TITLE OF SYNOPSIS

Name Of Candidate Miss Puja A.Bhowate

Name Of College College Of Nursing, GMC, Nagpur
Name Of Guide Ms. Dipratna P. Atram (Assist .prof .&HOD Of Child Health
Nursing ) CON
Name Of the Course M.Sc. Nursing
Name Of Speciality Child Health Nursing
Admission / Academic Year 2023-2025
Problem Statement “ To assess the effectiveness of simulation verses video
assisted teaching program on knowledge regarding
Pediatric Advanced Life Support (PALS) among B.Sc Nursing
students of selected Nursing colleges” .
Sr.No Items Contents
1
Title “Effectiveness of simulation verses video assisted teaching program on
knowledge regarding Pediatric Advanced Life Support among B.Sc Nursing
students of selected Nursing colleges.

2
Problem “A comparative study to assess the effectiveness of simulation verses video
Statement assisted teaching program on knowledge regarding Pediatric Advanced Life
Support (PALS) among B.Sc Nursing students of selected Nursing colleges

3 Introduction Pediatric Advanced Life Support (PALS) is specialized training for emergency
care of children and infants from the American Heart Association.
A PALS provider will be able to recognize and treat infants and children who
are at risk of cardiopulmonary arrest and provide a systematic approach to
pediatric assessment.
PALS prepares a healthcare provider for effective respiratory management and
synchronized cardioversion. Opening the airways of small children and infants
is critical during the initial response of a life-threatening emergency. CPR
techniques and effective resuscitation team dynamics are also critical.
In the pediatric basic life support sequence, rescuers should perform
assessment for signs of life (circulation) simultaneously with breathing
assessment and during the delivery of rescue breaths. If there are no signs of
life, chest compressions should be started immediately after rescue breaths
have been delivered.
Simulation based teaching One of the most important steps in curriculum
development is the introduction of simulation- based medical teaching and
learning. Simulation is a generic term that refers to an artificial representation
of a real world process to achieve educational goals through experiential
learning. Simulation based medical education is defined as any educational
activity that utilizes simulation aides to replicate clinical scenarios. Although
medical simulation is relatively new, simulation has been used for a long time
in other high risk professions such as aviation. Medical simulation allows the
acquisition of clinical skills through deliberate practice rather than an
apprentice style of learning. Simulation tools serve as an alternative to real
patients. A trainee can make mistakes and learn from them without the fear of
harming the patient. There are different types and classification of simulators
and their cost vary according to the degree of their resemblance to the reality,
or ‘fidelity’. Simulation- based learning is expensive. However, it is cost-
effective if utilized properly. Medical simulation has been found to enhance
clinical competence at the undergraduate and postgraduate levels. It has also
been found to have many advantages that can improve patient safety and
reduce health care costs through the improvement of the medical provider's
competencies. The objective of this narrative review article is to highlight the
importance of simulation as a method in undergraduate and postgraduate
education.
Current resuscitation guidelines recommend the use of simulation-based
medical education (SBME) as an instructional methodology to improve patient
safety and health. We sought to investigate the evidence-base for the
effectiveness of SBME for neonatal and pediatric resuscitation training.
article is to highlight the importance of simulation method in undergraduate
and postgraduate education.
Video-assisted teaching is a growing strategic teaching approach in many
modern classrooms. Educational videos are now more accessible than ever and
teachers are increasingly making use of this readily available resource. But
with increased screen time comes increased controversy and debate.
Debriefing is a critical component of effective simulation-based medical
education. The optimal format in which to conduct debriefing is unknown. The
use of video review has been promoted as a means of enhancing debriefing,
and video-assisted debriefing is widely used in simulation training. Few
empirical studies have evaluated the impact of video-assisted debriefing, and
the results of those studies have been mixed. The objective of this study was
 to compare the effectiveness of video-assisted debriefing to oral debriefing
alone at improving performance in neonatal resuscitation.

Background of The Pediatric Advanced Life Support course, first released by the American
4
study Heart Association in 1988, has seen substantial growth and change over the
past few decades. Over that time, Pediatric Advanced Life Support has become
the standard for resuscitation training for pediatric healthcare providers in
North America. The incorporation of high-fidelity simulation-based learning
into the most recent version of Pediatric Advanced Life Support has helped to
enhance the realism of scenarios and cases, but has also placed more
emphasis on the importance of post scenario debriefing. We developed two
new resources: an online debriefing module designed to introduce a new
model of debriefing and a debriefing tool for real-time use during Pediatric
Advanced Life Support courses, to enhance and standardize the quality of
debriefing by Pediatric Advanced Life Support instructors. In this article, we
review the history of Pediatric Advanced Life Support and Pediatric Advanced
Life Support instructor training and discuss the development and
implementation of the new debriefing module and debriefing tool for Pediatric
Advanced Life Support instructors.

The American Heart Association (AHA) Emergency Cardiovascular Care

Committee uses a rigorous process to review and analyze the peer reviewed
published scientific evidence supportir. the AHA Guidelines for CPR and ECC,
including this update. In 2000, the AHA began collaborating with other
resuscitation councils throughout the world, via the International Liaison
Committee on Resuscitation (ILCOR), in a formal international process to
evaluate resuscitation science. This process resulted in the publication of the
International Consensus on CPR and ECC Science With Treatment .
5 Need of the 1. (Yiqun Lin 1KidSIM-ASPIRE Simulation Research Program, Alberta Children’s
study Hospital, University of Calgary, Calgary, AB, Canada 31 march 2015)

Dealing with acute pediatric emergencies can be challenging. Compared to

adults, children have anatomical and physiological differences that place
additional demands on health care providers when caring for critically ill
children. Pediatric health care providers require training opportunities to
acquire the knowledge and skills to appropriately manage children with critical
illness and cardiac arrest. Pediatric resuscitation events are relatively rare, and
trainees often have few opportunities to master procedures on real patients.
Many pediatric trainees finish their training lacking sufficient pLin Y, Cheng A.
The role of simulation in teaching pediatric resuscitation: current perspectives.

2.( Author: Funda Kardaş Özdemir,Melis Can Kesgin Güngör,Aybike Merve Cici
Publisher: Elsevier)

Cardiopulmonary resuscitation was developed in 1960; despite great advances

since then, pediatric cardiopulmonary arrest (PCA) still has a poor prognosis.
Despite its rarity, PCA remains an important health problem due to its high
mortality and morbidity, complex management, the emotional, social and
economic burden it causes, and its differences with adult cardiac arrest (CA)
(Corazza et al., 2020; Feinstein et al., 2012). Each year, >20,000 infants and
children in the United States experience cardiac arrest, and >7000 infants and
children were reported to have an out-of- hospital cardiac arrest in 2015 (Mills
et al., 2016; Shimoda-Sakano et al., 2020). The mortality rate is high in
pediatric cardiac arrest, often observed outside the hospital. Early detection
and prevention of risks, high-quality Resuscitation, and post- cardiac arrest
care can maximize the possibility of positive outcomes (Morgan et al., 2021).

3. ( Allen R.de Daen ,2015 AHA ) PALS teaches a systematic assessment

approach so that the health care provider can quickly identify any life-
threatening conditions and treat them. The PALS systematic approach
algorithm begins with a quick initial assessment followed by checking for
 responsiveness, pulse, and breathing. PALS training gives medical professionals
the unique information and abilities to react to pediatric emergencies. This
includes performing pediatric-specific resuscitation, managing the airway, and
dispensing the proper drugs.

4.The infant mortality rate globaly 93 death per 1000 live birth for India in
2021 was 28.771 deaths per 1000 live births, a 3.61% decline from 2020. The
infant mortality rate for India in 2020 was 29.848 deaths per 1000 live births, a
3.48% decline from 2019. ( According to WHO)

6 Review Of Comparing the Effectiveness of Video-Assisted Teaching and Simulation

Literature on Nurses’ Knowledge in Performing Cardiopulmonary
Resuscitation(Jatim Sugiyant, Karyono Mintaroem2, Titin Andri Wihastuti2Master
Program of Nursing, Faculty of Medicine, 2Lecturer in Medical Faculty, University of
Brawijay conduct study on January 2012) Cardiac arrest is one of the main health
problems in the world with high mortality rate. The problem requires quality and
comprehensive treatment at the hospital especially in the process of performing
cardiopulmonary resuscitation. Quality and comprehensive cardiopulmonary
resuscitation must be performed by nurses with adequate knowledge about cardiac
arrest. This knowledge may be obtained through simulation-based and technology-
based training such a video-assisted teaching. The objective of the study was to
compare the effect of training using video-assisted teaching and simulation on nurses'
knowledge of performing cardiopulmonary resuscitation. The study used quasi-
experimental design and pretest- pretest-posttest with control group approach. There
were 42 respondents who were divided into 2 groups. Knowledge was measured before
and after trainings. Data were analyzed using Wilcoxon and Mann Whitney tests.
Result of the study indicated that there was difference in nurses' knowledge between
before and after training using video-assisted teaching and simulation with p-value of
0.000. However, there was no difference in nurses' knowledge after training using
video-assisted teaching and simulation with p-value of 0.372. Thus, training using
video-assisted teaching and simulation may increase knowledge about performing
cardiopulmonary resuscitation although there was no difference in knowledge score
between the video-assisted teaching group and the simulation group.

Conclusion:- In summary, there was a change in nurses’ knowledge of performing

cardiopulmonary resuscitation after training using video-assisted teaching and
simulation. However, there was no difference in knowledge between the video-assisted
teaching group and the simulation.

II. Comparison of video-assisted education and traditional classroom education in

pediatric cardiopulmonary resuscitation education of nursing students. (the study
conduct Funda Kardaş Özdemir, Melis Can Kesgin Güngör 16 July 2023)

Aim

This research aimed to compare the effectiveness of traditional classroom education

and video-assisted education methods used in Pediatric cardio pulmonary resuscitation
on 98 nursing students education and determine students' level of satisfaction with
the education methods used. Method This research had a randomized, experimental,
pretest-posttest design. The research was completed with 98 students (54 in the video-
assisted education group and 44 in the traditional classroom education group). The
traditional classroom education group received pediatric CPR education through
traditional classroom education. On the other hand, the video-assisted education group
watched the pediatric CPR education video prepared by the researchers. The level of
knowledge of pediatric CPR, the level of pediatric CPR practice skills, and the
satisfaction score of each student were evaluated.

Results :_ When the skills levels of the groups were compared, it was determined that
there was no statistical difference between the test results. In both groups, the students'
mean knowledge and skill scores in the first and second posttests were significantly
higher than their pretest knowledge scores. The satisfaction scores of the students in
both groups were similar.

Conclusion :- Both methods effectively improve students' pediatric CPR-related

knowledge, skills, and satisfaction.

III. Effectiveness of simulation-based cardiopulmonary resuscitation

training programs on fourth-year nursing students. ( 2020 Ayla Demirtas
2*, Gulten Guvenc, Ozlem Aslan, Vesile Unver, Tulay Basak, Cengiz
University of Health Sciences Turkey, Gulhane Faculty of Nursing, Ankara,
Turkey)

Cardiopulmonary resuscitation training for nursing students is important. The

aim of study is to examine the effectiveness of a simulation-based training
program on the knowledge. practices, satisfaction, and self-confidence of
nursing students.

Methods: The study was conducted with a mixed-method design. The

quantitative data were obtained by using the " Knowledge Questionnaire," the
"Students' Satisfaction and Self-Confidence Scale," and the " Skills Observation
Checklist", and the qualitative data were collected by using the "Semistructured
Interview Form" in four focus group sessions, each consisting of six
participants.

Results: The mean pretest knowledge score of the students before the
simulation-based training was 5.66±1.97 out of 10.0. The mean posttest
knowledge score (8.38±1.30) increased significantly the simulation (p<0.001).
In addition, the mean posttest skills score was significantly higher than the
mean pretest skills score (p<0.001). Themes from the qualitative data revealed
that the students considered the simulation to be an interesting and useful
teaching method. These themes were "worries before simulation" and
"satisfaction following simulation".

Conclusion: Simulation-based CPR training improved the levels of knowledge

and skills of nursing stu- dents. In addition, after the simulation training,
satisfaction and scores were found to be high.
IV. Effectiveness of Video Assisted Teaching program on Adult CPR among
School Students(Dr. Thenmozhi.P, Professor & HOD, Saveetha College of
Nursing. Saveetha Institute of Medical and Technical Sciences, Chennai, India
2B.Sc Nursing, Saveetha College of Nursing, Saveetha Institute of Medical and
Technical Sciences, Chennai, India DOI: https://doi.org/10.5281/zenodo.711618
Published Date: 27-September-2022 )

Cardiopulmonary resuscitation is a critical component of basic life support.

Everyone must

know the importance of CPR and how to perform the procedure when an
emergency strikes. Hence the current study was conducted to determine the
effectiveness of video-assisted teaching programme on aduit CPR among school
students. Materials and Methods: Quasi-experimental research design was
carried out with 60 samples who met the inclusion criteria at a selected
Government Corporation School. An interview schedule was used to collect the
background information and assess knowledge of CPR using a structured
multiple choice questionnaire at the beginning of the study, followed by video-
assisted teaching on CPR given in the common room. Reinforcement was given on
alternate days for seven days, and at the end of the seventh day, a post-test was
done using the same questionnaire. The data were tabulated and analyzed by
descriptive and inferential statistics. Results: The finding of the study reveals that
54(90%) had inadequate knowledge and 6(10%) had moderately adequate,
whereas in the post-test, 31(52%) had moderately adequate knowledge and
29(48%) had adequate knowledge on CPR and also found statistically significant
improvement in the knowledge on CPR at the level of P<0.05.

Conclusion: The current study's findings concluded that there is an improvement

in knowledge of adult CPR among school students after the administration of
video-assisted teaching. Hence, education programme on CPR may be actively
initiated by health care personnel for all school children and teachers to save
many lives.
Evaluating Pediatric Advanced Life Support in Emergency Medical Services with
a Performance and Safety Scoring Tool (Am J Emerg OCT 2022)

They observed EMS teams responding to standardized pediatric resuscitation

simulations. Teams were dispatched to a mock assisted living home for a choking 6-
year-old with a complex medical history. The child manikin was presented as
unconscious and apneic, with bradycardic pulse. Teams were expected to monitor
vitals; initiate airway management and cardiopulmonary resuscitation (CPR); and
establish vascular access and administer epinephrine based on PALS guidelines. We
developed a tool to score the quality of care for critical tasks and had a clinical expert
evaluate technical performance using blinded video review.

Pediatric out-of-hospital cardiac arrests (P-OHCA) are infrequent, have low survival
rates, and often have poor neurologic outcomes. Recent evidence indicates that high-
performance emergency medical service (EMS) care can improve outcomes.

We observed 34 EMS teams providing care in simulations. Teams were proficient at

assessing vitals, using correct-sized equipment, intubation, and confirmation of tube
placement. Teams were delayed in initiating positive pressure ventilation (PPV) and
chest compressions. Many teams (53%) deviated from guidelines in chest
compressions with 17 (50%) performing continuous compressions before establishing
an advanced airway and one (3%) not performing compressions. Similarly, 20 (59%)
teams deviated from medication guidelines with 12 (35%) failing to administer
epinephrine, six (18%) underdosing, and two (6%) overdosing by more than 20%

Conclusion: EMS teams were successful in selecting the appropriate equipment but
delayed initiating ventilations in a child with severe bradycardia. We also noted
frequent use of continuous chest CC rather than the recommended 15:2 ratio. We
developed a scoring tool with time-based criteria that can be used to assess guideline
compliance, individual performance, and/or educational effectiveness
7 Objectives 1) To assess the knowledge regarding Pediatric Advanced Life Support
(PALS) among B.Sc Nursing students of selected nursing colleges .
2) To evaluate the effectiveness of simulation verses video assisted
teaching program on knowledge regarding Pediatric Advanced Life
Support (PALS) among B. Sc students of selected nursing colleges
3) To evaluate the effectiveness of video assisted teaching on knowledge
regarding Pediatric Advanced Life Support (PALS) students among B.Sc
Nursing students of selected nursing colleges .
4) To compare the effectiveness of simulation method and video assisted
teaching regarding Pediatric Advanced Life Support (PALS) among B.Sc
Nursing students of selected nursing colleges.
5) To association the study finding with selected demographic
variables.

8 Operational OPERATIONAL DEFINITIONS: -

definition
Assess: According to the oxford dictionary assess means to evaluate or
estimate nature of quality.

In this study, assess refers to evaluate or estimate nature of quality of

knowledge regarding Pediatric Advanced Life Support .

Knowledge: According to the oxford dictionary, knowledge means theoretical

or practical understanding of a subject

In this study knowledge means theoretical and practical understanding

Pediatric Advanced Life Support among B Sc Nursing students.

Effectiveness: - According to the oxford dictionary the fact of producing the

result that is wanted or intended.

In this it refers to the statistically significant change in the knowledge

 regarding Pediatric Advanced Life Support among B Sc Nursing students.

Simulation:- according to oxford dictionary the act of pretending that

something is real when it is not the simulation of concern

Video assisted teaching program. are teaching materials that specifically

meant to enable students to self-learn (or independently learn on their
own)about a topic.

In this study: simulation verses video assisted teaching program. materials are
teaching materials that specifically meant to give information Pediatric
Advanced Life Support to the B.Sc Nursing students for self-learn or
independently learn on their own.

9 Assumptions The 4th semester B.Sc Nursing students may have some knowledge regarding
Pediatric Advanced Life Support (PALS) .

10 Hypotheses Ho -There is no significant difference between pre-test and post-test

knowledge score regarding pediatric advanced life support of simulation verses
video assisted teaching program among B.Sc nursing students.

H1- - There is significant difference between pre- test and post-test knowledge
score regarding pediatric advanced life support of simulation verses video
assisted teaching program among B.Sc nursing students.

11 Research Dose simulation verse video assisted teaching program is effective in

question improving knowledge regarding Pediatric Advanced Life Support (PALS) among
B.Sc Nursing students of selected Nursing colleges?

12 Ethical aspect 1.Research proposal will be approved by the Institutional ethical committee.

2.Prior permission will be obtained from concern authorities

3.Informed written consent will be obtained from the subject in convenient

language.
 4.Confidentiality and anonymity of subject will be maintained.

5.Freedom to withdraw from study at any point time will be assured to study
subjects.
13 Conceptual
Appropriate Nursing theory will be applied in the study.
framework
14
Research Research Approach: - Quantitative research approach.
methodology Research design: Two arm interventional comparative study .
Study Setting; - Selected Nursing colleges.
Population: - B. Sc Nursing students of selected Nursing colleges.
Sample: -. B. Sc Nursing students of selected Nursing colleges
Sample size: - 53

Formula Used:Calculates the sample size get the following interval :proportion

Sampling technique: -simple random sampling.

15 Method of ● Inclusion Criteria:
study subject 1) 4th semester B .Sc Student those who are willing & giving written consent
selection. for participate in study.
3) Nursing students those who had not attended such research study before
2) Nursing student in selected nursing college.

• Exclusion criteria:
1)Those students who have previous information regarding Pediatric
Advanced Life Support.
2) Students participated in pilot study.
3) Students who are on leave.
16 Variables Dependent variable: knowledge
Independent variable: simulation verses video assisted teaching program
17 Methods of Self-structured questionnaires on knowledge.
measurement
Validity: -content validity tool will be done by experts

Reliability: -Appropriate statistical test will be used to check the reliability of the
research tool.
Pilot study: - plan to conduct pilot study on 10% samples

18 Method of Section A :-demographic data sheet .

data collection Section B;-self structured knowledge Questionaries .
19 Data analysis A)Descriptive
Statistic frequency
Percentage
Mean
Standard deviation
B)Inferential statistic :-Paired t" test to determine the mean significant
difference between pre- test and post-test knowledge score. ANOVA and chi-
square test for association.

20 Scope of study General porpose-:-the present study aims to assess the knowledge of B Sc
nursing students about about simulation verse video assisted teaching
promgram on pediatric advanced life support.
Population:-
Duration:-
Theory:-
Area:-
21 References References:-

1. 1 Lin Y, Cheng A. The role of simulation in teaching pediatric resuscitation:

current perspectives. Adv Med Educ Pract. 2015 Mar 31;6:239-48. doi:
10.2147/AMEP.S64178. PMID: 25878517; PMCID: PMC4388005.
2. .ViewSonic Corporation is a privately held multinational electronics
company with headquarters in Brea, California, United States. The
company was founded in 1987 as Keypoint Technology Corporation by
James Chu and was renamed to its present name in 1993, after a brand
name of monitors launched in 1990. Wikipedia
3. 3.Couto TB, Farhat SC, Geis GL, Olsen O, Schvartsman C. High-fidelity
simulation versus case-based discussion for teaching medical students in
Brazil about pediatric emergencies. Clinics (Sao Paulo). 2015 Jun;70(6):393-
9. doi: 10.6061/clinics/2015(06)02. Epub 2015 Jun 1. PMID: 26106956;
PMCID: PMC4462571.
4. 5. Sinusite frontale récidivante causée par la cire de Horsley après chirurgie
basicrânienne
5. Annales françaises d'Oto-rhino-laryngologie et de Pathologie Cervico-
faciale23 March 2021
6. B. D. LovinJ. D. Clinger
7. 6. Szöllősi, V., Horváth, B., Németh, D. et al. A randomized controlled
simulation trial comparing video-assisted with telephone-assisted and
unassisted cardiopulmonary resuscitation performed by non-healthcare
university students. Sci Rep 13, 14925 (2023).
https://doi.org/10.1038/s41598-023-42131-z
8. 7. Pediatric basic life support algorithm for healthcare provider-single
rescuer for suspected or confirmed COVID-19.
9. (Retrived March 13 2023 from)
10. https://cpr.heart.org/-/media/CPR-Files/CPR-Guidelines-Files/Algorithms/
Text-Descriptions/2022-Algorithms-Updates/Figure-
6_AlgorithmBLS_Ped_Single_RescuerCOVID_220101.pdf
 11. Do parenteral medication administration skills of nursing students increase
with educational videos materials?.
12. International Journal of Caring Sciences. 2017; 10 (Retrieved from): 1514-
1525
13. https://www.proquest.com/scholarly-journals/do-parenteral-medication-
administration-skills/docview/1988003828/se-2
14. 8. AUTHORS:Eric Fleegler, MD, MPHMonica Kleinman, MDSECTION
EDITOR:Susan B Torrey, MDDEPUTY EDITOR:James F Wiley, II, MD, MPH
15. Literature review current through: Nov 2023. This topic last updated:

Jan 03, 2023.

16.https://www.macrotrends.net/countries/WLD/world/
population#:~:text=The%20current%20population%20of%20World,a
%200.87%25%20increase%20from%202020

17.https://www.prepladder.com/neet-ss-pediatrics/general-pediatrics/
pediatric-advanced-life-support

8. Do you have own helmet?

a) Yes

b) No

SECTION –B
 Questionnaire for Assessing Knowledge and Effectiveness

of Structured teaching programme.

SR NO
QUESTION YES NO

1 Can a helmet protect you from fatal head injuries?

2 Were you taken helmet education when you learned how to ride a two-
wheeler?

3 Are helmets only important while driving on Highway?

4 Is it against law if not wearing a helmet while riding a two-wheeler?

5 Can a non-ISI certified helmet protect you from fatal injuries?

6 Are helmets important for every ride, small or large distant ride?

7 Is it necessary to choose correct size of helmet?

8 Is it not important to strap-up and secure the helmet chin-strap while

riding?

9 Is it ok to use cracked or damaged helmets?

10 Did you hear messages around about helmet wearing?

11 Is it right to use Bluetooth earphone / EarPods underneath the helmet?

12 Is it necessary for pillion to wear helmet?

13 Is it rider’s responsibility to wear helmet?

14 Are you aware from the law enforcement of helmet?

15 Do you feel that wearing helmet can decrease the road accidental deaths?

*Scoring:

Poor level of knowledge = 0 to 3.

Average level of knowledge = 4 to 6.

Good level of knowledge = 7 to 10.

Question No Answer key Question No Answer key

1 YES 9 NO

2 NO 10 YES

3 NO 11 NO

4 YES 12 YES

5 NO 13 YES

6 YES 14 YES

7 YES 15 YES

8 NO -- --
 SECTION C

Modified Likert Five Point Attitude Scale for use of helmet.

STRONGL
SR NO QUESTION STRONGLY
Y DISAGREE UNCERTAIN AGREE
AGREE
DISAGREE

1 Helmet can save life and

serious brain injury.

2 Helmet is costly

3 Helmet causes Vision

problem.

4 Helmet causes Hearing

problem

5 Helmet causes Problem

in breathing

6 Helmet causes major

discomfort in hot
weather.

7 Helmet causes Physical

appearance disturbed
(Hairs etc.)

8 Helmet causes headache

9 All Helmets are heavy

10 Overall design of helmet

is improper

11 There is always a
problem in carrying
helmet

12 Helmets should be used

only to avoid Police
 challans.

13 I support Governments
decision of enforcement
of helmet use

14 I will always use helmets

for all type of rides

15 It is ok to avoid Helmet
use some times.

SCORING: -

Sr RESULT SCORING
No

1 Negative Attitude towards Helmet use. =< 7 (Equal to or less than 7)

2 Positive Attitude towards Helmet use. =>8 (Equal to or greater than 8)

Question No Answer key Question No Answer key

1 Strongly Agree 9 Disagree
2 Strongly Disagree 10 Disagree
3 Disagree 11 Disagree
4 Disagree 12 Strongly disagree
5 Strongly Disagree 13 Strongly Agree
6 Agree 14 Agree
7 Disagree 15 Disagree
8 Agree -- -----
 INFORMED WRITTEN CONSENT

Title of the study:“To Assess the Effectiveness of Structured Teaching Programme on

Knowledge and Attitude Regarding Use of Helmet Among Young Adults of Selected
Colleges.”

Code no. of participant: ______________

Date: ________________

I hereby give my consent to participate in the above-mentioned study.

I have been explained that all information will be kept confidential and will be used for
research study purpose.

I have been explained about the study in my own language that I understand the best.

I understand that my participation is voluntary and that I am free to withdraw at any

timefrom the study.

I have the opportunity to consider the information, ask questions and get the answers
satisfactorily.

I am willing to participate in the above study.

Sign/Thumb impression of participant

 सूचित लिखित संमती

अभ्यासाचे शीर्षक: "निवडलेल्या महाविद्यालयातील तरुण प्रौढांमध्ये हेल्मेट वापरण्याबाबत

ज्ञान आणि वृत्तीवर संरचित शिक्षण कार्यक्रमाच्या परिणामकारकतेचे मूल्यांकन करण्यासाठी."

सहभागीचे:कोड क्र.______________

तारीख:________________

मी याद्वारे वर नमूद के लेल्या अभ्यासात सहभागी होण्यासाठी माझी संमती देतो.

मला समजावून सांगण्यात आले आहे की सर्व माहिती गोपनीय ठे वली जाईल आणि ती

संशोधन अभ्यासासाठी वापरली जाईल.

मला माझ्या स्वतःच्या भाषेत अभ्यासाबद्दल समजावून सांगण्यात आले आहे जीमला चांगले

समजते.

मी समजतो की माझा सहभाग ऐच्छिक आहे आणि मी अभ्यासातून कधीही माघार घेण्यास

मोकळे आहे.

मला माहितीचा विचार करण्याची, प्रश्न विचारण्याची आणि समाधानकारक उत्तरे मिळण्याची

संधी आहे.

मी वरील अभ्यासात सहभागी होण्यास इच्छु क आहे.

सहभागी व्यक्तीची सही/अंगठ्याचा ठसा

 TABLE OF USED ABBRIVATIONS

Sr. No ABBRIVATIONS WORD / PHRASE

1 WHO World Health Organization

2 HIV Human Immunodeficiency Virus

3 AIDS Acquired Immune Deficiency Syndrome
4 NHTSA National Highway Traffic Safety Administration
5 IBM International Business Machines
6 SPSS Statistical Package for The Social Sciences
7 RTAs Road Traffic Accidents
8 TPB Theory Of Planned Behaviour
9 SIRIM Standards And Industrial Research Institute of Malaysia
10 PDRs Postal Delivery Riders
11 DC Distribution Centres
12 NIH National Institute of Health
13 WOS Web Of Science
14 CI Confidence Interval
15 OR Odds Ratio
16 SE Standard Error
17 CCTV Closed-Circuit Television
 COLLEGE OF NURSING, G.M.C. NAGPUR

FIRST YEAR M.Sc NUIRSING

BATCH: 2021 – 2022

NURSING RESEARCH AND STATISTICS

SYNOPSIS SUBMISSION

SPECIALITY: COMMUNITY HEATH NURSING

Sr No Name of Students Name of Guides

1 Mr. Moses Sadashiv Bhosale Mrs.Ghaywat Jyoti

2 Mr.Sandip Suresh Murkut Mrs.Shrikhande Varsha

3 Mr.Shridhar Navanath Bhange Mrs.Kharate Poonam

4 Mr.Shahzad Khan Baba Khan Mrs.Bansod Kalpana

5 Ms.Pooja Bandupant Bhidekar Mrs.Bansod Kalpana