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Evaluating the Effectiveness of A Structured Teaching Program on Knowledge About Preventing Iron Deficiency Anemia Among Antenatal Mothers At GIMS Gadag

Sanjiv Haralayya, Raghavendra V.Y., Pooja M. Shalavadi, Pooja S., Rahul P.B., Shivanagavda M.

Abstract


The study aimed to assess the impact of a structured teaching program on the knowledge of iron deficiency anemia among pregnant mothers at GIMS Government Hospital in Gadag. Employing a quasi-experimental design with a one-group pre-test and post-test approach, 30 antenatal mothers were purposively sampled. The initial pre-test revealed that 60% had inadequate knowledge, and 40% had moderate knowledge regarding iron deficiency anemia. The mean knowledge score in the pre-test was 9.56, with a standard deviation of 50.72. Following the structured teaching program, the post-test mean score increased to 17.23, with a standard deviation of 91.36. The mean difference was 7.26, and the paired 't' test value was 17.04, indicating significance at the p≤0.05 level, validating the proposed hypothesis (H1). The study found a significant association between knowledge level and the type of family. However, no significant associations were observed between knowledge level and age, religion, education, occupation, residency, family income, gravida, and dietary pattern. In conclusion, the structured teaching program proved highly effective in enhancing the knowledge level of iron deficiency anemia among antenatal mothers. The post-test results showed that 93.33% had adequate knowledge, and 6.66% had moderate knowledge. The average knowledge scores demonstrated a substantial improvement from pre-test to post-test. These findings highlight the positive impact of educational interventions on enhancing awareness and knowledge, emphasizing the significance of such programs in antenatal care settings.


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DOI: https://doi.org/10.37628/ijin.v9i2.2387

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