RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCE

BANGALORE

PROFORMA FOR REGISTRATION OF SUBJECT

FOR DISSERTATION

BY,

MISS. NINGOMBAM SHAKHENBI

DEVI 1 YEAR M.Sc. NURSING

SPURTHY COLLEGE OF NURSING

BANGALORE - 562106

RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCE

BANGALORE, KARNATAKA
 PROFOMA FOR REGISTRATION OF SUBJECT FOR
DESSERTATION
1 NAME OF THE CANDIDATE AND NINGOMBAM SHAKHENBI DEVI
ADDRESS SPURTHY COLLEGE OF NURSING ,
MARASUR POST,
BANGALORE-562106

2 NAME OF THE INSTITUITION SPURTHY COLLEGE OF NURSING

3 COURSE OD STUDY AND M.SC.NURSING

SUBJECT 1ST YEAR
OBSTETRICAL AND GYNEACOLOGICAL NURSING

4 DATE OF SUBMISSION TO THE 01/06/2022

COURSE

5. TITLE OF THE TOPIC “A STUDY TO ASSESS THE EFFECTIVENESS OF

STRUCTURE TEACHING PROGRAMME ON
KNOWLEDGE REGARDING MENSTRUAL HYGIENE
AMONG STUDENT STUDYING IN GOVERNMENT
GIRL HIGH SCHOOL.
6. BRIFE RESUME OF THE INTENDED WORK

6.1 INTRODUCTION

Menstrual Health and Hygiene (MHH) is essential to the well-being and empowerment of

women and adolescent girls. On any given day, more than 300 million

women worldwide are menstruating In total, an estimated 500 million lack access to
menstrual products and adequate facilities for menstrual hygiene management (MHM) Menstrual hygiene
basically is dealing the days during periods, cleanly and applying safe practice from using sanitary pads to
regular change and cleaning the area with soap and water. Globally, at least 500 million women and girls
lack proper access to menstrual hygiene facilities. Several factors influence difficult experiences with
menstruation, including inadequate facilities and materials, menstrual pain, fear of disclosure, and
inadequate knowledge about the menstrual cycle.1
The negative impacts of a lack of good menstrual health and hygiene cut

across sectors, so the World Bank takes a multi- sectors, holistic approach in working to improve

menstrual hygiene in its operations across the world. Menstrual Health

and Hygiene (MHH) is essential to the well-being and empowerment of women and adolescent girls. In
Ethiopia nearly 75% of women and girls don’t have access to the menstrual supplies and an average of 1 in
10 girls miss school during their menstrual flow. It is worse in Uganda, where 1 out of 2 girls report missing
one to three days of school per month due to menstruation.2

Menstrual Health was not on the agenda of the International Conference on the Population and

Development or the Millennium Declaration. Nor it is explicitly stated in the Sustainable Development

Goals targets for goals 3 (health), 5 (gender equality) or 6 (water and sanitation).

However, it has been placed on the global health, education, human rights, and gender equality / equity
agendas by grass-roots workers and activists from the global South, drawing attention to reports of women’s
and girls’ experiences of shame and embarrassment, and the barriers they face in managing their period
because they do not have the means to do so, with consequences for their life opportunities including their
rights to education.3
Sanitation, non-discrimination and gender equality – and ultimately to health. WHO salutes grass-

roots workers and activists, notably those from the global South, who have doggedly championed

menstrual health, and welcomes the inclusion of Menstrual Health in the Human

Rights Council agenda. WHO calls for three actions. Firstly, to recognize and frame menstruation as a health
issue, not a hygiene issue – a health issue with physical, psychological, and social dimensions, and one that
needs to be addressed in the perspective of a life course – from before menarche to after menopause.
Secondly, to recognize that menstrual health means that women and girls and other people who menstruate,
have access to information and education about it; to the menstrual products they need; water, sanitation, and
disposal facilities; to competent and empathic care when needed; to live, study and work in an environment
in which menstruation is seen as positive and healthy not something to be ashamed of; and to fully
participate in work and social activities. Thirdly, to ensure that these activities are included in the relevant
sectors work plans and budgets, and their performance is measured. 4

WHO recognizes hat several sectors have equally important roles to play in promoting and

safeguarding Menstrual Health and is committed to stepping up its efforts to encourage health

policymakers and programme managers to engage with these sectors to promote the rights of women,

girls and other people who menstruate and meet their comprehensive menstrual health needs,

especially in humanitarian contexts. WHO is also committed to breaking the silence and stigma

associated with menstruation and to make schools, health facilities and other workplaces (including

WHO’s workplaces), menstruation responsive.5

6.2 NEED FOR THE STUDY

Adequate menstrual hygiene facilities with free hygiene products and timely education for boys and girls on
menstrual health are crucial school interventions to ensure health, well-being and equal learning
opportunities.7

Learning about menstrual hygiene and health is an essential aspect of adolescent girls’ health education to
continue working and maintaining hygienic habits. Infections of the reproductive system and their
repercussions can be avoided with better awareness and safe menstruation practices. 8
Providing students with adequate and timely information and promoting menstrual
health is of utmost importance. Teachers and school staff should be trained to provide this kind of
support. I wish for teachers in my school to become a reference for students on questions about
menstruation.9
But to achieve this goal, schools need more support. Due to many competing priorities, capacity and
resources continue to lag, along with the lack of attention to menstrual hygiene management.10

6.3 REVIEW OF LETERATURE

Review of literature is key step in the research process. Review of literature is a
systematic identification ,location , scrutiny and summary of the written material
that contain information on research and its problems .11

ffect of menstrual hygiene on health of women is still not given sufficient attention in
developing countries. Adolescent girls are vulnerable if they do not have awareness
and good menstrual hygiene practices. Aims :To study menstrual hygiene practices
and factors affecting it among school going adolescent girls.12
Settings and Design: A school based cross sectional comparative study.

Methods and Material: Present study was conducted at selected government and

private schools among 171 adolescent girls (74 from government school) and

(97 from private school) belonging to class 8th to class 10th. Statistical

Analysis: The data were analyzed by Chi-Square test and p value less than or

equal to 0.05 was taken as statistically significant.13

Results:90.8% of the girls belonging to government school used sanitary

napkins compared to 98.9% of the girls belonging to private school and this

difference was statistically significant. There was no significant

difference between the girls of two schools relating to sanitary disposal method.

Myths related to menstruation were also found to be similar among girls of both
the schools. It was found that mother was the main source of information related

to menstruation in 74.7% of the cases. 51.9% of the girls were found to be

aware about the government scheme of free distribution of sanitary napkins.14

It was found that majority (72.5%) received. the sanitary napkin under

government scheme among those who were aware about the scheme.15

Except Mother’s education, other factors like father’s occupation, mother’s

occupation, father’s education, and type of school were not significantly

associated with good menstrual hygiene practices.16

Mother’s education level played a significant role in good menstrual hygiene of

the daughter. 17

Among this 10-19 years of adolescents, 15-19 years adolescents comprise about

10%. Even today, majority of these adolescents are rural dwellers [1].With

menarche comes the marked change in the life of adolescent girls. These

changes are all round i.e. only physical but also psychological as well
as physiological. In the Indian culture, menarche is considered as the maturity

of the girl and it is thought that the girl is ready to get married as well as it is

thought that she is also ready for the sexual activity. The people think that

menstruation is something which is dirty. So during this period, they are no

more sacred and hence they should not touch God others. Likewise there are

numerous customs and taboos related to menstruation and these vary from

one place to other [2].Effect of menstrual hygiene on health of women is still

not given sufficient attention in developing countries. Studies have shown

that the incidence of reproductive tract infections (RTIs) is more among those women

or girls who do not have hygienic menstrual practice .18

Menarche is usually seen occurring from 11-15years of age. On an average in

India, it occurs at 13years of age. In countries like India, where the girl child is

neglected, these girls are vulnerable to various reproductive tract infections (RTIs)

and other health problems. Better the knowledge and awareness about the

menstruation, smoother will be reaction of mother and other family members. This

aspect is very important as family reaction to menarche may have effect on the

psychological reaction of the adolescent girl. There is a relationship between social

class, level of menstrual hygiene and occurrence of reproductive tract infections.

Upper social class and good menstrual hygiene practices are associated with less

incidence of reproductive tract infections .Hence present study was conducted with

the objective to study menstrual hygiene practices and factors affecting it among

school going adolescent.19

90.8% of the girls belonging to government school used sanitary napkins

compared to 98.9% of the girls belonging to private school and this difference
was statistically significant. There was no significant difference between the
girls of two schools relating to sanitary disposal method. Myths related to
menstruation were also found to be similar among girls of both the schools.
It was found that mother was the main source of information related to
menstruation in 74.7% of the cases. 51.9% of the girls were found to be aware
about the government scheme of free distribution of sanitary napkins. It was
found that majority (72.5%) received the sanitary napkin under government
scheme among those who were aware about the scheme.20
Indian Journal of Preventive Medicine / Volume 6 Number 1 / January - June

201865negative i.e. insanitary practice, then that girls menstrual hygiene was

considered was not a good practice. Accordingly they were classified. This was

compared between the type of school, with father occupation, 21

mother occupation, father education, mother education, type of family. At the end

of history taking each girl was assessed for nutritional status and her practices

towards menstrual hygiene. Accordingly she was given health education. Statistical

Analysis The data was entered in Microsoft Excel worksheet. Proportions were used

to describe the data. Chi square test with Yates correction was used. P value of

less than 0.05 was considered as statistics Results Table 1 shows menstrual hygiene

practices and my this among adolescent girls and the type of school.90.8% of the

girls belonging to government school used sanitary napkins compared to 98.9% of

the girls belonging to private school and this difference was found to be statistically

significant. There was only one girl who re used the material and she belonged to

government school.22 Sanitary disposal method was better practiced by government

school girls but it was statistically not significant. Regarding myths related to

menstruation and its practice it was found that this aspect was equally practiced

irrespective of type of school. Table 2 shows source of information

regarding menstruation. It was found that mother was the main source of information

related to menstruation in74.7% of the cases. Table 3 shows awareness about

Government scheme on distribution of sanitary napkin. 51.9% of the girls were found

to be aware about the government scheme of free distribution of sanitary napkins.23

Table shows distribution as per received sanitary napkins under Government

scheme among those who were aware about the scheme. It was found that

majority (72.5%) received the sanitary napkin under government scheme among

those who were aware about the scheme. Menstrual hygiene is a neglected issue in

rural India. Lack of menstrual hygiene in adolescent girls can make them susceptible to

various morbidities, for example, reproductive tract infection and urinary tract infection and

their long-term consequences, for example, cervical cancer, infertility, and ectopic

pregnancy. This study aims to find out the determinants of menstrual hygiene among the

school going adolescent girls in a rural area of Bangalore. To elicit the menstrual hygiene

practices among the study population and to find out the association of poor menstrual

hygiene practices with socio demographic factors, such as age, occupation and education of

the parents, housing, and presence of sanitary toilet.24

A descriptive, cross-sectional study was conducted among 307 school going adolescent

girls of 12-17 years age group in a rural area of Bangalore. Majority of the students in

both schools (62.9%) were Hindu, general caste (54.1%) and belonged to nuclear

family (69.7%). Most of the parents in both schools had completed their education up

to primary level. Varies analyses were done, and the significant factors predicting good

menstrual hygiene were entered into the

multivariable logistic regression model. It revealed that good menstrual hygiene was more

among those whose mothers were educated.25

 6.4 STATEMENT OF THE PROBLEM
“A study of assess the effectiveness of structured teaching programme on

knowledge regarding menstrual hygiene among student studying in government girl high

school.’’

6.5 OBJECTIVES OF THE STUDY

1. To assess the awareness about menarche their sources of information before its onset.
2. To find out the prevailing practices for menstrual hygiene among adolescent girls.
3. To ascertain the association of awareness of menstruation before menarche and
practices for menstrual hygiene with educational status of respondents and their
mother.
4. To assess the relative contribution of educational status of respondents and their
mother and son the likelihood of using unhygienic practices during menstrual.

6.6 HYPOTHESIS
All the hypothesis will be tested at 0.05 level of significance:

H1: Menstrual hygiene practices among the school going adolescent girl.
H2: Sources of menstrual hygiene information among the secondary school girls in relation
to age, father’s occupation , mother’s occupation and no. of senior sisters were postulated for.

H3: There will be a good menstrual hygiene practices can prevent infections, reduce orders
and help you stay comfortable during your period. you can choose many type menstrual
products to absorb or collect the blood during your period, including sanitary pads, tampons,
menstrual cup, menstrual discs and period underwear.

6.7 OPERATIONAL DEFINITION

Evaluate:
In this study the term evaluate refers to assisting the effectiveness of the structured teaching
programme on knowledge regarding menstrual hygiene among the school girl.
 Effectiveness:
In this study it refer to determining the extent to which the structured teaching
programme has achieved the desired effect in improving knowledge on menstrual hygiene
among the school girls.

Structured teaching programme:

The term refers to systematically developed information on selected menstrual
hygiene among the school girls

 It’s normal. Menstruation is a normal process that should happen to every girl once she reaches

puberty – usually somewhere between the ages of 9 and 16.

 Menstruation is not a sickness. Girls can live their normal life during menses – they can go

 to school, play with their sisters and friends, eat and drink everything they normally would,

and attend social gatherings.

 Girls can have irregular cycles in their first few years of menstruation. But each girl can

learn to understand how her own body works by watching the small changes that happen each month.

 Girls experience many changes around the time they get their first period. A girl’s breasts

 grow, she grows hair on her body, and her hips widen. Sometimes hormones make both girls and
boys a bit more emotional than usual.

Knowledge:
It refers to an independent learning material that enhance the knowledge regarding menstrual
hygiene among the adolescent school going girls.

Premenstrual syndrome:
It refers to a combination of physical and mood disturbance that occur one or two at weeks before
the menstrual periods In this study. Premenstrual syndrome refers to physical. Psychological
behavioural and psycho-social symptoms that occur before the menstrual period within 1-3 days
or 1-4 days or 7-10 days or more than 10 days.
The study is based on the following assumptions.
1. The students may not have adequate knowledge regarding menstrual hygiene among
the adolescent girls.
2. Self instructional module will change the knowledge regarding menstrual hygiene
among the school girl.

6.9 DELIMITATION

 The study period will be limited to 4 to 6 weeks.

 Sample size will be limited to 65 weeks students.
 The study will be limited only to the class 7,8 and 9 student studying government
school student at Bangalore.
 Study design is limited to single group pre-test and post-test design.

7. MATERIALS AND METHODS OF STUDY

7.1 SOURCES OF DATA
The data will be collected from the menstrual hygiene among the school going girl at
Bangalore.

7.2 METHOD OF DATA COLLECTION

Research approach : A pre experimental approach

Research design : A one group pre test-post test design
Independent variable : Structure teaching programme
regarding menstrual hygiene
among school going girl.
Dependent variable : Knowledge of menstrual hygiene
among school going girl.
Research setting : Study will be conducted in selected
School at Bangalore.
Population : Population refers to all the teenage
and school going girl in selected
school at Bangalore.
Sample : In this present study the sample
Consist of school going students will
be present during the time of data
collection in a selected school at
Bangalore.
Sample size : In this present study the sample
Consist of 60 students in selected
School in Bangalore.
Sampling technique : Simple random and sampling
Technique.
7.2.1 TOOL FOR DATA COLLECTION
Part 1 : Socio demographic data prepared by the
investigator.
Part 2 : Structured teaching programme to
assess the knowledge regarding menstrual
hygiene among the school going girls.

7.2.2 CRITERIA FOR SELECTION OF SAMPLES

a) Inclusion criteria.
I. Student who are present during the data collection.
II. Student who are willing to participate in this study.
b ) Exclusive criteria.
I. Student who are not present during the data collection.
II. Student who are not willing to participate in this study.
7.2.3 METHOD OF DATA ANALYSIS
Descriptive and inferential statistics will be used for analysis of data.
DESCRIPTIVE STATISTICS
 Frequency ,percentage distribution will be used to analysed the
demographic variables.
 Mean and standard deviation will be used to assess the knowledge
regarding menstrual hygiene among the school going girls.

INFERENTIAL STATISTICS
 Paired’t will be used to analyse difference between the pre-test
and post-test knowledge regarding the menstrual hygiene among
the school going girls.

7.2.4 Does the study require any investigation or interventions to be

conducted on patients or other humans or animals? If so please describe
briefly.
 Yes ,self- instructional module will be administered as an
intervention for the higher secondary on menstrual hygiene .
7.2.5 Has ethical clearance been obtained from you institution?
 Yes.
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9 Signature of the candidate
10 Remarks of the guide

11 Name and designation of (in

block letter)

11.1 Guide

11.2 Signature

11.3 Co-guide (if any)

11.4 Signature

12 12.1 Head of the department

12.2 Signature
13 13.1 Remarks of the principal

13.2 Signature