ASSESSMENT OF THE EFFECTIVENESS OF A STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE REGARDING ALZHEIMER’S DISEASE

Author Name: 1. Ravindra Pratap Singh 2. Nemichand Jat

Volume/Issue: 06/07

Country: India

DOI NO.: 08.2020-25662434 DOI Link:

Affiliation:

1. Ph.D. Scholar, Nirwan University, Jaipur, India. 
2. Ph.D. Guide, Nirwan University, Jaipur, India. 

ABSTRACT

Alzheimer’s disease is a progressive neurodegenerative disorder and the most common cause of dementia among older adults. Advancing age is the strongest risk factor, and the disease leads to progressive impairment in memory, judgment, functional ability, and independence. Although Alzheimer’s disease is incurable, early awareness, risk reduction strategies, and timely education may help delay disease progression and improve quality of life. However, significant knowledge gaps persist among elderly individuals, particularly in hospital and community settings, and evidence regarding the effectiveness of educational interventions in Indian healthcare settings remains limited. This study was conducted to evaluate the effectiveness of a structured teaching programme in improving knowledge about Alzheimer’s disease among elderly individuals. A pre-experimental one-group pre-test/post-test design was adopted. The study was conducted at R K Memorial Hospital, Jaipur, and included 60 elderly individuals selected through convenience sampling. Data were collected using a validated structured knowledge questionnaire on Alzheimer’s disease. After the pre-test assessment, participants received a 45-minute structured teaching programme, and the post-test was administered on the seventh day using the same tool. Data were analysed using descriptive and inferential statistics, including paired t-test and chi-square test. The results showed a statistically significant improvement in knowledge following the intervention. The mean pre-test score of 15.15 increased to a mean post-test score of 22.96, with a paired t-value of 23.2, which was highly significant at p < 0.01

Key words: Effectiveness; Structured Teaching Programme; Knowledge; Alzheimer’s disease; Elderly individuals