Effect of Structured Teaching Programme on Knowledge Regarding Self Assessment of Daily Fetal Movement Count, among Normal and High Risk Primigravida Mothers at Red Cross Hospital, Bhopal, M.P.

In this study, to assess the effectiveness of structured teaching programme (STP) on knowledge regarding self assessment of Daily Fetal Movement Counts, 60 patients were selected by using non-probability purposive sampling technique. The pre test was conducted using a structured interview schedule. STP was conducted and a DFMC chart and a pamphlet were given to each patient following the STP. Seven days later post test was conducted using the same structured interview schedule. Most of the normal primigravida mothers had poor knowledge (53.33%) in the pre test and after STP 83.33% had good knowledge and 16.67% had average knowledge. Most of the high risk primigravida mothers had average knowledge (53.33%) in the pre test and after STP 90% had good knowledge and 10% had average knowledge. Paired and unpaired t test was applied to compare pre and post test mean and standard deviation of normal and high risk primigravida mothers. Knowledge level of pre and post test of normal and high risk primigravida mothers regarding self assessment of Daily Fetal Movement Count was statistically significant (p<0.05). Knowledge level of pre test of normal and high risk primigravida mothers and post test of normal and high risk primigravida mothers regarding self assessment of Daily Fetal Movement Count was statistically not significant (p>0.05). There was a significant association between pre test knowledge of normal primigravida mothers and selected sociodemographic variables such as education received (p<0.05) and no association between pre test knowledge of high risk primigravida mothers and selected socio-demographic variables. This study demonstrated that STP on knowledge regarding self assessment of Daily Fetal Movement Count is effective in increasing the knowledge level of normal and high risk primigravida mothers.