Author(s):
Yash Satish Kamble, Rutuja Gole, Anuja Sable, Suraj Jogdand, Rasika Dere, Sudarshan Jadhav, Neha Dange
Email(s):
sankikamble7@gmail.com , thesis.ak07@gmail.com
DOI:
10.52711/2454-2652.2023.00050 
Address:
Yash Satish Kamble1, Rutuja Gole2*, Anuja Sable2, Suraj Jogdand2, Rasika Dere2, Sudarshan Jadhav2, Neha Dange2
1The Department of Psychiatric and Mental Health Nursing, Faculty of Nursing, DE. Society’s S.K. Jindal College of Nursing, Pune 411004.
2Final Year Basic B.Sc. Nursing Students at D.E. Society’s S. K. Jindal College of Nursing, Pune, 411004.
*Corresponding Author
Published In:
Volume - 11,
Issue - 4,
Year - 2023
ABSTRACT:
Background: Attention deficit hyperactivity disorder (attention deficit hyperactivity disorder) is a neurodevelopmental disorder defined in the diagnostic and statistical manual of mental disorders (dsm-5) as a repeated pattern of symptoms that can be recognized in childhood; it presents as inattention and/or hyperactivity- impulsivity (American psychiatric association, 2013). In recent years, the prevalence rate of this disorder has significantly increased among school-aged children (Richardson et al., 2015). According to the centers for disease control and prevention (2017), the prevalence of attention deficit hyperactivity disorder among children between the ages of 4 and 17 has repeatedly risen, from 7.8% in 2003 to 9.5% in 2007 and to 11.0% between 2011 and 2012. Subjects and Methods: The study was Quantitative research approach in nature. Pre experimental one group pre-test posttest Design was chosen for this study. The study was conducted among 30 primary school teachers in selected schools of selected in Pune city. It also aimed at find association between pre-test study findings with selected demographic variables by using descriptive and inferential statistics. Results: Highly statistically significant difference was noticed between before and after structured teaching program regarding attention deficit hyper activity disorder on knowledge among primary teachers. A significant change was found after the structured teaching program. Conclusion: Implementation of structured teaching program regarding attention deficit hyper activity disorder among primary school teachers has a positive effect on improving their knowledge of Attention Deficit Hyperactivity Disorder. Recommendation: The study recommended continuous education provided for all primary school teachers working and make primary school teachers updated of new knowledge. Implementation of structured teaching program regarding attention deficit hyper activity disorder among primary school teachers.
Cite this article:
Yash Satish Kamble, Rutuja Gole, Anuja Sable, Suraj Jogdand, Rasika Dere, Sudarshan Jadhav, Neha Dange. Effectiveness of Structured Teaching Programme regarding attention deficit hyper activity disorder on knowledge among primary teachers. International Journal of Advances in Nursing Management. 2023; 11(4):222-6. doi: 10.52711/2454-2652.2023.00050
Cite(Electronic):
Yash Satish Kamble, Rutuja Gole, Anuja Sable, Suraj Jogdand, Rasika Dere, Sudarshan Jadhav, Neha Dange. Effectiveness of Structured Teaching Programme regarding attention deficit hyper activity disorder on knowledge among primary teachers. International Journal of Advances in Nursing Management. 2023; 11(4):222-6. doi: 10.52711/2454-2652.2023.00050 Available on: https://ijanm.com/AbstractView.aspx?PID=2023-11-4-2
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