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By: Baijayanti Mallick, Renubala Pradhan, and Sathish Rajamani.
1. M. Sc (N) 2nd Year Student – Child Health Nursing, School of Nursing, DRIEMS University – Cuttack. Odisha
2. Associate Professor, HOD – MSN Department, DRIEMS University – Cuttack. Odisha
3. Professor, HOD – MHN, DRIEMS University – Cuttack. Odisha.
Background of the Study. Touch is a fundamental need of human life. The incidence of child sexual abuse is rising day by day. Good touch and bad touch is a sensitive topics and themes to reduce sexual harassment among children. So, the teaching program is an effective way to improve knowledge of good and bad touches. Objectives: To assess the effectiveness of video-assisted teaching modules (VATM)regarding good touch and bad touch among selected primary school students. Methodology: The study employs a quantitative quasi-experimental design with a one-group pre-test and post-test approach, targeting primary school children in Bhubaneswar, Odisha. The independent variable is the children’s knowledge, while the dependent variable is video play. A sample of 60 children was selected using non-probable purposive sampling. A structured knowledge questionnaire, consisting of 20 multiple-choice questions, was developed after reviewing the literature and consulting experts. The research included a pilot study conducted from June 20 to June 27, 2024, which confirmed the study’s feasibility. The main study received ethics approval from DRIEMS University and involved informed consent. Pre-test data were collected using self-report questionnaires, followed by a structured teaching program on good touch and bad touch presented via PowerPoint. A post-test was administered seven days later, and data were analyzed using SPSS – IBM Version 25.0 with descriptive and inferential statistical techniques. Results: In the pretest, all 37(61.7%) of them had inadequate knowledge about the topic, and 11(18.3%) had moderate and 12(20%) had adequate knowledge of understanding good touch and bad touch when it came to post-test knowledge of good touch and a bad touch of primary school children, the adequate knowledge 49(81.7%) had, Moderate knowledge 10 (or 16%) had, inadequate knowledge had 1(1%). The pre-test mean score was 7.58, with a standard deviation of 3.175, whereas the post-test mean score was 13.87, accompanied by a standard deviation of 2.487. The disparity in the mean score was 6.283. Conclusion: In conclusion, this study highlights the importance of good and bad touch particularly for primary school children. A video-assisted teaching module on knowledge regarding good and bad touch effectively increased knowledge, as shown by significant improvements in pre-test and post-test scores. With a paired ‘t’ value of 12.615, the results demonstrate that targeted educational strategies can enhance understanding and potentially improve for the children. Therefore, implementing similar educational initiatives in educational institutions and school settings is essential for providing awareness and teaching regarding good touch and bad touch.
Keywords: Assess, Effectiveness, Video-assisted Teaching Module (VATM), Primary school Children, Good touch, Bad touch
Citation:
Refrences:
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