A Study to Evaluate the Effectiveness of Structured Teaching Programme on Knowledge and Knowledge on Practice Regarding Assertive Behavior towards Prevention of Sexual abuse Among GNM Students Studying in Selected Nursing School in Mangaluru

Abstract

Abuse of sexual power is defined as any sexual act committed against the will of the victim. Various sexual behaviours, including forced oral sex, rape, and unwanted sexual touching, are included in this category of sexual violence, which is often referred to as sexual assault. No matter how the abuse was committed, the victim is not to blame, and help is offered to begin the healing process. The girls are more prone to sexual abuse and need to be assertive in those situations. For nurses, assertiveness is critical to attain full autonomy, professional standing, or empowerment. This study aims to evaluate participant’s understanding of the issue of assertive behaviour in the context of preventing sexual assault. This research aimed to make out current wisdom with practice related to assertive behaviour towards sexual abuse prevention, the productiveness of scrupulous learning plans, and the relationship between demographic variables selected for the study and subject data points. Prevention of sexual abuse among GNM students studying in some nursing schools in Mangaluru is a stratified disproportionate random sampling strategy used to choose the sample for this study, which included a pre-interventional one-group pre-test post-test research design. A systematic knowledge plus knowledge with practice questionnaire was used to collect data from sixty GNM students. Seven days after the structured teaching program (STP) began, a further exam using the same predetermined set of questions was given to evaluate the program's efficacy. The general mean knowledge percentage scores on the pre-and post-tests were 41.56% and 84.28%, respectively, according to the results. After administering STP, the mean knowledge and knowledge on practice score showed a statistically significant difference (p<0.05). The calculated "t" values for practice knowledge (26.45) and knowledge (9.3) were more important than the table value (1.98) at the 0.05 level of significance. Therefore, the ‘study hypothesis’ was accepted, and the ‘null hypothesis’ was rejected, so there is a significant difference between the mean pre-test and post-test knowledge and knowledge on practice.