A Study to Evaluate the Effectiveness of Planned Teaching Strategy (PTS) on Knowledge, Attitude and Self-Care Practices Among Patients with Diabetes Mellitus in Selected Hospital at Meerut

Abstract

Background: Diabetes mellitus is a chronic, lifelong condition that requires continuous management through appropriate knowledge, positive attitudes, and effective self-care practices. Lack of awareness and poor adherence to lifestyle modifications often lead to uncontrolled blood sugar levels and complications. Educational interventions such as Planned Teaching Strategies (PTS) have shown promise in improving patient outcomes.

Objectives:

To assess the pre-test level of knowledge, attitude & self-care practice regarding diabetes mellitus among patients with Diabetes mellitus. To evaluate the effectiveness of planned teaching strategy on knowledge, attitude and self-care practices among diabetes mellitus patients. To determine the correlation between knowledge, attitude & self-care practice. regarding diabetes mellitus among patients with diabetes mellitus. To find out the association between post-test level of knowledge, attitude & self-care practice among patients with diabetes mellitus with their selected demographic variable.

Methodology: A quasi-experimental pre-test post-test control group design was adopted. The study was conducted in SVBP Hospital, Meerut. A purposive sample of 100 diabetes mellitus patients (50 in experimental and 50 in control group) was selected. Data were collected using a structured knowledge questionnaire, an attitude scale, and a self-care practice checklist. The Planned Teaching Strategy was delivered using lectures, demonstrations, and audiovisual aids, followed by a post-test after seven days. Data were analyzed using descriptive and inferential statistics, including paired t-test and chi-square test, at a 0.05 level of significance.

Results: In the experimental group, the mean knowledge score improved from 12.4 ± 3.6 (pre-test) to 25.5 ± 2.1 (post-test). Attitude scores increased from 42.8 ± 5.4 to 61.2 ± 4.7, while self-care practice scores improved from 18.6 ± 3.2 to 32.7 ± 3.9. The differences were statistically significant (p < 0.001). A positive correlation was observed between knowledge and attitude (r = 0.62), knowledge and practice (r = 0.58), and attitude and practice (r = 0.65). Significant associations were also found between post-test outcomes and selected demographic variables such as education and duration of diabetes (p < 0.05).

Conclusion: The findings revealed significant improvement in knowledge, attitude, and self-care practices among patients after the implementation of PTS in the experimental group, compared to the control group. A positive correlation was also observed between knowledge, attitude, and self-care practices. The study concluded that PTS is an effective educational intervention for empowering diabetic patients to improve self-management and prevent complications.