M. Roja Rani, S. Hema Latha, M. Bhagya Lakshmi
Mrs. M. Roja Rani1, Dr. S. HemaLatha2, Dr. M. Bhagya Lakshmi2
1Teaching Faculty, PhD Research Scholar, Govt. College of Nursing, Machilipatnam, Andhra Pradesh.
2Assistant Professor, SVIMS College of Nursing, Tirupati, Andhra Pradesh.
Volume - 8,
Issue - 3,
Year - 2020
Study skills are abilities and approaches applied in learning. They are generally critical to success and are considered essential for requiring good experiences and useful for learning throughout one’s life. First year nursing students undergo a major transition because of the excessive work and lack of study skills. Promotion of appropriate study skills reduces unwanted stress and anxiety among the nursing students. The objective of this study is to evaluate the effectiveness of structured teaching programme on study skills among first year B.Sc. Nursing students and to associate the study skills with socio demographic variables. The research design adopted was quasi experimental one group pretest and posttest design. The study has been conducted at College of Nursing, SVIMS, Tirupati, Andhra Pradesh. A total of 89 first years B.Sc. Nursing students were selected by convenient sampling method. The data collection was done through structured knowledge questionnaire. Data obtained was tabulated and analyzed in terms of objectives of the study using descriptive and inferential statistics. At pretest 64 (79.9%) had inadequate study skills; 23 (25.8%) had moderate study skills and 2 (2.2%) had adequate study skills. After STP 68 (76.4%) had adequate and 21(23.6%) had moderate study skills. There was significant gain in study skills and had statistically significant association with their geographical background and educational level at P>0.05 level of significance.
Cite this article:
M. Roja Rani, S. Hema Latha, M. Bhagya Lakshmi. A Study to Assess the Effectiveness of Structured Teaching Programme on Study Skills among B.Sc. Nursing First Year Students in College of Nursing, SVIMS, Tirupati, A.P. Int. J. Nur. Edu. and Research. 2020; 8(3):299-302. doi: 10.5958/2454-2660.2020.00065.4
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