knowledge and understanding of early
psychosis, depression and reducing the stigma associated with mental health issues. The
9
target audience was young people aged 17 to 22 years in schools and colleges. Sample size
was 2500 that took place in 51 schools and colleges. The program was evaluated against its
aims with data collected both during and after the tour. Result was quantitative and
qualitative evaluation found significant gains with respect to all three aims. 31 schools
developed supportive links with local mental health service.18
Investigator have recognize from some previous experiences of caring some college students
with mental illness who came for visiting in outpatient department for counseling having
some knowledge regarding other illness which is common in our society but very poor
knowledge about mental illness though it is a cause of centre disability of our health recently.
So the researcher realized that if awareness program on mental illness can be conduct than as
young blood college students can get some benefit & also can act as informant regarding
mental illness awareness for their neighbor suffering from mental disability and as well as for
entire society. These make the investigator to undertake the study as field of interest on
knowledge & attitude of mental illness among college students in selected colleges in
Bangalore.
6.3 REVIEW OF LITERATURE:
‘Good research does not exist in vacuum’.
Review of literature refers to the activities involved in identifying and searching for
information on a topic and developing a comprehensive picture of the state of the knowledge
on that topic.
A review of related literature gives an insight into various aspects of the problem under study.
The review serves as an integrated function that facilitates the accumulation of knowledge.
10
Hence review of literature is important to a research in order to know what has been
established and documented.
In this study, the relevant literature reviewed has been organized and presented under the
following headings:1. Literature related to knowledge & attitude and perception towards mental illness.
2. Literature related to teaching given to the college students on mental health and
illness.
3. Literature related to mental health training program.
1. Literature related to knowledge & attitude and perception towards mental
illness.
A descriptive study was conducted in UK to assess the young people’s
understanding of mental illness at selected mainstream schools. In this study sample size was
120 young people at the age group of 16 to 20 years. The study shown that clear
understanding about mental illness were not possessing anyone of them but 20% of young
people expressed their own experience, 40% had expressed their low level of understanding
and their own opinion, 60% of them were having myths and total lack of understanding about
mental illness towards related questioners and interviews.19
A descriptive study was conducted to assess the public knowledge and beliefs about mental
disorders among selected community people in Australia. A narrative review within a
conceptual framework was done. The study sample size was 712 community people. The
study result shown that many members of the samples cannot recognize specific disorder or
different types of psychological distress. Much of the mental health information most readily
11
available to the public is misleading. However, there is some evidence that mental health
literacy can be improved.20
A descriptive study was conducted to assess the public perception of mental health in Iraq.
The survey was carried out in 500 participants’ homes across to districts of Baghdad, Iraq.
Participants were asked to complete a questionnaire which was designed specifically for Iraqi
contexts and was made available in two languages. The research design was a nonexperimental random field research survey. The study result shown that 418 questionnaires
out of 500 were returned giving a response rate of 86.4% community opinion in Iraq about
the etiology of mental illness is broadly compatible with scientific evidence. However,
understanding of the nature of mental illness, its implications, for social participation and
management remains negative.21
A cross-sectional survey study was conducted on attitudes towards mental illness among
patients and care givers in general hospital in Blantyre, Malawi. The sample size was taken
210 and participants were interviewed using an adopted version of the questionnaire
developed. Result were showed, most attributed mental disorder to alcohol and illicit drug
abuse(95.7%), which is closely followed by brain disease(92.8%), sprit possession(82.8%)
and psychological trauma(76.1%). There were some associations found between
demographic variables and single question responses, however no consistent trends were
observed in stigmatized beliefs. Contrary to the international literature, having direct personal
experience about mental illness seemed to have no positive effect on stigmatizing belief on
our sample.22
12
2. Literature related to teaching given to the college students on mental health and
illness.
A study of diet quality and mental health among young adult was conducted. In this study
3040 Australian young adults were measured in 2005-06 and 2007-08. Study was conducted
in selected college in Australia. Information on diet and mental health was collected by self
report and anthropometric data by trained researchers and intervention studies were given to
test the effectiveness of preventing the common mental disorders through dietary
modification. Result shown that an improvement in mental health over the follow up period,
while deteriorating diet quality was associated with poorer psychological functioning.23
A quasi experimental study was conducted on evaluate the effectiveness of a training
program on attitudes towards mental people with mental illness for secondary school
students. The study was conducted in selected schools in Hong Kong. Study sample size was
taken 117 students from 13 schools, which composed the treatment group and comparison
group consisted of 102 secondary school students who had received no intervention. In result
shown that the study revealed significant positive changes, which could last a longer period
of time, in specific attitudes on separatism and stigmatization of people with the mental
illness among students after the training program.24
A pre-experimental study was conduct to intervene the knowledge level regarding bulimia
nervosa among elderly adolescent. Study was conducted at selected colleges in UK and the
sample size was 80 was who reporting symptom of bulimia completed, by e-mail, a
therapeutic or control writing task. Participants completed questionnaires on bulimic
symptoms, mood and potential moderating and mediating factors and were followed up after
4 and 8 weeks. Result shown bulimic symptoms decreased in both groups, although in both
13
groups the number of participants who improved was approximately equal to the member
who did not improve.25
A retrospective analysis was conducted to estimated attitudes and beliefs about treatment in a
national sample of college students with untreated mental health problems among college
students in the United States, was conducted. The random sample included 13,105 survey
participants from 26 institutions. Students with untreated depression, anxiety, or suicidal
ideation (N=2,350) were classified by attitudes about treatment (stigma), beliefs about
effectiveness of treatment, and perceived need for treatment. Results was a majority (65%) of
untreated students reported low stigma and positive beliefs about treatment effectiveness,
including 42% who perceived a need for help and 23% who did not.26
A non-experimental cross sectional study was conducted to assess the knowledge of college
students regarding psychosocial problems of late adolescents in selected collage of Tumkur,
Karnataka. The study sample size was taken 60. Result had been shown that overall
knowledge of college students was very poor, and need to implement it.27
3. Literature related to mental health training program:
A study was conducted in America to assess the impact of a mental health teaching program
on adolescent pupils’ understanding. It was an experimental study where two group pre-test
post test control group study in two English secondary schools. Sample size was 70 and
participants were 14 and 15 years old pupils. Questioners’ were used as tool of the study and
the results shown that after intervention gets more knowledge then before intervention i.e.,
pre-test. Pupils’ valued the intervention highly, in particular the lessons on suicide or self
harm.28
14
A pre experimental study was conducted in UK on to assess the effectiveness of a school
based intervention to increase teenagers’ knowledge about mental health issues and
promoting positive attitude towards people with mental health problems. The study design
was a non-controlled intervention study. Knowledge level about mental health problem was
measured before and after an educational intervention using the ‘mind out for mental health’
quiz. Sample size was taken 160. Result shown that pupils’ median quiz score was greater
following the intervention than before it (p=0.015).29
A study was conducted by combining education and video based contact to reduce stigma of
mental illness for secondary school in Hong Kong. The participants, 255 students from three
secondary schools in Hong Kong, completed measures of stigmatizing attitudes (Public
Stigma Scale), social distance (Social Distance Scale), and knowledge about schizophrenia
(Knowledge Test) at pre-test, post-test, and 1-month follow-up. Results suggested that adding
video-based contact to education could significantly improve program effectiveness only
when video-based contact was presented after but not prior to education. In comparison with
the education condition, the education–video condition showed larger improvements in
stigmatizing attitudes at post-test, in social distance at both post-test and follow-up, and in
knowledge at follow-up. However, such differences were not observed when the education
condition was compared with the video–education condition. Implications of these findings
for future research are discussed.30
15
6.4 PROBLEM STATEMENT:
“A quasi experimental study to evaluate the effectiveness of video
assisted teaching program on knowledge and attitude regarding mental illness among students
in selected colleges, Bangalore.”
6.5 OBJECTIVES OF THE STUDY:
1. To assess the pre test and post test knowledge and attitude regarding mental illness
among students in both experimental and control group.
2. To evaluate the effectiveness of video-assisted teaching program on knowledge and
attitude regarding mental illness of students with the post test scores.
3. To determine the association between the pre test knowledge and attitude scores of
experimental and control group with selected socio-demographic variables.
6.6 OPERATIONAL DEFINITIONS:
Effectiveness:
Refers to gain in knowledge and positive attitude regarding mental illness
like depression, stress, suicide, and substance abuse including alcoholism as determined by
significant increase in pre and post test knowledge and attitude scores as assessed by
structured questionnaires and Likert scale.
Video assisted teaching Program:
refers to the planned teaching material of lecture
combined with video with duration of 45 minutes on mental illness i.e., depression, stress,
suicide and substance abuse including alcoholism among students in selected colleges,
Bangalore.
16
Knowledge:
Refers to awareness and understanding regarding mental illness like
depression, stress, suicide and substance abuse including alcoholism through the structured
questionnaire among students in selected colleges, Bangalore.
Attitude: Refers to opinion, values, feelings or thinking expressed by students about mental
illness like depression, stress, suicide and substance abuse including alcoholism which will be
assessed by Likert scale.
Mental illness: Refers to clinically significant behavior psychological syndrome or pattern
that occurs in among students studying in degree colleges and associated with distress or
disability or significantly increased risk of psychic pain, lack of freedom and death.
Students: Students enrolled in the college who are studying at degree colleges in Bangalore.
6.7 ASSUMPTIONS:
1. Students have inadequate knowledge and inappropriate attitude regarding mental
illness.
2. Video assisted teaching program on selected mental illness enhances the knowledge
and attitude of students regarding selected mental illness.
6.8 HYPOTHESES:
H1: There will be a significant increase in knowledge & attitude on mental illness among
students between pre-test and post-test scores in experimental group after video assisted
teaching program.
H2: There will be a significant association between the pre test knowledge & attitude score
on mental illness among students with selected socio-demographic variables.
17
6.9 SAMPLING CRITERIA:
INCLUSION CRITERIA:
Students who are:
- Willing to participate in the study.
- Studying in degree colleges at regular basis.
- Knows English or Kanada.
- Available at the time of data collection.
EXCLUSION CRITERIA:
Students those are:
- From health profession (psychology, psychiatry, medical and nursing
department).
- Previously participated in any training program of mental illness.
- Already participated in the pilot study.
DELIMITATIONS OF THE STUDY:
1. The study sample taken is limited only from degree colleges.
2. The study is limited to students who are living in Bangalore.
18
7. MATERIAL AND METHODS:
7.1 Source of data: The data will be collected from students who are studied in selected
degree colleges, Bangalore.
7.2 Method of data collection:
7.2.1) Research approach: It will be evaluative research approach.
7.2.2) Research design: Quasi experimental design. The research approach adopted for this
study is quasi experimental in nature.
Pre-test (O1)
Intervention (X)
Experimental group:
Assessment
of
existing
Video
knowledge
and
assisted
Post-test (O2)
Assessment
of
post
test
knowledge
and
attitude
regarding
mental
illness
teaching
attitude
program on mental illness.
regarding
mental
illness
among students.
among students.
Control group: Assessment of
existing
attitude
knowledge
regarding
No Intervention
and
Assessment of knowledge
and
mental
attitude
mental
illness among students.
students.
19
illness
regarding
among
7.2.3) Population: The students who studying in degree colleges, Bangalore.
7.2.4) Setting of the study: The study will be conducted in selected degree colleges,
Bangalore.
7.2.5) Sample: Students who fulfill the inclusion criteria.
7.2.6) Sampling technique: Non-probability purposive sampling.
7.2.7) Sample size: The sample consists of 60 students who are studying in selected degree
colleges, Bangalore.
7.2.8) Method of data collection (including sampling procedure):
- The data collection procedure will be carried out for a period of one month.
- The investigator will collect data from students by using structured questionnaire to
assess the knowledge & Likert Scale to assess the attitude before and after introducing a
video assisted teaching program regarding knowledge and attitude about mental illness.
The
structured questionnaire
Section I: Socio-Demographic
schedule consists
of
following
sections:
data.
Section II: Structured questionnaire to assess the knowledge regarding mental illness among
students.
Section III: Scale to assess the attitude towards mental illness among students.
Section IV: Video assisted teaching program.
20
7.2.9 Tool for data collection:
A structured questionnaire and a scale to assess the attitude will be use to collect data
from students studying in degree colleges, Bangalore.
The tool consists of the following sections:
Section A: Demographic data of college students such as age, sex, religion, type of family,
income of family, occupation of head of family, source of information, area of
residence(urban/ rural).
Section B: Structured self-administered questionnaire to assess the knowledge of students
regarding (a) the ability to recognize specific disorders or different types of psychological
distress; (b) knowledge and beliefs about risk factors and causes; (c) knowledge and beliefs
about self-help interventions; (d) knowledge and beliefs about professional help available; (e)
attitudes which facilitate recognition and appropriate help-seeking of mental illness like
depression, stress, suicide and substance abuse including alcoholism.
Section C: 4 point Likert Scale to assess the attitude of students towards mental illness like
depression, stress, suicide and substance abuse including alcoholism.
Section D: Video assisted teaching program on (a) the ability to recognize specific disorders
or different types of psychological distress; (b) knowledge and beliefs about risk factors and
causes; (c) knowledge and beliefs about self-help interventions; (d) knowledge and beliefs
about professional help available; (e) attitudes which facilitate recognition and appropriate
help-seeking of mental illness i,e. depression, stress, suicide and substance abuse including
alcoholism which will be used to teach the students in selected degree Colleges, Bangalore.
21
7.2.10 Method of data analysis and presentation:
The data collected will be analyzed by using descriptive and inferential statistics.
Descriptive Statistics: Frequency and percentage for analysis of demographic data and
mean, mean percentage and standard deviation will be used for assessing the level of
knowledge
and
attitude of
students.
Inferential Statistics: Chi- square test will be used to find out the association between
knowledge & attitude with selected demographic variables. And paired t’ test will be used for
assessing the effectiveness of video assisted teaching program.
Duration of study: 4 weeks.
VARIABLES:
Variables are qualities, properties or characteristics of persons, things or situations that
change or vary. Variables of present study were the following:*Independent variables: - Video assisted teaching program.
*Dependent variables: - knowledge and attitude regarding mental illness among students.
*Demographic variables: - age, sex, religion, source of information, types of family and area
of residence (urban or rural).
PROJECTED OUTCOME:
The investigator will assess the existing knowledge and attitude regarding mental illness
among college students. Following which the investigator will administer video assisted
teaching programme and by this the knowledge and attitude regarding mental illness will
improve.
22
7.3) DOES THE STUDY REQUIRE ANY INVESTIGATION OR INTERVENTIONS
TO BE CONDUCTED ON PATIENTS OR OTHER HUMANS OR ANIMALS?
Yes. As intervention, a video assisted teaching program will be administered on the
students on selected mental illness in selected degree colleges, Bangalore.
7.4) ETHICAL CLEARANCE:
Yes.
23
8. LIST OF REFERENCE:
1. Kermode M, Bowen K, Arole S, and Jag K, Jorm A. Attitudes to people with mental
disorders: a mental health literacy survey in a rural area of Maharashtra, India. Social
Psychiatry and Psychiatric Epidemiology 2009; 44: 1087-1096.
2. Smith Valerie, Reddy Jairus, Foster Kenneth, Asbury Edward T and Brooks Jennifer.
Public perceptions, knowledge and stigma towards people with schizophrenia. Journal of
Public Mental Health 2011; 10: 45 – 56.
3. Neeraja KP. Essential of mental health and psychiatric nursing. 1st Ed. New Delhi. Jaypee
brothers medical publishers (P) LTD. 2008. P.36-54.
4. Seeker J, Armstrong C, Hill M. Health education research theory and practical: young
peoples’ understanding of mental health illness. London. Mental health foundation
publication 1999; 14: 729-739.
5. Stuart H, Arbodela-Florez J. Community attitudes towards people with schizophrenia.
Canadian Journal of Psychiatry 2001; 46: 245-252.
6. Beinecke Richard H, Spencer Justin. Leadership Training Programs and Competencies
for Mental Health, Substance Use, Health, and Public Administration in Eight Countries.
International Initiative International Initiative for Mental Health Leadership 2007 April;
8: 4-5.
7. Teen mental health 2012 Feb. Available at, www.teenmentalhealth.org/guide2action.
8. Benton, S. A, Robertson, J. M., Tseng, W., Newton, F. B., & Benton, S. L. Changes in
counselling centre client problems across 13 years. Professional Psychology: Research
and Practice 2003; 34: 66–72.
24
9. Adams. T. & Moore. M. High-risk health and credit behaviour among 18- to 25-yearold
college students. Journal of American College Health 2007; 56: 101–108.
10. Canadian Mental Health Association Mental Health and High School Curriculum Guide
2011. Available at, http://www.teenmentalhealth.org/curriculum.
11. World Health Report 2001, World Health Organization - Mental Health: New
Understanding, New Hope. Available at, http://www.who.int/whr/2001/en/index.html
12. National Institute for Mental Health (NIMH) 2011, Available at,
http://www.nimh.nih.gov/
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9.
SIGNATURE
CANDIDATE
OF
THE
10.
REMARKS OF GUIDE
11.
NAME AND DESIGNATION
( IN BLOCK LETTERS)
11.1)
THE GUIDE:
Study can be proceed.
MRS. B VIJAYAKUMARI.
PROFESSOR,
HOD OF PSYCHIATRIC NURSING.
11.2)
SIGNATURE OF GUIDE:
11.3)
HEAD OF THE DEPARTMENT:
11.4)
SIGNATURE:
12.
12.1)
REMARKS OF
THE
CHAIRMAN OR PRINCIPAL :
12.2) SIGNATURE:
28
29