A study to assess the effectiveness of structure teaching programmed on knowledge regarding Measles and Rubella vaccine among people living in selected rural areas of Mehsana district

 

Ms. Jalpa patel

Nursing Tutor, Nootan College of Nursing, Vinagar, Dist- Mehsana

 

ABSTRACT:

 

 

INTRODUCTION:

A vaccination is a biological preparation that provides active acquired immunity to a particular disease. The agent stimulates the body’s immune system to recognize the agent as a threat, destroy it’ and to further recognize and destroy any of the microorganisms associated with that agent that it may encounter in the future. Vaccine can be prophylactic or therapeutic.¹

 

Vaccines have historically been the most effective means to fight and eradicated infection disease. Limitation of their effectiveness, nevertheless, exists. Adjutants commonly are used to boost the immune response, particularly for older people (50-75 year and up), whose

 

immune response to a simply vaccine is dependent on a number of factors: where the vaccination schedule has been properly observed the disease itself (for some disease vaccination performs better than for other). The strain of vaccine (some vaccines are specific to or at least most effective against, particular strains of disease). Assorted factors such as ethnicity, age, or genetic pre- disposition. In 1958, there were 763,094 cases of measles in the united states: 552 deaths resulted, after the introduction of new vaccines, the number of cases dropped to fewer them 150 per year.²

 

In early 2008, there wear 64 suspected cases of measles. Fifty-four of those infections were associated with importation from another country, acquired outside the united states. there are several types of vaccine in use; these represent different strategies used to try to reduce the risk of illness while retaining the ability to induce a beneficial immune response.

 

LIVE VIEUS VACCINES:  

Use the weakened form of the virus. The measles, mumps, and rubella (MMR) vaccines and the varicella vaccines are examples.

 

KILLED (INACTIVATED) VACCINES:  

Are made tram a protein or other small pieces taken from a virus or bacteria. The whooping cough vaccine in an example.

 

TOXOID VACCINES:

Contain a toxin or chemical made by the bacteria/virus. They make you immune to the harmful effect of the infection, instead of to the infection itself. Diphtheria and Tetanus are example.

 

BIOSYNTHETIC VACCINES:  

Contain nomad’s substances that are very similar to places of the virus or bacteria. The hepatitis B vaccine is example.³

 

Measles is an infectious disease often occurs in infants and children. Measles is an important cause of morbidity and mortality among the children of the India hospital based studies has found that 20% - 70% of children with measles develop minor and major complications. Every year around 3 million cases are seen and about 9000,000 children die because of measles. The most worrying part of that the vaccine coverage against measles in India is only 66% and even below 50% in many states. Immunization with live attenuated measles vaccine in administered 0.5 ML subcutaneously in single dose at 9 month of age.⁴

 

Globally about 1000,000 rubella cases were reported for 2012 in the member states to the world health organization, though it is probable that number of actual cases is much higher. Rubella Containing Vaccine (RCV) is part of the national immunization program in the Russian federation, most of Europe, china and a few other countries in Asia, Australia, all of north and south America and a few countries in Africa. The world health  organization encourages countries not currently using rubella vaccination to take advantages of widespread measles vaccination initiatives to introduce RCVs in order to advance rubella.⁵

 

Measles and rubella vaccine drive was launched by “Vijay Rupani” on 16 July, 2018 for children aged 9 month to 15 year, establismated target 1, 60, 16, 375 children. But it was coved only 9.5 lakh children. The Gujarat government today launched a vaccination campaigns to protected children from Measles and rubella for which it has received RP.300 core grant from the center deputy chief minister Mr. Nitin Patel.⁶

 

OBJECTIVE:

·       Assess the knowledge regarding measles and rubella vaccine among people living in selected rural areas of mehsana district.

·       To evaluate the effectiveness of  structure teaching programmed on knowledge regarding measles and rubella vaccine among people living in selected rural areas of mehsana district.

·       To find out association of knowledge with their selected demographic variable.

 

ASSUMPTION:  

1      Rural people have an inadequate knowledge regarding measles and rubella vaccine people living in selected rural area of mehsana district.

2      Knowledge regarding measles and rubella vaccine can be measured by questionnaire.

3      Knowledge regarding measles and rubella vaccine among rural people living in selected area of mehsana district after conducted of structure teaching programmed.

 

MATERIAL AND METHODS:

Pre-experimental one group pre-test, post-test research design and quantitative research approach are used to assess the knowledge regarding measles and rubella vaccine. Non-probability convenient sampling techniques were used. A structured knowledge questionnaire was selected to assess the knowledge regarding measles and rubella vaccine.

 

MAJOR FINDINGS:

Regarding level of knowledge, during pre- test (86.66%) had poor level of knowledge on measles and rubella vaccine among rural people. (13.33%) had moderated level of knowledge, (0%) had excellence level of measles and rubella vaccine among rural people. During post- test (23.33%) had poor knowledge on measles and rubella vaccine among rural people, (55%) had moderated knowledge, (22.66%) had excellence knowledge of measles and rubella vaccine among rural people.

 

There was significant difference in the level of knowledge which led to a change in the category of level knowledge, some of them poor category during pre- test had moved to moderate category during post-test. The calculated ‘t’ value was 14.58.this value is significant at p<0.05 level.

 

CONCLUSION:

The major conclusion from the study found that of sample had poor knowledge and adequate knowledge regarding measles and rubella vaccine in pre-test and their level of their level of knowledge regarding measles and rubella vaccine had improved to a great extent after structured teaching programmed which was relived in post-test. This shows the imperative need to understand to utilities of structured teaching programmed in improvement of knowledge regarding measles and rubella vaccine among rural people and it will be improve the knowledge of measles and rubella vaccine. 

 

REFERENCE:

1.     K. Park, “Park’sTextbook of Preventive & Social Medicine”, 23 rdEdition. M/S, Banarsidas Bhanot, Publishers (P) LTD. 2005 Page No: 146 - 148

2.     Sheila Twinn, Barbara Roberts, Sarah Andrews, “Community Health Nursing Principles for Practice, 1ST Edition, Published by Elsevier.com. Page No- 146.

3.     BT Basavanthappa, “Community Health Nursing”, 2nd Edition, Jaypee Brother’s Medical Publishers (P) Ltd. Page No. 678 – 679.

4.     S. Kamalam, “Community Health Nursing Practice”, 1st Edition, Jaypee Brother’s Publishers (P) LTD. 2002 Page No. 510.

5.     Sr Banarjee, Shanti Ghosh, “Community & Social Pediatrics, 2nd Edition, Jaypee Brothers, Medical Publishers (P) Ltd. Page No. -200.

6.     MC Gupta, BK Mahajan, “Textbook of Preventive and Social Medicine”. 3 rd Edition, Jaypee Brother’s Medical Publishers (P) Ltd. 2005. Page No:-162.

 

 

Received on 18.04.2020          Modified on 11.05.2020

Accepted on 30.05.2020      ©A&V Publications All right reserved