Evaluating the Efficacy of a Structured Educational Intervention on Urinary Tract Infection Prevention Knowledge and Behavioral Practices Among Rural Adolescent Females in Kangra District, Himachal Pradesh: A Quasi-Experimental Design

Abstract

Background: Adolescence is a crucial period of transition from childhood to adulthood. Among adolescent girls, some infections occur during this period, among which urinary tract infection is very common. Urinary tract infection is an infection in any part of the urinary system including the kidneys, ureters, bladder and urethra that has a particular impact on females of all ages especially during adolescent period. It can be caused in adolescent girls due to lack of knowledge and awareness regarding hygienic toilet practices, perineal hygiene, menstrual hygiene and poor hydration status. Aim of the Study: The main aim of this study is to assess the effectiveness of Structured teaching programme on knowledge and practices regarding urinary tract infections among adolescent girls. Material & Methods: A quantitative research approach and quasi experimental research design was adopted. Non probability purposive sampling technique was used to select the sample of 60 adolescent girls, divided into experimental and control groups consisting of 30 adolescent girls in each. A pre-test & post- test was conducted to evaluate the knowledge & practices of both the experimental and control group using structured knowledge questionnaire & checklist. The data analysis was done by using the descriptive and inferential statistics. Results: The statistics reveal that, in experimental group, mean post-test knowledge score (19.83) was significantly higher than the mean post-test knowledge score (12.80) in the control group as evident from ‘t’ value 6.163 which was significant at p<0.001 level of significance. And the mean post-test practices score (11.17) in experimental group was significantly higher than the mean post-test practices score (7.87) in the control group as evident from ‘t’ value 7.262 which was significant at p<0.001 level of significance. Thus, it is evident that mean post-test knowledge & practices score was higher in the experimental group as compared to the control group which shows the effectiveness of the structured teaching programme.