A Pre-Experimental Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge Regarding Human Rights of Mentally Challenged Client Caregivers at Selected Rural Community, Raipur, Chhattisgarh

Abstract

Background: person with intellectual disability have the same human rights as all other individuals. However, due to lack of awareness, discrimination, and social stigma, their rights are often overlooked. Caregivers play an important role in protecting and promoting these rights. Adequate knowledge among caregivers is essential to ensure proper care, dignity, and protection of intellectually disabled clients. Therefore, this study was conducted to assess the effectiveness of a structured teaching programme on caregivers’ knowledge regarding the human rights of mentally challenged clients in selected rural communities of Raipur (C.G). Aim: To assess the effectiveness of a structured teaching programme in improving the knowledge of caregivers regarding the human rights of mentally challenged client in a selected rural community of Raipur (C.G). Setting and Design: The study was conducted in the Dharsiva rural community Raipur (C.G). A Quantitative research design was adopted. Material and Method: 30 mentally challenged client caregivers were selected using non-probability convenience sampling technique and assigned into mentally challenged client caregivers (n=30). The data were collected using a self-structured socio-demographic questionnaire and a self-structured knowledge questionnaire to assess caregivers, knowledge regarding mentally challenged client and their human rights. Data are analyzed using descriptive and inferential statistics. Result: The study findings revealed that the Structured Teaching Programme (STP) was effective in improving caregivers’ knowledge regarding the human rights of mentally challenged clients. The mean pre-test knowledge score was 10.93 ± 2.91, which increased to 17.20 ± 5.96 in the post-test. Paired t-test analysis showed a statistically significant improvement in knowledge (t = 27.359, df = 29, p < 0.001). The findings indicate a significant difference between pre-test and post-test knowledge scores, demonstrating the effectiveness of the Structured Teaching Programme. Therefore, the research hypothesis (H1) was accepted. No significant association was found between knowledge scores and selected sociodemographic variables (p > 0.05). Hence, the null hypothesis (H02) was accepted and the research hypothesis (H2) was rejected.