INTRODUCTION:

Child birth is a meritorious occasion, more astonishing than assurance and as brave as furthermore one.” - Gloria Steinem

The birth of a baby is a momentous occasion; tiny data surrounding experience surrounding the whole event are etched in the memory forever.

Onset of labour brings remarkable change in the relationship between the women and her baby.

In those hours and moments the birth process may seem to carry all the power in the universe. The mother too may be feeling stretched beyond their normal limits of concentration, endurance and pain as they work to bring forth a precious little life.

Labour is a process, where women give birth to the child, the most wonderful time in women’s life is during labour, as the most women and their families experience greatest expectations during labor. The anticipated period of uncertainty, anxiety and fear ends with beautiful birth of baby.

M Hamal, M Dieleman, et.al, (2018) conducted an Indian hospital study results that maternal mortality rate is 4.21/1000 live births. 50-98% of maternal deaths are occurred by undeviating obstetric causes. 50% of maternal deaths caused by sepsis or related to illegitimate induced abortion.

WHO 2013 states that the Partograph has been considered as one of the valuable tool in the improvement of maternity services. Worldwide various designs of Partograph are in use, all of which displays intrapartum details in a pictorial manner. If obstructed labour is not identified during labour it may results in loss of maternal and fetal life. It is a simple inexpensive tool to promote a uninterrupted illustrated overview of delivery process. Its central feature is the graphic recording of dilatation of the cervix assessed by vaginal examinations. It is a decision-making tool. executing of Partograph suggested a functioning referral system with important obstetrical services in place.

Hence an initiation is taken to enhance the quality of available services through better management, development of knowledge and skills among Student nurses. Thus the overall aim of caring for women during labour progress and child birth to endanger a positive experience for the women and her family, while maintaining their health, prevention of complications and responding to emergencies. We as midwives want the Harpreet kaur, Bimla rani et.al (2019) conducted a study to assess the effectiveness of planned teaching programme on partograph in terms of knowledge among the general nursing and midwifery (GNM) intern students at the selected colleges of nursing at Jalandhar, Punjab. The objectives of the study are to assess the pre-test and the post-test knowledge and compare the pre-test and the post-test knowledge regarding partograph. The pre-test mean score 13.37. the post-test mean score is 24.72. the difference between pre-test and post-test was statistically non-significant at P = 00.5.

Seizer AR. Bailey SM(2017) Conducted a study to assess the knowledge and practice among intraportal unit members, main general hospital Miami. Structured questionarie was given and practice was monitored. The study concluded that in spite of qualification and experience they lack expertise in monitoring Partograph A study conducted among 60 nursing Student who were posted in labour room during their clinical posting with an objective is to assess the efficacy of a planned educational programme regarding plotting of Partograph. The data was analyzed. The result shows that there is a notable higher mean post knowledge score when increase in the level of knowledge and practice of the nursing student regarding the utility of Partograph after implementation of the educational programme.

MATERIAL AND METHODS:

Research approach and design:

Quantitative research approach was adopted in this study. Research design adopted for this study was quasi experimental design.

Setting of the study:

The study was conducted in PPG college of nursing, Coimbatore

Population and sampling:

The population for the study were final year B.Sc nursing students who were studying in PPG college of nursing, Coimbatore.

Sample technique and sample size:

Non probability convenient sampling technique was used in this study. The sample size for the study was 60 students.

Inclusion criteria:

The study includes nursing students who are,

· Studying in PPG college of nursing.

· Willing to participate in the study.

· Present or available at the time of study.

Exclusion criteria:

The study excludes nursing students who are,

· Not studying midwifery and gynecological nursing on the academic year.

· Sick during data collection.

Instrument and tools of data collection:

Description Of Tool:

Section I: Demographic data:

It included items for obtaining information regarding age, gender, religion, education and previous source of information.

Section II: Structured Questionaries on knowledge regarding partograph:

It consisted 20 multiple choice questions. Each correct response was given as 1 mark and incorrect response was given as 0 mark. The maximum score is 20. The number of correct responses was calculated out of 20. The level of knowledge was categorized based on the scores obtained as follows;

Adequate knowledge	- ( 14 to 20)
Moderately adequate knowledge	- (7 to 13)
Inadequate knowledge	- (0 to 6)

Section III: checklist to assess the practice on partograph:

It includes awareness about partograph, definition of partograph, benefits of partograph, observations on component of partograph.it consist of 15 statements with yes or no options. Each correct answer was marked as 1 mark. Each incorrect answer was marked as 0 mark. The maximum score is 15. The number of correct responses was calculated out of 15. The level of knowledge on practice was categorized based on the scores obtained as follows.

Adequate	- (10 to15)
Moderate	- (6 to 10)
Inadequate	- (0 to 5)

Structured teaching programme on partograph:

The structured teaching programme was organized in headings as follows,

Introduction of partograph

Stages of labour

Plotting of partograph

Phases of data collection:

Data collection was done in 3 phases

Phase I:

Pre-test was conducted with the help of the structured questionaries and check list. The time given for the participants to fill it was 30 minutes.

Phase II:

The investigator presents structure teaching programme on partograph about 40 minutes.

Phase III:

After 7 days, post test was conducted to the same participants to assess the improvement in knowledge by using the same structured questionaries. The participants were given 30 minutes to fill it.

ETHICAL CONSIDERATIONS:

The proposed study was conducted after the approval of the principal of the college. Permission was obtained from the principal and class co-ordinators. Oral consent was obtained from each participant of the study before starting the data collection. Assurance was given to the participants that the anonymity of each individual and confidentiality would be maintained throughout the study

Table 1. Distribution of statistical value of pre test and post test knowledge on partograph n=60

S.No	Knowledge	Mean	S.D	‘t’ value	Level of significance
1.	Pre test	6.7	1.4	14.17*	P<0.05
2.	Post test	13.3	2.5	14.17*	P<0.05

*Significant

Table 1 shows the mean score of knowledge in pre-test was 6.7 and in post-test was 13.3 and ‘t’ value 14.17 at 59 degree of freedom were significant at 0.05 level. It reveals that there was significant difference between the pre and post-test knowledge on plotting of partograph. It implies that the knowledge was improved after structured teaching programme.

Table 2. Distribution of statistical value of pre test and post test knowledge on practice of partograph.

S. No	Knowledge on practice	Mean	S.D	‘t’ value	Level of significance
1.	Pre test	6.6	1.62	19.18*	P < 0.05
2.	Post test	12.5	1.75	19.18*	P < 0.05

*Significant

Table 4.4 shows the mean score of knowledge on practice in pre-test was 6.6 and in post-test was 12.5 and the obtained ‘t’ value 19.18 with the degree of freedom of 59 at 0.05 significant level. It shows that the knowledge on practice score was significantly improved by structured teaching programme.

Table 3. Comparisons of post-test value between the knowledge and knowledge on practice regarding plotting of partograph among final year nursing students

S. No	Knowledge	Mean	S.D	Paired ‘t’
1.	Knowledge	13.3	2.5	19.18
2.	Knowledge on practice	12.5	1.75	14.17

RESULT AND DISCUSSION:

The post test for knowledge was 13.3. and post-test mean for knowledge on practice was 12.5. This result shows that there is an improvement in knowledge and knowledge on practice after the structured teaching programme. This is measured by the paired ‘t’ test. the ‘t’ value for knowledge is 19.18 and 14.17 is knowledge on practice with a significant at p <0.05 so there was a significant difference between the overall pre-test and post-test knowledge and knowledge on practice in plotting the partograph.

CONCLUSION:

The educative measures shows that significant improvement in knowledge and knowledge on practice regarding plotting of partograph among final year nursing students. Teaching programme can be conducted for all nursing students at the end of the course

REFERANCE:

1. M Hamal, M Dieleman, et.al, (2018), “Essential Midwifery”, Elsevier health sciences, Australia, Pp 113-127.

2. John best (1982) Nursing Research. 7^th edition Philadelphia: lippinicot company Pp 24-47.

3. World health organization (2018).” Education Material for Teachers of Midwifery: Midwifery Education Modules (2^nd edition), WHO press, 2008 Pp 53-81

4. Wood G.L Nursing Research Methods Critical Upraisal Utilization (5^th edition) St.Louis: the CV mosby company (1986) Pp 354-367.

5. Anuraadha Rathmore and Sapam Deepika (2019), Effectiveness of Planned Teaching Programme Among Staff Nurses

6. Sidrah Nausheen Sadia Jattl Tauquir (2019), Assessment of improving knowledge and skills amongst the trainees.

7. WHO (15 February 2018) evidence on the diagnostic test accuracy (DTA) of using the 1-cm/hour threshold to diagnose risk of adverse birth outcomes.

8. Harpreet Kaur, Bimla rani et. al (2019) published on April 2019 study to assess the knowledge regarding partograph among staff nurses.

9. Seizer AR. Bailey SM (2017) study of partograph utilization as a decision making tool for referral of abnormal labour

10. Carol Bedwell, Karenlevin (2017 Jan 13) study on a realist review of the partograph,

11. Ningamma R Ganachari (2016) study to assess the effectiveness of structure teaching programme on knowledge and skills in use of partograph among final year BSc Nursing Students.

Received on 08.02.2021 Modified on 05.03.2021

Int. J. Nur. Edu. and Research. 2021; 9(3):301-304.

DOI: 10.52711/2454-2660.2021.00071