A Study to Assess the effectiveness of Structured Teaching Programme on Knowledge regarding Vaginitis and its prevention among Adolescent Girls in Higher Secondary School, Satna (M.P.)

 

Sharanjit Kaur

Principal, Manoj Jain Memorial College of Nursing, Satna (M.P)

*Corresponding Author E-mail: sharanjitsiddhu@gmail.com

 

 

ABSTRACT:

Background of study: Vaginitis is a common infection among adolescent and young adult women, characterized clinically by pruritus, irritation and burning sensations, and vaginal discharge. Approximately three-fourths of adolescent girls' experience vaginitis during their lifetime; many of them have experienced their first Vaginitis is a common infection among adolescent girls, characterized clinically by pruritus during adolescence. There are different etiologic causes of vaginitis, but the most common causes in adolescents are yeast, bacterial vaginosis (BV), and trichomonas, especially in the presence of a higher rate of sexual activity in this population. The interplay of the vaginal pH, the thickness of the vaginal mucosal layer, and the constituency of the microbiome that inhibits the vaginal wall impact the susceptibility of adolescents to vaginitis. Adolescents with disabilities and pregnant adolescents are at a higher risk for vaginal infection. Each may cause distressing vaginal symptomatology and the latter two may cause upper genital tract complications. These infections may also contribute to the transmission and acquisition of the human immunodeficiency virus (HIV). Objectives: To assess the level of knowledge regarding vaginitis and its prevention among adolescent girls in selected higher secondary schools, Satna. To evaluate the effectiveness of the structured teaching program on knowledge regarding vaginitis and its prevention among adolescent girls in selected higher secondary schools, Satna and to find out the association between the pretest level of knowledge regarding vaginitis and its prevention among adolescent girls with their selected socio demographic variables. Methodology: Quantitative research approach used for the study and one group pretest post-test was selected as research design. The 40 adolescent girls from higher secondary school, Satna (M.P.). were selected as sample for the study. The pre-test was conducted by using structed knowledge questionnaire regarding vaginitis and its prevention and the same day was planned for the teaching programme. After 7-day, post test was conducted by using the same structed knowledge questionnaire for the same group of adolescent girls to sasses the effectiveness of structured teaching programme. The study participant was selected by simple random sampling technique. A structured knowledge questionnaire was used to assess the knowledge of vaginitis and its prevention. Results: The mean in the post test is 22.8 whereas the mean in the pretest is 11.5. The variation in posttest when compared to pretest. SD in the post test is 1.4 and in pretest is 1.8. the mean improvement is 11.3. The posttest knowledge score was more than the pretest knowledge score, and. The calculate t-value is 37.3 which are significant. The result confirms that the STP significantly was effective in improving the knowledge on vaginitis and its prevention among adolescent girls.

 

KEYWORDS: Effectiveness, Structured Teaching Programme, Vaginitis and its Prevention, Adolescent Girls.

 

 

INTRODUCTION:

Vaginitis is common in girls of all ages. It is especially common before puberty, when the lining of the vagina and the skins of the vulva are very thin. Soap, laundry detergent, fabric softener, tight clothing, wet diapers, or swimsuits—sand can bother this area, leading to vaginitis. Vaginitis can happen when girls do not clean themselves well after using the toilet. Getting a little piece of toilet paper or something else stuck in the vagina can also cause it. Yeast infection, immune system, strep throat, sexually transmitted disease. Adolescence is a stage of physical and psychological transformation and behavioural experimentation, as well as being associated with risky sexual behaviour in regards to STDs. During this period of life, reproductive hormones cause considerable physiological and tissue changes, which may increase susceptibility to infections. At this stage, the cylindrical epithelium of the endocervical channel is more ectopic and exposed to various agents that commonly infect their tissues after the infection. Discharge flows from the vagina daily as the body’s way of maintaining a normal, healthy environment.1

 

Pubertal change in the Volvo-vaginal region is heralded by the maturation of the adrenal and gonadal organ systems. Prior to puberty, the labial walls of the vagina are thin and non-stratified with the absence of vaginal secretion; there are very few labial fat pads and pubic hair exits; and the normal vaginal flora does not yet include lactobacilli (considered “healthy” bacteria). Hence, the prepubertal vagina has hardly any physical protection from external irritants. In addition, the vulvar and vaginal mucosa are tender and more sensitive to chemical irritants and trauma. A combination of these factors, along with the anatomical proximity of the anal canal to the vaginal vault in females, makes nonspecific vaginitis a common diagnosis during pre-pubertal years. Nonspecific vaginitis occurs due to irritation of the oestrogenised epithelium, and vaginal cultures are generally vaginal, with thicker stratified epithelia, increased glycogen content, and an acidic pH that protects against infection.2

 

NEED FOR STUDY:

In the fast-moving world, often with fragmentation of countries and cultures and restless society, adolescents have to face problems related to socio-cultural conditions. More than 21.4% of the total population in India are adolescents (CDC, 1993). The most common causes of Volvo-vaginal infections are Gardnerella vaginitis, Candida albicans, and Trichomonas vaginitis. An estimated 75 percent of women will experience at least one episode of Volvo-vaginal candidiasis in their lifetimes, and 40–45% will experience two or more episodes (CDC, 1993). There are an estimated two million visits to physicians’ offices each year for vaginitis (Reef et al., 1995). Volvo-vaginal candidiasis and bacterial vaginosis (G. vaginalis) are not considered sexually transmitted diseases, although women who are not sexually active are surely affected by bacterial vaginosis. Adolescent girls suffer on account of a lack of adequate and correct information about sexual and reproductive health. They don’t feel comfortable seeking health care because of the lack of confidentiality and privacy regarding reproductive health. A sizeable population of adolescent girls has incorrect knowledge and information about infections of the reproductive tract. Strong efforts are needed to improve mass media awareness, and health education would improve adolescent girls’ awareness of reproductive health.3

 

A pre-experimental study was conducted by Anjalatchi Muthukumaran, (2023) to assess the prevalence of vaginitis and its prevention among adolescent girls in Lucknow. The research approach used in this study was quantitative, evaluative research approach. A total of 48 adolescent girls' aged between 15–17 were selected by using the purposive sampling technique. The structured questionnaire was tool used for collecting data The study found that the pretest score was 11.90% and the post-test score was 21.54%. The test shows a significant difference between the pretest and post test scores. The study to be conducted found that the structured teaching program was effective and improved knowledge.4

 

A pre-experimental study was conducted by Ray Suresh, Komal, Khole, Dimble Sonupriya, and Jagtap Siddhi, (2022) to assess the knowledge regarding vaginal candidiasis in pune. The quantitative research approach was used for this study. The sample size is 100. It included adolescent girls (ages 13–19) selected by a non-purposive sampling technique. The tool used for collecting data was a structured questionnaire. The questionnaire consists of 20 items and two sections (a demographic section and a knowledge section). The study shows that 51% of the knowledge was below average, followed by average (36%), poor (12%), and good (1%) knowledge regarding vaginal infection. The education variable is associated with level of education, as the chi-square calculated value (7.22) is greater than the table value (3.84). The study conducted the structure teaching program to improve knowledge regarding vaginitis and its prevention.5

 

A study was conducted by Dr. Massey Akansha, (2022) to assess the structured teaching program on knowledge regarding vaginitis and its prevention in Kanpur. The study was described using a pre-experimental approach. A total of 100 adolescent girls were selected using the non-probability sampling technique. A structured questionnaire was used to assess knowledge levels as a data collection tool. The study shows that the overall knowledge score was 10.15, indicating that higher secondary school girls have average knowledge of vaginitis and its prevention. The average pretest knowledge level of all adolescents was 15%, and post-test knowledge was 20% average, 80% adequate, and 0% inadequate. The study conducted on the structure of the teaching program focused on effectiveness and improving knowledge regarding vaginitis and its prevention.6

A study was conducted by Maurya Nidhi, Bhowal Rina, and K. Sesha Kumar, (2022) to assess the effectiveness of a structured teaching program on knowledge regarding vaginitis and its prevention at Lucknow. The research approach used in this study was quantitative and focused on knowledge regarding vaginitis. A total of 60 adolescent girls aged 13–18 years were selected using the non-probability sample technique. The tool used for collecting data was the structured knowledge questionnaire technique. The study shows that the pretest score was 61% for adolescent girls with adequate knowledge and 23(38.33%) for adolescent girls with a moderate level of knowledge, whereas the post-test score was 76%. The test shows a significant difference between the pretest and post-test. 21(35%) of adolescent girls had moderate knowledge, and 39(65%) had inadequate knowledge regarding vaginitis and its prevention. The study concluded that the structured teaching program was effective and improved knowledge regarding vaginitis and its prevention.7

 

PROBLEM STATEMENT:

A study to assess the effectiveness of structured teaching programme on knowledge regarding vaginitis and it’s prevention among adolescent girls in higher secondary schools, Satna.

 

OBJECTIVES OF THE STUDY:

1.       To assess the level of knowledge regarding vaginitis and its prevention among adolescent girls in selected higher secondary schools, Satna.

2.       To evaluate the effectiveness of the structured teaching program on knowledge regarding vaginitis and its prevention among adolescent girls in selected higher secondary schools, Satna.

3.       To find out the association between the pretest level of knowledge regarding vaginitis and its prevention among adolescent girls with their selected socio demographic variables.

 

RESEARCH HYPOTHESIS:

H1:   The mean post-test knowledge score on vaginitis among adolescent girls who have learned through structured teaching program will be significantly higher than their mean pretest score at 0.05 level of significance.

H2:   There will be statistically significant association between pretest knowledge score of adolescent girls regarding vaginitis and their demographic variables.

 

Research Approach: The Quantitative evaluative research approach was used in the study.

 

 

 

Research Design: One group pre-test post-test design was selected for the present study.

 

Setting of The Study: Gayatri Public school Mahadeva, Satna (M. P.)

 

Sample and Sampling Technique: The sample comprised of 40 adolescent girls studying in selected higher secondary school Satna (m. p.) and the sampling technique used for this study was convenient sampling.

 

Variables under study:

Dependent variable: knowledge of adolescent girls regarding vaginitis and its prevention is the dependent variable.

 

Independent variable: Structure teaching program regarding vaginitis and is prevention.

 

Description of tool:

PART I: Socio-Demographic data for adolescent girls

PART II: Structured knowledge questions regarding vaginitis and its prevention

 

Content validity of tool:

5 The experts were from nursing department.5 nursing educators from different speciality and statistican  were requested to give their opinion and suggestions regarding the relevancy, adequate and appropriateness of the items on the tool.

 

Reliability of the tool:

Pre testing of the tool was done to check the clarity of items. Permission was obtained from the concern authorities. Pre testing of the knowledge questionnaire along with the Performa for selected personal information was administered to adolescent girls studying selected higher secondary school, Satna .Reliability was established by split half method using the spearman brown prophecy formula the reliability co-efficient of the was found to be 0.8, which showed that the tool was reliable.

 

Method of data collection:

The Pre test was conducted by using structured knowledge questionnaire and structured teaching program was administered on the same day, after 7 days of STP, post test was conducted by using the same structured questionnaire for the same group of students to assess the effectiveness of structured teaching programme.

 

Data Analysis and Interpretation: The collected data were analyzed in term of both descriptive and inferential statistics.

 

 

RESULT:

Table 1: Analysis of demographic variables of adolescent girls.

Demographic variables

Frequency

Percentage %

Age (in years)

13-15 Years

11

27.5

16-18 Years

29

72.5

Educational status

Illiterate

12

30

Primary and Secondary education

14

35

Undergraduate

9

22.5

Postgraduate

5

12.5

Type of family

Joint

25

62.5

Nuclear

15

37.5

Family history of vaginitis

Yes

0

0

No

40

100

Family Income/Month

<5000 Rs

10

25

5001-10000 Rs

20

50

10001-15000 Rs

6

15

>15000 Rs

4

10

Religion

Hindu

38

95

Muslim

02

5

Christian

0

0

Other

0

0

Residential area

Urban

32

80

Rural

8

20

Source of information

Mass Media

01

2.5

Peer group

02

5

Health personnel

05

12.5

No information

32

80

 

 

Table-2 Evaluate the effectiveness of structured teaching program by comparing the pre – test and post – test knowledge score.

Parameter

Mean

S. D

SEM

Range

Mean%

t –value

Result

Pre-test

11.5

1.8

0.29

7-15

41.1

 

37.3*

 

Sig

P<0.05

Post-test

22.8

1.4

0.22

19-26

81.3

Improvement

11.3

 

 

 

 

Note: * denotes significant at 0.05 level.

 

 

The mean score is increased in the post test. The mean in the post test is 22.8 whereas the mean in the pre-test is 11.5. The variation is decreased in post-test when compared to pre test.SD in the post test is 1.8 and in the pre-test is 1.4. The mean improvement is 11.3. Though it was seen that the post-test knowledge score was more than the pre-test knowledge score, it is essential to put it under statistical significance.  So suitably the paired‘t’-test was chosen and worked out. The calculated t - value is 37.3 which is significant.

 

 

 

Association between the demographic variables and pre-test Knowledge of adolescent girls regarding vaginitis and its prevention                                                               

Table No :3                                                                                                                                                              n =40

Demographic Variables

χ2

Df

p-value

Level of significance

Age (in years)

2.04

1

0.15

Non-significant

2.Educational Status

20.02

3

0.000***

significant

3.Type of family

2.8

1

0.08

Non-significant

4.family history

0

0

0

Non-significant

5.Income /month:

6.7

3

0.08 NS

Non-significant

6.Religion

0

3

0

significant

7.Residential area

0.8

1

0.36 NS

Non-significant

8.Source of information

14.4

3

0.002**

Significant

The table-3 shows that the association of pre-test level of knowledge with selected demographic variables like age, educational status, income, religion, type of family, family history of vaginitis and source of information. The table shows that there was a significant association between pretest knowledge level and their educational status and source of information.

 

DISCUSSION:

The first objective of the study is to assess the existing knowledge of adolescent girls regarding vaginitis and its prevention:

The pre-test findings of the study revealed that the overall score in the pre-test mean 11.5, standard deviation 1.8 and mean score percentage was 41.1%. this shows that the knowledge of adolescent girls regarding vaginitis and its prevention was inadequate.

 

To evaluate the effectiveness of structured teaching programme on vaginitis and its prevention among adolescent girls: 

The post-test findings of the study revealed that the overall score in the post test was mean 22.8, standard deviation 1.4 and mean score percentage was 81.3%. This shows that the knowledge of adolescent girls regarding vaginitis and its prevention.

 

According to the hypothesis of the study the investigator found that there a significant association between pre-test knowledge levels regarding vaginitis and its prevention among adolescent girls selected demographic variables hence H2 hypothesis was accepted.

 

A study was conducted by Sharma Anupama, (2017) to assess the effectiveness of a structured teaching program on vaginitis and its prevention among adolescent girls in HGPI Kala-Amb. A quantitative research approach was adopted in this study. Total 60 student were selected by non-probability purposive sampling technique. Tool used for this study was descriptive and inferential statistics. Results shows that out of 60 students according to age the majority 58.3% were in the age group 19 to 20 year and least to 6.7% in the age group of more than 21 year. 83.3% had attended health education programme and very least 16.7% had not attend health education programme. The mean post knowledge score (13.98) was higher than the mean pre-test knowledge score (9.30).8

 

CONCLUSION:

The pretest showed that knowledge of adolescent girls regarding vaginitis was inadequate in all areas. It indicates the importance of frequent school programme to update the knowledge regarding vaginitis and its prevention.

 

After the administration of STP, the post test scores showed an increase in knowledge, hence it was concluded that STP was effective method to improve knowledge.

 

REFERENCES:

1.      Loveless M, Mynit  Vulvovaginitis presentation of more common problems in paediatric and adolescent gynaecology. Best Pract Res Obstet Gynaecol. 2018.

2.      Ram R, Bhattacharya SK, Bhattacharya K, Baur. B, Sarkar T, Bhattacharya A. Reproductive tract infection among female adolescent, Indian Journal of community Medicine. 2006.

3.      Michael, Rutter, Tailor E. Textbook of Child and Adolescent Psychiatry. 4th ed. 2022

4.      Anjalatchi Muthukumaran. A pre-experimental study to assess the effectiveness of structured teaching programme on knowledge regarding prevention of urinary tract infection among B.Sc. nursing 1 year students of Vivekananda College of Nursing, Lucknow. Journal of Nutrition Metabolism and Health Science. 2023; 6th: 53-62

5.      Ray Suresh, Komal, Khole, Dimble Sonupriya, and Jagtap Siddhi. To assess the knowledge regarding vaginal candidiasis. International Journal of Early Childhood Special Education. 2022; 4(2). 

6.      Massey Akansha. To assess the structured teaching program on knowledge regarding vaginitis and its prevention in Kanpur. International Journal of Research Publication and Review. 2022; 1(7): 2413-2414.

7.      Maurya Nidhi, Bhowal Rina, and K. Sesha Kumar. To assess the effectiveness of a structured teaching program on knowledge regarding vaginitis and its prevention at Lucknow Journal of applied Nursing and Health. 2022; 4: 231-239.

8.      Sharma Anupama. A study was conducted to assess the effectiveness of a structured teaching program on vaginitis and its prevention among adolescent girls in HGPI Kala-Amb. Int. J. Adv. Nur. Management. 2017; 5(4): 331-335. doi: 10.5958/2454-2652.2017.00070.1

 

 

 

 

Received on 23.10.2024         Revised on 04.12.2024

Accepted on 11.01.2025         Published on 22.02.2025

Available online from March 20, 2025

Int. J. Nursing Education and Research. 2025;13(1):36-40.

DOI: 10.52711/2454-2660.2025.00008

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