Effect of Structured Teaching Programme on Knowledge and Practice Regarding Foot Care among Chronic Diabetic Patients

A study on Effect of structured teaching programme on knowledge and practice regarding foot care among chronic diabetic patients of Kottayam district was conducted by the researcher. The main objective of the study was to assess the effect of structured teaching programme on knowledge and practice regarding foot care among chronic diabetic patients. Imogene Kings goal attainment theory provided the theoretical basis for the present study. The study was conducted at Athirampuzha Panchayat, Kottayam. A total of 50 diabetic patients who have diabetes mellitus for more than 5yrs were recruited using simple random sampling technique. The research design selected was quasi-experimental with one group pre test post test. On the first day, pre-test was done with the help of knowledge questionnaire and practice checklist and structured teaching programme was given on the same day. The duration of the session was one hour. After 7 days, post test was conducted using the same questionnaire and practice checklist to evaluate the effectiveness of the structured teaching programme. The knowledge level was assessed under 5 domains- general awareness, signs and symptoms, diabetic control and life style changes, footwear selection and protection of feet. Practice regarding foot care was assessed with the help of reported practice and observation check list of foot care. The result of the study showed that there was significant difference in knowledge and practice after the structured teaching program (p less than0.05). Also the knowledge and practice had association with religion, financial category and family history. But there was no correlation between knowledge and practice regarding foot care among chronic diabetes mellitus. (r= 0.120, p= 0.408). However, Structured Teaching Programme was found to be effective in increasing the knowledge level and practice level of chronic diabetic patients regarding foot care.