International Journal of Advances in Nursing Management

Abstract

Background of the study: Premenstrual syndrome (PMS) is a group of symptoms linked to the menstrual cycle. PMS occurs one to two weeks menstruation. Premenstrual syndrome is most prevalent among adolescents. Alternative therapies such as reflexology, yoga, acupressure etc were the management option for premenstrual syndrome. Reflexology is a natural healing therapy which is highly effective in dealing with many health complaints especially PMS. The aim of the study was to determine the effectiveness of reflexology on premenstrual syndrome among students in selected nursing colleges, Mangalore.

Method: A quantitative research approach with non equivalent control group pre-test post test design (quasi experimental) was used for this study. Thirty students who had moderate and severe premenstrual syndrome were selected by purposive sampling technique (fifteen students in the experimental group and fifteen students in the control group). Reflexology is given to experimental group students on the fourth day of their menstruation and continued for 24 days twice daily. Data was collected by using demographic proforma and PMS rating scale. The data was analyzed using descriptive and inferential statistics.

Results:. The premenstrual syndrome score was measured among students by using premenstrual syndrome rating scale. In the experimental group the mean pre test score was (28.33±5.34) and post test score was (5.67±2.79). In control group pre test score was (27.53±5.91) and it was the same during the post test. Paired't' test was used for computing the effectiveness of reflexology on PMS in the experimental group. The mean post test score (5.67±2.79) was lower than the pre test score (28.33±5.34) of premenstrual syndrome. The computed't' value ('t'=16.20) was higher than the table value (t₂₈= 1.76; p<0.05). This indicated that reflexology is effective in reducing premenstrual syndrome. Independent‘t’ test was used to determine the effectiveness of post test premenstrual syndrome score in the experimental and the control group. The computed‘t’ value was (t=12.95) greater than the table value t₂₈=1.70, P<0.05). This represents that reflexology is effective in reducing premenstrual syndrome. Chi square test was used to test the significant association between pre test PMS score with selected demographic variables. The test revealed that there was no association between pre test PMS score and selected demographic variables.

Conclusion: The study concludes that reflexology is effective in reducing the premenstrual syndrome. The result of the study showed that regular practice of reflexology would be beneficial in reducing the premenstrual syndrome.

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Abstract

Background of the study: Mind mapping is a newer method of teaching, in which a main idea will be in the center from which sub branches arise. Lecture method is a traditional method of teaching. The purpose of the study was to find out the effective method of teaching to improve the learning ability of nursing students .Physiological changes during pregnancy was the topic selected to assess the learning because it is an important and vast topic in obstetrics and gynecology. The aim of this study was to compare the effectiveness of mind mapping and lecture method on learning regarding physiological changes during pregnancy.

Method: A quantitative approach with true experimental pre-test post test design was used for the study. The subjects consisted of 60 nursing students selected using simple random sampling technique (lottery method). The data was collected by administering a structured questionnaire. The researcher gave teaching to Group 1 using mind map and Group 2 using lecture method. A post test was conducted on the seventh day.

Results:. Mean pre and post test learning scores for Group -1 were 23.75± 2.62 and 31.2± 3.37 respectively , whereas in Group-2 it was 22.13± 2.33 and 29.73± 3.98 respectively. The calculated paired 't' values of group-1 and group-2 were 7.306 and 10.15 respectively (t29=1.70, P< 0.05). The comparison of effectiveness between mind mapping and lecture method were done using independent 't' test. The computed 't' value 1.129 (t58=1.65,p>0.05) was not significant, which indicated that both the teaching methods, mind mapping and lecture method were equally effective to improve the learning scores of nursing students. The association between pre-test learning scores and selected demographic variables of subjects were done using chi-square test at 0.05 level of significance. There was no significant association found between the age, gender and total marks (%) scored in the previous university exam.

Conclusion: The study findings showed that both mind mapping and lecture method were equally effective in improving the learning scores on physiological changes during pregnancy among third year B.Sc nursing students. No significant association was found between the pre-test learning scores and the selected demographic variables.

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