i

“ A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED

TEACHING PROGRAMME ON KNOWLEDGE AND PREVENTION
REGARDING OCCUPATIONAL HEALTH HAZARDS AMONG 4TH
SEM BSC NURSING STUDENTS NISARGA COLLEGE OF NURSING,
HASSAN ”
By,
[Link] ANTONY, MS. LIDIYA SIBY, MR. MALLIKARJUN TUPPAD, MS. NAYANA,
MR. MIDLAJ SADAT, MR. MUHAMMAD AFFAN KHAN.
Dissertation submitted to the,
Rajiv Gandhi Univer sity of Health Sciences, Bangalore ,Karnataka

In partial fulfillment of the Degree of

BACHELOR OF SCIENCE IN NURSING
In
MEDICAL AND SURGICAL NURSING
Under the guidance of
Ms. JISLAMOL MT, MSc (N)
Lecturer
H.O.D, medical surgical nursing dept
H .D Dev egowda College of Nursing
Hassan -573201

ii
Rajiv Gandhi University of Health Science, Karnataka

DECLARATION BY THE CANDIDATES

We hereby declare that this dissertation/thesis entitled “A STUDY TO ASSESS THE

EFFECTIVENESS OF
STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE AND PREVENTION REGARDING
OCCUPATIONAL HEALTH HAZARDS AMONG 4TH SEM BSC NURSING STUDENTS IN
SELECTED
NURSING COLLEGE , HASSAN ” is a bonafide and genuine research work carried out by us
under the guidance
of [Link] M T [Link].(N) ,Lecturer and Head of the department of medical surgical
nursing,
H. D Devegowda college of nursing, Hassan.

Date:
Place: Signature of Candidates
Ms. MARY ANTONY
 Ms. LIDIYA SIBY
Mr. MALLIKARJUN TUPPAD
Mr. NAYANA
Mr. M UHAMMA D AFFAN
Mr. MIDLAJ SADATH

iii
Rajiv Gandhi University of Health Science, Karnataka

CERTIFICATE BY THE GUIDE

This is to certify that the dissertation entitled “A STUDY TO ASSESS THE EFFECTIVENESS
OF
STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE AND PREVENTION REGARDING
OCCUPATIONAL HEALTH HAZARDS AMONG 4TH SEM BSC NURSING STUDENTS IN
SELECTED
NURSING COLLEGE , HASSAN” is bonified and genuine research work carried out by Ms.
MARY
ANTONY , Ms. LIDIYA SIBY , Mr. MALLIKARJUN TUPPAD, Ms. NAYANA , Mr. MUHAMMAD
AFFAN,
Mr. MIDLAJ SADATH ,in partial fulfillment of the requirement for the degree of bachelor of
science in nursing
(Medical Surgical Nursing)

Date:
Place : Ms. JILSAMOL M T
Lecturer
Head of the department
Medical Surgical Nursing
H.D Devegowda college of nursing

iv

v
COPY RIGHT

DECLARATION BY THE CANDIDATES

We hereby d eclare that the Raji v Gandhi University Of Health Science, Banglore,
Karanataka, shall
have the right to preserve us and disseminate the dissertation \thesis in print or ele ctronic
format for
academic \ research purpose.

Date:
Place: Signature of Candidates
Ms. MARY ANTONY
Ms. LIDIYA SIBY
Mr. MALLIKARJUN TUPPAD
Mr. NAYANA
Mr. M UHAMMAD AFFAN
Mr. MIDLAJ SADATH

vi

ACKNOWLEDGEMENT

“Success is the fruit of team work”. The saying holds true for our project work. The
successes of our
thesis would have been a dream without support’ help and contribution of our Teachers,
Parents,
Friends and others. We take pleasure to mention their names who played a worthy part in
this thesis.
 Along with all, God’s wish is the first. We wish to acknowledge our heartfelt gratitude
to the lord
for the entire wisdom, knowledge, guidance; strength and protecti on shield this Endeavour.

Our sincere gratitude to Mr. Anil John Christopher, BE(Civil) Managing Director and
Mrs.
Archana Das, Director of Nisarga Group of Institutions, Hassan for providing as an
opportunity to
undertake the course under Nisarg a Educational Trust.
With profound gratitude we wish to express our sincere indebtedness to counselor and
guide Mr.
Rajarathinam, [Link] (N) Principal and [Link] mol MT , [Link] (N) for his expert guidance and
valuable suggestion, correction and advice to carry out the study and our great privilege to
have worked
under him.
We extend our sincere and heart full thanks to our Teaching and Non Teaching Faculties
of H D
Devegowda Colloge of Nursing.
We express special note of thanks to Libr arian and Administrative officer who had
spend their
valuable time with us for completion of the study.
Special thanks is to the students who have participated in this study without those co -
operation
the study would not be completed.

Some flowers are meant o bloom for a season while other blossom beautiful throughout
the years,
some people come and go in our life but our parents always with us every day. We thankful
to our
Family members for their constant support and encouragement.

Our warm appreciation all our Classmates, Friends those who are helped us directly and
indirectly
to complete the study.

vii

ABBREVATION

[Link] Abbreviations Expansion

1. % Percentage

2. STP Structured teaching programm e

3. OHH Occupational health hazards

4. US United state

5. df Degree of freedom

6. WHO World Health O rganization

7. INC Indian Nursing Council

8. N Sample size

9. H Hypothesis

10. BSC Bachelor of science

11. RGUHs Rajiv Gandhi University of

Health Sciences

12. χ2 Chi-square test

13. t Student paired t value

14. SEM Semester

15. OSH Occupational safety and hea lth

viii
LIST OF TABLES

Table
No.
Title
Page No.

1
Study design : pre experimental (one group pre and post test
design)
24
2
Level of knowledge based on score
30

3
Frequency distribution socio demographic variables
37-38

4
Comparison of pretest and posttest knowledge score on
prevention of occupational health hazards before and after
intervention

42

5
Area wise a nalysis of mean,, mean percentage and standard
deviation for pretest and posttest knowledge of subjects on
prevention of occupational health hazards.
43

6
Paired “t” test it’s level of significance of students knowledge on
prevention of occupational health hazards.
44

7
Chi-square test and it’s level of significance of students
demographic variable on knowledge and prevention of
occupational health hazards.
45

ix
LIST OF FIGURES

Fig No.
Figure title
Page No.

1 Modified
conceptual framework based on Von Bertalanffy’s general system
13

2 Diagrammatic
representation of research design
25

3 Diagram
showing percentage distribution of subject by age
38

4 Diagram
showing percentage distribution of subject by gender
39

5 Diagram
showing percentage distribution of subject on source of information
from where they gain knowledge
39

6 Diagram
showing percentage distribution of subject based on their clinical
practice
40

7 Diagram
showing percentage distribution of subject based on exposure to
injury
40

8 Diagram
showing percentage distribution of subject by attended any workshop
41

9
Multiple bar diagram showing percentage distribution of subject by
their level of knowledge
42

x
LIST OF CONTENTS

SI. NO
CONTENTS
PAGE NO .

1
INTRODUCTION
01-06

2
OBJECTIVES
07-13

3
REVIEW OF LITERTURE
14-21

4
RESEARCH METHODOLOGY
22-31

5
SAMPLE SIZE ESTIMATION
32-33

6
RESULT AND ANALYSIS
34-46

7
DISCUSSION
47-51

8
CONCLUSION
52-55

9
SUMMARY
56-59

10
BIBLIOGRAPHY
60-65

11
ANEXURESS
66-115

xi

STRUCTURED ABSTRACT

“A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON

KNOWLEDGE AND PREVENTION REGARDING OCCUPATIONAL HEALTH HAZARDS AMONG

4TH SEM BSC NURSING STUDENTS IN SELECTED NURSING COLLEGE , HASSAN”

Background of the study

Knowledge of occupational health hazard is essential for nursing students, as they are fre
quently
exposed to occupational hazards during their academic programme. It also promotes safe
working
environment by escalating the importance of knowledge on occupational health hazards
and its
prevention among nursing students. By considering the import ance of knowledge on
occupational health
hazards and it's prevention a study was conducted among 4th SEM BSC nursing students,
Nisarga
College of nursing , Hassan.

Objectives:

 To assess the pre & posttest knowledge score of 4th sem. BSc. Nursing students regarding
occupational health hazards.
 To assess the effectiveness of STP on knowledge & prevention of occupational health
hazards by
paired 't' test.
 To find out the association between the pretest & post test knowledge score of
occupational healt h
hazards and the selected demographic variable by chi -square test .

Method
An evaluative approach was adopted for the study, with one -group pretest post test design.
The study
was conducted in Nisarga college of nursing at Hassan. Sample were selected by purposive
sampling
technique. A structured teaching programme on knowledge regarding occupational health
hazards and

xii
its prevention, was used as intervention. The post -test of the study was carried out on 7th
day , using the
tool as pretest.

Result

The mean pretest knowledge score of nursing students regarding prevention of

occupational health
hazards was 12.21 and that of post test is28.2, the overall paired 't' value is 31.23 . The
demographic
variable are associated with pre test value except sex ( 2.78) and months of training ( 0) df
at 0.05level.

Interpretation & Conclusion

Descriptive & Inferential statistics were employed to analyze the data. The overall Mean
pretest score of
4th Sem [Link]. Nursing students was{12.21} and post test ( 28.8) and the percentage
difference is
41.48% ( t =31.23) and it is statistically significant & the enhancement is due to STP. There
is
significant association between pretest and demographic variable.

key words :

occupational health hazard, 4th SEM [Link]. students, Structured Teaching Programme

CHAPTER 01
2
CHAPTER 01
INTRODUCTION

HEALTH IS WORTH MORE THAN LEARNING

- Thomas Jefferson

Occupation is the vital component of human life It refers to the work or activities
through which
Individual earn a living and contribute to society. workers spent 8 hours a day in workplace
whether it
may be in a building or office, hospital.(1)
Heath care workers are people engaged in actions which, whose primary Intent is to
enhance
health, they make important contribution and are critical for functioning of health system.
Nurses are
Integrated component of healthcare delivery sys tem. nurses are ane fundamental to the
health care
system, serving as backbone that ensures Its smooth and effective functioning. there
Importance lies in
multifacted roles. Beyond clinical duties, nurses act as patient advocate and sategaurd
patient right .
Nurses bridge the gap between patient and other health professionals.(2)
There are approximately 59 million health care workers worldwide. among them 29
million ane
nurses and 2.2 million are midwifes. WHO recognizes the vital role played by health care
workers as
"the valuable resources for health"work is considered as basic part of life. Occupational
health and
safety is across disciplinary area concerend with protecting safety and welfare of people
engaded in
work or employment. It's concer ned with health in its relation to work and working
environment
occupational health not implies only health protection but also health promotion,
emergency, care, wide
range of preventive, curative services, rehabilitation services. A concept which include
everything that
can apply to promote the health and working capacity of workers.(3)

Hospital is an Institution meant to ensure health but also it is not as safe as we

[Link]
safety is important but the same time the safety of health w orkers who take care of person
is also crucial.
Health and welbeing of employees, in the work place are important concern that should
continue to

3
receive attention in any organization. Any kind of work related stress when combined with
daily life
stree lea ds to exccess physical and mental demand on the human body and mind. The
nursing population
is very vulnerable to problems related to physical and mental health. The dual burden of
work place and
home are seen to affect their family and life style. Most of the time nurses work in
challenging
environment where they have to deal with great amount of stress personally and
professionally .(4)

A lot of attention has been paid to improve occupational satety and health (OSH).
OSH relates
to health sa fety and welfare issues in the work place. Laws and standards and programmes
related to
OHS aim to make the workplace better for work an occupational hazard is a potential
sources of harm or
adverse resulting from the work that one does or from he environm ent in which they work.
(5)
As an occupation, nursing offers stable environment and an above average wages
compaired to
many others Jobs especially i developed countries. however the work is physically and
emotionally
challenging with signifi cant demand and risk. Nursing staff face a broad range of work
place hazards
exposure than other health care workers because of nature of nursing responsibilities
concerning 24×7
interaction with patient, performing invasive and non -invasive nursing proce dure. Work
hazards are any
aspect of work that cause health and safety risk and have the potential to harm. Some
hazards are more
likely to be present in some unit than others and depending on nursing care they do, there
will be
hazards that are more or le ss relevant they are often expected to sacrifice their own
wellbeing tor the
sake of their patient, Indent health protecting, health care workers has the added benefit to
contribute to
quality care.(6)

Nursing students are also consid ered a high risk group because of their lack of
experience in
dealing with workplace hazards and complex environment, along with the shortage of
instructions.
Moreover, students with less knowledge could increase their exposure to numerous
hazards & high r isk
ultimately threatening their lives.(7)
During performing health care activities, health care providers are exposed to many
type of
hazards. Nursing staffs and students exposure to hazards during performing skills such as
administering
or handling medicines or fluids and also do dressing, so on. There are numerous types of
workplace

4
hazards, which frequently encountered hazards in healthcare setup including biological
hazards,
chemical hazards, physical hazards, environmental and psychologi cal and mechanical
hazards.(8)
The most ideal approach to protect nurses from workplace hazards is to identify and
manage
them and take reasonable safety measures to prevent being potential to harm and decrease
risk.
Occupational health haza rds have a harmful effect on individuals' health and safety as well
as
organizational effectiveness. While occupational safety describes a comprehensive concept
for the
protection of work from health risk in workplace, safety of health workers especially n
urses and nursing
students are essential for patient safety .(9)
5
NEED FOR STUDY
"We make a living by what we get, but we make a life by what we give."
– Winston
Churchill

Occupational health addresses a wide range of work -related health issues in all
fields of work.
Occup ational health is critical due to the high burden of work -related disease and injuries,
with millions
of deaths and injuries annually attributed to occupational hazards. The economic impact is
significant,
estimated at about 4% of global GDP .(10)
As of 2020, the estimated global health workforce was approximately 65.1 million
people. It
includes doctors, nurses, midwives, and others. In India, it is 5.76 million according to the
National
Health Workforce Account (NHWA) 2018. In this, 36.14 lakh (3.6 million) is registered
nursing
personnel according to INC as of December 20, 2022 .(11)
The World Health Organization (WHO 2018) estimated the global burden of disease
from
occupational exposure to be 40% worldwide. Each ye ar, there are thousands of nonfatal
occupational
injuries which are estimated to affect 374 million workers every year. It is estimated that
yearly over 2
million people worldwide die of occupational injuries and work -related disease during
clinical
traini ng..(12)
According to International Labour Organization (2016), the most common
accidents
prevailing in health settings include blood spillage, falling, needle prick, infection, and
psychological
hazards. Each day, 1000s of health care wo rkers around the world suffer accidental
occupational
exposure during the course of their role of caring. For nursing students, these injuries can
result in a
variety of serious and chronic illness. A needle stick injury is a major cause that is
responsibl e for blood -
borne infection to the health care workers. In hospital settings, it is found that 30 –35% of
all needle stick
injuries occur during clinical procedures. (13)
Globally, nursing students face a high prevalence of occupational healt h hazards
during clinical
practice. Studies show that psychosocial hazards are most common, affecting about 92.7%
of students.
While in India, studies highlight that nurses and nursing students are exposed to a wide
range of hazards

6
with physical hazards b eing most [Link] is a significant correlation between these
types of
hazards, indicating that exposure to one often increases the risk of others. (14)
In Karnataka, specific statistics is limited. Available r esearch mirrors national t
rends mostly
reported needle stick injuries and musculoske letal problems, and also stress often due to
inadequate
training, lack of experience, and insufficient use of protective equipment/measures..(15)
Preventing occupational hazards in hospitals, especially for nursing staff and
students, is
crucial. Nurses and nursing students frequently face risks such as needle stick injuries,
exposure to
blood -borne pathogens, and are more vulnerable due to inexperience. Occupational
hazards can lead to
acute injuries and chronic problems. These not only affect the well -being of staff but can
also have long -
term consequences on their careers and personal lives. When nurses are injured or
stressed, their abili ty
to provide safe and effective care is compromised. Maintaining occupational health
maintains a healthy
workforce, which is essential for high -quality patient care. Hospitals are legally and
ethically obligated
to protect their workers from harm. (16)
A number of studies conducted in Karnataka reveal that nursing students possess
only
moderate awareness regarding occupational health hazards despite being significantly
exposed during
clinical training. (17)
There is no relev ant and published research studies specifically focusing on
occupational
health hazards among nursing students in Hassan. However, the nearby regions provide
insight that
about 44% to 49% of nurses were fully aware of occupational hazards including elect rical,
mechanical,
and biological risk and incident reporting protocols. Though staff -focused, this suggests
mid -range
awareness likely shared by students at nursing institutions.(18)
In Manipal, a study involved 130 students and showed nea rly 50% experienced
work -related
health issues in past years .(19)
Some unpublished studies show that in Hassan, there the students and staff are
facing
challenges over musculoskeletal discomfort, dermal exposure, and have only limited forma l
training on
infection control & needle stick injuries. There is a growing need to conduct a study to fill
the suspected
gap and increasing clinical exposure of students during their training. Conducting a study in
Hassan will
help to identify gaps in kno wledge, safety practices & institutional support. (20)

CHAPTER 02

8
CHAPTER 02

OBJECTIVES
STATEMENT
“A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING
PROGRAMME ON KNOWLEDGE AND PREVENTION REGARDING
OCCUPATIONAL HEALTH HAZARDS AMONG FOURTH SEMESTER BSC
NURSING STUDENTS NISARGA COLLEGE OF NURSING HASSAN.”

OBJECTIVES
⭕ To assess the existing knowledge regarding occupational health hazards and prevention
among 4th
sem bsc nursing students
⭕ To evaluate the effectiveness of the structured teaching programme by comparing pre -
test & post -
test knowledge scores.
⭕ To associate the pre -test knowledge score with selected demographic variables (e.g.:
age, year of
study, months of training, sex).

HYPOTHESIS
H₁: There is a significant difference between pre -test and post -test knowledge scores of
nursing students
regarding occupational health hazards.
H₂: There is a significant association between students' knowledge on occupational health
hazards an d
selected socio -demographic variables.

9
ASSUMPTION’S
1. 4th Sem BSc Nursing students have some prior exposure to occupational health hazards
concepts
through their curriculum.
2. Structured teaching programme is an effective educational tool for improving knowledge
&
awareness.
3. The level of knowledge & preventive practices can be measured objectively using valid &
reliable
tools (e.g., structured questionnaires or test).

✓ The study is limite d to 4th sem BSc Nursing students only.

DELIMITATION’S

✓ The effectiveness of the STP program is assessed imme diately after the intervention no
long -term

✓ The teaching program content is limited to general occupational health hazards relevant
follow -up is included.

to nursing
students and may not cover every specific workplace hazard.
SIGNIFICANCE OF STUDY
The study signifies the importance of STP regarding the knowledge on occupational health
hazards.
It will enhance the level of knowledge of 4th sem BSc nursing students.

OPERATIONAL DEFINITION’S
ASSESS
In this study, it refers to the assessment & appraisal of the quality, relevance, objectivity,
and accuracy
of information given by 4th sem BSc nursing students regarding the occupational health
hazards.

10
EFFECTIVENESS
The degree to which the structured teaching program produces the intended outcome,
measured by the
difference in knowledge score of the participant before and after the intervention as
assessed through a
structured knowledge questionnaire.
STRUCTURED TEACHING PROGRAM
A pre -planned, organized, and systematically delivered educational intervention developed
by the
investigator. It consists of instructional conten t focused on the knowledge and prevention
of
occupational hazards, utilizing lectures and class group discussion, and administered to 4th
sem BSc
nursing students.
OCCUPATIONAL HEALTH HAZARDS
In this study, occupational hazards refer to potential risks and adverse conditions that
nurses and nursing
students are exposed to during their clinical practice or work environment. This includes
physical,
chemical, biological, ergonomic, & psychosocial hazards.
4TH SEMESTER BSC NURSING STUDENTS
Undergraduate nursing students currently enrolled in the 4th semester Bachelor of Science
in Nursing
programme at a recognized institution who meet the inclusion criteria and consent to
participate in the
study.
KNOWLEDGE
The cognitive understanding of oc cupational hazards and their prevention as measured by
a structured
prevalidated multiple choice knowledge questionnaire, administered pre & post
intervention.
PREVENTION
The awareness and understanding of protective measures, safety protocols, and strateg ies
to minimize
exposure to occupational hazards in clinical settings, as assessed through the specific items
in the
knowledge questionnaire.

11
CONCEPTUAL FRAME WORK
A conceptual framework includes one or more formal theories as well as other
concepts and
empirical findings from literature. It is used to show the relationship among these ideas and
how they
relate to the research study.
A conceptual framework is a set of broad ideas and principles. The conceptual
framework or
model is t he basic structure or outline of abstract ideas that represent reality. Bertalanffy’s
General
System Theory describes a set of interacting components of a boundary that filters the type
and rate of
exchange of energy, material & information with the enviro nment.
It is characterized by:
 Input of energy into the system.
 Throughput during which the system processes, changes, and recognizes imported energy.

 Output of energy into the environment in the form of goods, services & intellectual
product.
INPUT
Input consists of information, material, or energy that enters the system.
In this study, input includes:
 4th sem BSc nursing students.
 Demographic variables.
 Baseline knowledge regarding occupational health hazards.
(pre-test score)
 The STP as e ducational intervention.
THROUGHPUT
Throughput refers to the intervention needed to achieve the desired output.
In this study, throughput includes:
 Implementation of STP.
 Cognitive processing by students.
 (listening, understanding & retaining knowledge)

12

OUTPUT
Output is the energy or information produced by the system as a result of its processes.

In this study, output incl udes:

 Post-test knowledge score of students regarding occupational health hazards.
 Improved awareness & preventive practices.

FEEDBACK
Feedback emphasizes strengthening the input & throughput.
In this study, feedback involves:
 Comparing pre -test and post -test scores to evaluate STP effectiveness.
 Modifying the STP for fut ure improvement based on result

13

Schematic representation of conceptual framework is shown in the following figure.

Modified theoritica l model based on Von bertanlanffy’s general system theory

(1968) .
INPUT
THOUGHPUT
OUTPUT
DEMOGRAPIC
VARIABLES
-Age
-Year of study
-Month of
study
-SexPre
intervention
al
knowledge
assessment -structured teaching
program on knowledge &
prevention of occupation
health hazard s
-internal processing by
students
Post
intervention
al
knowledge
assessment POSITIVE
OUTCOME
Increase the
knowledge
level
NEGITIVE
OUTCOME
no change
in the
knowledge
level
FEED BACK
Comparing pre test & post test
score

14

CHAPTER 03

15
CHAPTER – 03
A REVIEW OF LITRATURE

A literature review is a comprehensive survey and critical analysis of scholarly sources

on a specific topic. Its primary purpose is to provide an overview of current knowledge,
identify
relevant theories, methodologies, and research gaps, and situate one’s own research within
the
broader academic context.
A review can be a stand -alone paper, a section of a thesis or dissertation, or part of a
research proposal. Unlike an annotated bibliography, which lists and summarizes sources
individually, a literature review integrates and compares findings to build a cohesive
narrative
about the state of research on the topic.
The literature review is divided under 3 categories:
 Reviews of stud ies related knowledge regarding occupational health hazards.
 Reviews of studies related effectiveness of various teaching programme regarding
occupational health hazards.
 Reviews of studies related prevention of occupational health hazards.
Reviews of studies related knowledge regarding occupational health hazards.
A study conducted at JSS Hospital, Mysore, by Mr. Prasannakumar D.R. & team
among
staff nurses aimed to assess their knowledge of occupational safety measures. Using one
group
pretest -posttest design with a structured questionnaire, the study found that the nurses
had low
baseline knowledge, mean pretest score 17.72, which significantly improved after
Intervention,
mean value 31.70 with statistical significance at p < 0.05. The s tudy concluded that staff
nurses
have only moderate knowledge and it improved after intervention.(21)
A study to assess the knowledge on prevention of needle stick injury was
conducted
by Dr. Sharatha Ramesh and assisted by nursing stu dents. This study used pre -
experimental one -
group pretest and posttest design to assess the effectiveness of structured teaching
programme on
knowledge regarding needle stick injuries. A total of 180 first and second -year nursing
students

16
were selected thr ough convenient sampling. Data was collected using a semi -structured
[Link] the pre -test, 90 students (55%) had moderate knowledge, 56 students
(31.1%)
had low knowledge, and only 25 students (13.8%) had high knowledge. After intervention,
no
students had low knowledge. In the post -test, the study concluded that after intervention,
the
knowledge of students improved ..(22)
A study conducted by Priya M.R., Meenaga Gandhi nursing officers conducted a
study to assess knowledge regard ing infection control measures in the labour room among
60
fourth -year [Link]. nursing students working in the labour room, aiming to improve their
knowledge and practical skill in preventing infection. Using a pre -experimental design with
convenience sampli ng, the researchers assessed participants through a structured
questionnaire
on observational checklist, followed by a post -test one week after the intervention. Results
showed a statistically significant improvement in both knowledge and practice with pai red
value
t-values of 13.285 and 14.281 (p < 0.01) and a strong positive correlation (r = 0.52, p <
0.000)
between knowledge and practice post -intervention. The study findings demonstrated that
the
intervention was highly effective .(23)
A study was conducted by Namrata Mohite, Mahadeo Sibinde & Abeksha Gulvani in

2014 to assess occupational stress among nurses working in a tertiary care hospital. A total
of
100 staff nurses participated in the study and data was collected using the modifie d
expanded
nursing stress scale, which took 15 –30 minutes to [Link] findings revealed that 49%
of
nurses experienced frequent stress due to uncertainty about treatment, 48% due to dealing
with
the patient and their families, and 59% due to workload. Additionally, 49% reported
frequent
stress from supervision, and 50% experienced extreme stress due to patient death and
dying.
Conflict with peers and discrimination were also reported at varying [Link] conclusion,
the
nurses frequently face high level s of stress, especially from workload and supervision,
which can
negatively impact the healthcare environment. .(24)
A study was conducted by Tanveetha S. in 2018 to evaluate the effectiveness of a
structured teaching programme on improvin g staff nurses' knowledge about infection
control.
Conducted by a selected hospital in Tumkur district, the study involved 60 staff nurses and
used
a quasi -experimental design with pre -test and post -test. Statistical analysis showed a
significant
improveme nt in knowledge after training (paired t -value = 23.413, p < 0.001). The findings

17
suggested that such teaching programmes are effective in enhancing nurses' ability to
prevent
infection in occupational workers .(25)
A study was conducted by Assi stant Professor Fethin aimed to evaluate whether a
structured teaching programme could improve student nurses' knowledge about the
prevention
and management of needle stick injuries (NSIs). NSIs can transmit serious infections such as

hepatitis B (HBs), h epatitis C (HCV), and AIDS. Many NSIs go unreported, and nurses often
lack proper training. Its design was a one -group pre -test. Results showed that only 5% of
students had good knowledge; after the structured teaching programme, there was a
significant
improvement in knowledge score, confirming the effectiveness of the intervention .(26)
A study was conducted by Dhasmana and Yadhu in 2018. They conducted a pre -
experimental one -group pre -test and post -test study among 50 [Link]. nursing students to
assess
knowledge on universal precaution before the intervention, only 6% had good knowledge,
64%
had average knowledge, and 30% had poor knowledge. After STP, 90% demonstrated good
knowledge, indicating a significant improvement (t = 15.57, p < 0.05) .(27)
A pilot study was conducted over three months to assess awareness of occupational
health and safety hazards among 150 nursing staff in a teaching hospital using a structured
questionnaire. The study found that while 73.3% of participant s were fully aware of key
safety
components, others showed varying levels of awareness. 67.4% recognized the use of PPE
for
respiratory protection, 77.4% understood the importance of hand washing, and 78% were
aware
of hepatitis B vaccination. Awareness of risks like accidental falls, latex allergies, and burns
varied between 36% and 59%. A moderate correlation (r = 0.4) was found between
awareness
level and factors like age and education.(28)
Reviews of studies related effectiveness of various teaching programme
regarding occupational health hazards
A study was conducted by Ndejjo Rawlance in 2015 to assess the effectiveness of a
structured teaching programme on occupational hazards among healthcare workers in
Kampala,
Uganda. A total of 200 respondents were selected using random samplin g. A questionnaire
was
used to collect data from the subjects. The results show that 50% of respondents reported
experiencing an occupational health hazard. Among these, 39.5% experienced biological

18
hazards. Predictors for experiencing hazards included not wearing the necessary personal
protective equipment (PPE), working time, job -related pressure, and working in multiple
health
[Link] study concluded that health care workers in the setting experience several
hazards
in the workplace. Interventions should be instituted to mitigate the hazards, specifically
PPE
supply gaps, job -related pressures, and complacency in adhering to mitigation measures
should
be addressed .(29)
A study was conducted by [Link]. (N) students, Raja Rajeswari Coll ege of Nursing,
Karnataka, to assess the effectiveness of structured teaching programmes on occupational
hazards. The objective was to assess the pre -test knowledge regarding occupational health
hazards among staff nurses in RRMCH. An evaluative research a pproach was used for the
study.
A total of 40 staff nurses was recruited by non -probability convenience sampling method.
The
study was conducted in the same medical college and the result of the study showed that
the
mean level of knowledge regarding occup ational health hazards on pre -test was 12.37 and
post -
test was 22.95 respectively. The calculated ‘t’ value was 14.56. This shows there was an
effectiveness in teaching programme. The objective of the study was achieved .(30)
A cross -section al study conducted by Joseph. (2019) in a tertiary care hospital in
India
found that 81% of nurses experienced musculoskeletal pain, primarily in the lower back,
due to
poor posture and improper lifting techniques. Following an ergonomic training intervent
ion –
including lectures, hands -on workshops, and scheduled stretching routines – the
prevalence of
reported pain dropped to 49%, showing a 32% reduction. Nurses showed significant
empowerment in correct posture during patient handling and greater use of a ssistive
devices such
as slide sheets. Additionally, absenteeism due to musculoskeletal issues declined by 27%.
Over 3
months post -training, the study concluded that practical body mechanics training, when
reinforced regularly, can substantially reduce inj ury risk and improve workplace efficiency
.(31)
A quasi -experimental study was conducted by Rezaei et al. in Iran assessed the
impact
of safety training on hospital housekeeping staff who handle chemical cleaning agents.
Before
the interventi on, only 38% of participants could correctly identify GHS (Globally
Harmonized
System) haza rd symbols. After the training which included visual aids, role -play scen
arios, and
PPE demonstrations this recognition rate increased to 78%, indicating 40% improv ement.
Additionally, there was a 55% reduction in the report of skin and eye irritation over the

19
following two months. Staff also demonstrated improved response to accidental chemical
spills,
using correct contaminated and reporting procedures. The study h ighlighted the
importance of
visual and hands -on training, especially for workers with limited literacy or formal
education .(32)
A 2021 int erventional study by Kulkarni in a tertiary care hospital in Maharashtra,
India,
evaluated the impact o f a structured training programme on nurses' knowledge and
practices
related to hazardous drug handling, especially cytotoxic, chemotherapeutic agents. Prior to
training, only 42% of nurses demonstrated correct procedure for reconstitution,
transportation,
and disposal of hazardous medication. After the training, which included interactive
lectures,
practical demonstration on PPE usage, spill response drills, and use of closed -system
transfer
devices (CSTDs), compliance with safe handling protocols improved to 83%, showing a
41%
increase. The frequency of reported accidental skin contact with hazardous drugs also
decreased
to 60% within three months. Nurses expressed greater confidence in handling high -risk
medication and appreciated the hands -on & simulatio n component .(33)
A quasi -experimental study was conducted by Kumar and Thomas in a government
hospital in South India to evaluate the effect of a structured stress management training
programme in 2022 on staff nurses experiencing high levels of occupational stress and
burnout.
A baseline 69% of participants reported moderate to high burnout, measured using the
Maslach
Burnout Inventory (MBI). The intervention included three weekly sessions on coping
strategies
(time management, mindfulness te chniques, and emotion regulation), followed by group
discussion and reflective journaling. After 4 weeks, the percentage of nurses with high
burnout
scores decreased to 34%, reflecting a 35% reduction. Participants also reported significant
improvement in emotional exhaustion and job satisfaction. This study concluded that
regular
stress management workshops can serve as an effective preventive measure in clinical
settings
and suggested integrating them into nursing students .(34)
A quasi -experimental study was conducted by Meena Rani in 2017 to evaluate the
effectiveness of a structured teaching program on occupational health hazards among
nursing
students in a selected college in Chennai, India. The sample consisted of 100 BSc nursing
studen ts, selected using purposive sampling. A structured knowledge questionnaire was
used for
both pre -test and post -test [Link] pre -test findings showed that only 40% of
students
had adequate knowledge regarding occupational hazards, including biologic al, chemical,

20
physical, and psychosocial risks. After implementation of the structured teaching program,
the
post-test result indicated a significant improvement, with 82% of students showing
adequate
knowledge. The study concluded that teaching programs a re highly effective in enhancing
awareness .(35)
A study was conducted by Venkatesan et al. (2023) – a quasi -experimental study to

assess the effectiveness of a video -assisted teaching program on the knowledge and
practice
related to hospital -acquired infection (HAI) prevention among nurs ing students at
Chettinad
College of Nursing, Tamil Nadu. A total of 80 BSc nursing students were selected through
random sampling and assessed with a pre -test and post -test design. The pre -test result
was 83.3%
of students had inadequate knowledge and poo r practice level regarding occupational
hazards.
The intervention included a comprehensive video module covering PPE usage, hand
hygiene,
and aseptic techniques. There was significant improvement – only 3.6% remained at the
inadequate level, while 62.1% ac hieved moderate to good levels of knowledge and practice.
The
study concluded that video -assisted teaching is a highly effective audiovisual method for
improving awareness .(36)
Reviews of studies related prevention of occupational health hazards.
A quasi -experimental study was conducted by Priya V in 2020 on the effectiveness
of a
structured teaching program on the prevention of occupational health hazards among
nursing
interns. The study involved 60 third -year GNM students and used pre -test and post -test
questionnaires to evaluate knowledge on topics such as needle stick injuries, infection
control,
and handling hazardous waste. The intervention included lectures, demonstrations, and
discussions focusing on proper use of personal protective e quipment, hand hygiene
protocols,
WHO guidelines, safe disposal of sharps, and prevention of exposure to [Link] result
showed that statistically significant improvement in post -test scores was observed. The
study and
teaching program is effective in the prevention of behavioral risks among nursing students .
(37)
A descriptive cross -sectional study conducted by Karki Subita (2018) among 339
nurses
in three teaching hospitals in Kathmandu assessed knowledge and preventive practices
regardi ng
occupational health hazards. The study revealed that while 68% of nurses had adequate
knowledge (mean score 26.7 ± 7.3), only 25.4% demonstrated good preventive practices

21
significant associations were found between low knowledge and education level, and
between
preventive practice and factors such as age, designation, work experience, and prior in -
service
training. The findings highlight a gap between knowledge and practice emphasizing need
for
regular training,proper PPE provision and effective occupati onal health programme to
reduce
risk among nurses .(38)
A study was conducted by Mrs. Vipasha Kastha and Ms. Riji Geevarghese at Meta
Padmavathi College of Nursing, Kanan, aimed to assess the effectiveness of a Structured
Teaching Program (S TP) on prevention of occupational health hazards among outgoing
nursing
students, based on modified Hildegard E. Peplau Interpersonal [Link] study utilized a
data
collection tool comprising a demographic proforma and a structured questionnaire. Data wa
s
analyzed using descriptive and inferential statistics. The findings revealed that following the

STP, none of the participants had inadequate knowledge. 12 students (20%) demonstrated
moderate knowledge, and 48 students achieved adequate knowledge. The fi ndings confirm
that
the STP effectively improved students' understanding of occupational health hazards and
their
prevention .(39)
A descriptive cross -sectional study by Chhabra et al. (2017) in Delhi assessed the
awareness, attitudes, and practices related to occupational health hazards among final -year
nursing students. The study found that over 70% of students had limi ted knowledge,
particularly
regarding needle stick injuries and infection control practices. Many students were unaware
of
proper post -exposure protocols and demonstrated inconsistent use of personal protective
equipment (PPE). Additionally, a significant number admitted they would not report minor
exposure incidents due to fear or lack of understanding. The findings highlight a critical
need to
integrate occupational safety and infection control training into the nursing curriculum,
conduct
regular skill -based workshops, and promote a strong safety culture in both educational and

clinical settings to reduce risk and improve preparedness among future healthcare
professionals
.(40)

22

CHAPTER 04

23
Chapter IV
METHODOLOGY

This chapter deals with the description of the research methodology adopted to
evaluate
the effectiveness of structured teaching programme on knowledge & prevention of
occupational
health hazards.
Methodology is the process used to collect i nformation and data for the purpose of
decision making. It is the most important part of any research to form a blueprint for study
undertaken and also it refers to the controlled investigation related to the way of obtaining,
organizing, analyses the data .
The step which will undertake to conduct the study include research approach,
research
design, research setting, population sample & sampling techniques, development &
description
of tools procedure & techniques of data collection & plan o f data analysis.
RESEARCH APPROACH
It helps research to know what data to collect and how to analysis. It also suggests the
possible
conclusion to be drawn from the data. In view of the problem selected for the present study
and
the objective to be accomplished, a pre -experimental evaluative study was most considered

appropriate for the present study.

RESEARCH DESIGN
Research design is a detailed outline of how an investigation will take place. A research
design
will typically include how data is to be collected, what instrument will be employed, how
the
instrument will be used, and the intended means for analyzing data collection.
The research used in the present study was pre -experimental design. The selection of
research
design depends on the purpo se of the study, research approach, and variables to be
studied. The
research design used for the present study is a pre -experimental one -group pre -test and
post -test
research design.

24
In this study, one group pre -test post -test research design is used. The administration of
structured teaching programme is depicted as X.
Table.01
GROUP PRE -TEST NURSING
INTERVENTION POST TEST
4th sem BSC
nursing students
NINS hassan Assessment of
knowledge and
prevention of
occupational
health hazards
before
administration of
STP Administration of
STP on knowledge
and prevention of
occupational health
hazards Assessment of
knowledge and
prevention of
occupational
health hazards
after STP
administration

25
Representation of research design of the study

Research approach

Evaluatuion approach

Research design
(pre-experimental method)

Target population
(4th sem BSC nursing students NINS Hassan)

Sample technique
(purposive sampling technique)
Sample
(4th sem BSC nursing students NINS Hassan)

Pre-test data collection

procedure

Administration of STP tool

Structured
knowledge
Post-test1

Analysis pesriptive &

Interentialstatistics

Tinding& conclusion Reporting

26
VARIABLES
Variables are quantities, properties or characteristics of the person, things or situation that
changes or vary.
1. Independent variable: Structured teaching programme on occup ational health hazards.
2. Dependent variable: Knowledge regarding occupational health hazards.
3. Extraneous variables: Extraneous variables are uncontrolled variables that gently
influence the
result of the study.
4. Demographic variable: Baseline characteristics such as age, year of study, month of
training,
sex.
SETTING OF THE STUDY
A setting refers to the general location & condition in which the data collection takes place.
The study was conducted in 4th SEM [Link] nursing classroom of NINS, Hassa n.
POPULATION
Population is the aggregate of all the cases with a certain phenomenon about which the
researcher would like to make a generalization.
In present study, the population were the 4th SEM [Link] nursing students of NINS, Hassan.
SAMPLE AND SAMPLE SIZE
A sample is the subset of a population. The sample selected for the study is 4th semester
[Link].
Nursing students of NINS, Hassan.
The sample comprised students of NINS, Hassan who are fulfilling inclusion and exclusion
criteria.
SAMPLING TECHNIQUE
It means selecting a given number of subjects from a defined population as representative
of that
population. In this study, non -probability purposive sampling method is used.

27

CRITERIA FOR SAMPLE SELECTION

Inclusive criteria
 4th SEM [Link] Nursing students of NINS, Hassan
 Students who are willing to participate in the study
 Students who are available during the period of data collection
Exclusive criteria
 Students who are absent on the day of data collection on STP
 Students who are not willing to participate in the study
DEVELOPMENT OF TOOL
The tool consists of a structured questionnaire.
Phase 1: It consists of demographic variables.
Phase 2: It consists of a questionnaire which assesses the knowledge on occupational health

hazards.
The questionnaire consiste d of 40 MCQs. Each correct answer was given a score of one. An
answer key was prepared for scoring the responses to the questionnaire .
DESCRIPTION OF TOOL
The tool used for the study was a structured questionnaire consisting of multiple -choice
questions ab out knowledge and prevention of occupational health hazards.
The questionnaire consisted of 40 MCQs.
Each item had 4 choices, out of which one was the correct answer.
Each correct answer was given a score of one (1) mark.
Wrong answers carried zero (0) score.
Therefore, the maximum score possible was 40

28

 structured questionnaire contain:

Part A → Questions related to general aspect of occupational health hazards among nurses
Part B → Questions on occuoational health hazards among nurses and it's prevention .
Part C→ Questions on occupational health hazards
Part D → Questions on management of occupational health hazards
Part E → Complications
CONTENT VALIDITY
Validity refers to whether an instrument accurately measu res what it is supposed to
measure. An
instrument is valid if it truly reflects the concept it is supposed to measure.
The content validity of the tool was determined by giving it to experts from medical -
surgical
nursing. The investigator made necessary mo difications in the tool with the permission of
the
guide.
RELIABILITY
Reliability of an instrument is the degree of consistency with which it measures the
attribute it is
supposed to [Link] refers to the extent to which the same results are obtained on
repeated
administration of the instrument.
DEVELOPMENT OF STRUCTURED TEACHING PROGRAMME
The Structured Teaching Programme (STP) on knowledge and prevention of occupational
health
hazards was developed based on the objectives of the study, review of relate d literature,
sample
size, method of teaching, information obtained from experts, and the personal experience of
the
investigator.
The STP was prepared in English, and the agreed opinion was obtained from the experts
about
the content. The main purpose of the STP was to improve knowledge among nursing
students.

29
SELECTION OF THE CONTENT
The content on occupational health hazards was selected through literature search, Google
references, and consultation with [Link] content was analyzed into subtopics, a nd
each
subtopic was broken down into elements.
ORGANIZATION OF THE CONTENT
The content of the STP (lecture method) was organized as follows:
 Introduction
 Definition of occupational health hazards
 Types of occupational health hazards
 Occupational health hazards among nurses and their prevention
 Common signs and symptoms explained under types
 Management
 Complications explained under types
 Conclusion
METHODS OF TEACHING
STP (lecture method) was used as the appropriate method of teaching on knowledge &
prevention of occupational health hazards among 4th semester [Link]. Nursing students in
Nisarga
Institute of Nursing, Hassan, Karnataka.
The evaluation of the STP was conducted through post -test after the implementation of the
STP
SCORING
Multiple choice q uestions with one correct answer and three distractors.
For each correct answer → 1 score
For each wrong answer → 0 score
Maximum score = 40
Minimum score 0
30
Table -02
LEVEL OF
KNOWLEDGE SCORE PERCENTAGE[ %]
Inadequate 1-15 2.5-37.5%
Moderate 16-25 40-62.5%
Adequate 26-40 65-100%

DATA COLLECTION PROCESS

The research investigator met the head of the institution in order to establish support and
cooperation to conduct the study successfully. Formal permission was taken from the
Principal,
Nisarga Co llege of Nursing, Hassan, to collect data for the main study.
The method used for data collection was as follows:
 The research investigator introduced himself to the subjects and established good rapport
with them.
 Written consent was obtained from each st udent.
 Appropriate orientation was given to the subjects about the aim of the study and the
nature of the questionnaire.
 Purposive sampling technique was used for sample selection.
 Socio -demographic variables were collected from the subjects the pretest was done to
assess the subjects’ knowledge through a structured questionnaire.
 The structured teaching program was administered through lecture cum discussion to all
the subjects after one week of the pretest.
 The post -test of the study was carried out lat er using the same tool as the pretest.
 Data collected was then tabulated and analyzed.

31
PLAN FOR DATA ANALYSIS
The plan of data analysis included both descriptive and inferential statistics. The data
obtained
were analyzed in terms of the data analysis, a nd results were developed under the excellent

direction of the expert in the field of nursing and statistics.

DESCRIPTIVE STATISTICS
 Frequency and percentage distribution of demographic variables were done.
 Mean and standard deviation were used to determ ine pretest and post -test knowledge.
 Distribution of scores on the level of 4th semester [Link]. Nursing students is interpreted
and summarized into three categories as:
1. Inadequate
2. Moderate
3. Adequate
INFERENTIAL STATISTICS
 Paired pretest was used to determine the effectiveness of STP on knowledge &
prevention of occupational health hazards.
 Chi-square test was used to determine the relationship between level of pretest
knowledge & corresponding demogra phic data .
ETHICAL CONSIDERATION
For the current study, the investigator took into consideration the ethical issues. There
were no
ethical issues confirmed while conducting .
SUMMARY
The chapter describes the research methodology adopted for the study. It includes research
approach, research design, setting, variables, population, sample, sample size & sampling
technique, criteria for sample selection, study of tools & plan for the dev elopment.
Improvement
in the knowledge & prevention of occupational health hazards.

32
SAMPLE SIZE ESTIMATION
SAMPLE
Sample is the subset of a population selected to participate in a research study. This study
sample
were the 4th SEM BSC Nursing Students in selected college of Nursing Hassan
SAMPLING TECHNIQUE
The investigator had utilized purposive sampling which is a type of non probability
sampling for
selection of subjects
CRITERIA FOR SAMPLE SELECTION
Inclusion criteria
 4th SEM BSc Nursing students Nisarga college of nursing H assan .
 Students who are willing to participate in the study.
 Students who are available during the period of data collection .
Exclusion criteria
 Students who are absent on the day of data collection.
 Students who are not willing to participate.
SAMPLE SIZE ESTIMATIONS
A study's size and structure should depend on the research context, including the research's

objectives and proposed analysis. As the design of the study is one group pre and post -test
design, the formula use d for estimating the sample size was as follows.
38N= (za+zβ) 2 (1/6)2
N-Estimated sample size
For a=0.05, za=1.86; for ẞ-0.20, z ẞ-0.74 -clinically significant difference -2 6-Standard
deviation of the Differences -4.95 N -60.
33
Sample size estimation:
As the estimated sample size was and as per the suggestions given by the permitting
authority
and experts, sixty adolescent girls of 2nd semester [Link]. Nursing students were selected for
study.
Sample Size:
The sample size is determined based on the type, precisi on required, level of significance,
type of
variables, type of study, purpose of study, the type of data collection procedure and
feasibility of
person, money and material. The member of sample selected for the study was 60
adolescent
girls of, 2nd semeste r [Link]. Nursing students in selected Nursing College.

34
CHAPTER 05

35
CHAPTER 05
RESULT ANALYSIS

Analysis is the categorizing, ordering, manipulating and summarizing the data to

obtain answers to research [Link] purpose of analysis is to reduce data into
intelligible
and interpretable form so that the relation of research problem can be studied and tested.
The analysis is a process of organizing and synthesizing data in such a way that
research q uestions can be answered and hypotheses can be studied and tested. The data
collected
through structured knowledge questionnaire from 4th semester [Link] Nursing students
(N=60) is
analysed and interpreted. The results were computed using descriptive and in ferential
statistics
based on the following objectives and hypotheses.
Statistical Analysis
The chapter deals with the systematic representation of analysed data followed by
its
interpretation. The collected data information was organized, tabulated, analysed and
interpreted
using descriptive and inferential statistics.
Inferential statistics: The findings were organized and presented in two parts with
tables
and figures. The details of each section are presented below .
State ment of the Problem
A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING
PROGRAMME ON KNOWLEDGE AND PREVENTION REGARDING OCCUPATIONAL
HEALTH HAZARDS AMONG 4TH SEM BSC NURSING STUDENTS NISARGA COLLEGE
OF NURSING, HASSAN
Objectives of the Study
 To assess the existing knowledge regarding occupational health hazards and
prevention among 4th semester [Link] Nursing students.

36
 To evaluate the effectiveness of STP by comparing pre -test and post -test knowledge
scores.
 To associate the pre -test knowledge score with selected demographic variables (e.g.,
age, sex, years of practice).
Research Hypothesis
H₁: There is a significant difference between pre -test and post -test knowledge scores of
nursing
students regarding occup ational health hazards.
H₂: There is a significant association between students' knowledge on occupational health
hazards and selected socio -demographic variables.
Interpretation of Data
Descriptive and inferential statistics were used to analyse the data that was collected. The
findings of data have been finalized and organized in accordance with the plan for data
analysis.
These are presented under the following sections:
Section I
Frequency distribution of socio -demographic variables of the subjects.
Section Ⅱ
Assessment of student knowledge of respondents on selected aspects of knowledge and
prevention of occupational health hazards .
A. Level of pre -test and post -test knowledge score on prevention of occupational health
hazards.
B. Area -wise analysis of pre-test and post -test knowledge score regarding selected aspects
of
knowledge and prevention of occupational health hazards.
Section III
Testing of hypothesis
H₁: There is a significant difference between pre -test and post -test knowledge scores of
nursin g
students regarding occupational health hazards.
37
H₂: There is a significant association between students' knowledge on occupational health
hazards and selected socio -demographic variables.
SECTION 1
Frequency distribution of socio demographic variables of the subject
Table :03: Frequency distribution of socio demographic variables
(N=60)
DEMOGRAPHIC
VARIABLES CATEGORY SUBJECT
FREQUENCY PERCENTAGE
AGE 17-19
20-23
24-26 09 15
48 80
03 05
SEX Male
Female 24 40
36 60
SOURCE OF
INFORMATION Television
Internet
Book
Class 00 00
06 10
03 05
51 85
MONTHS OF
TRAINING
RECEIVED 4-6
6-12
More than 1 year
No 60 100
00 00
00 00
00 00
EXPOSURE TO
OCCUPATIONAL
INJURY Yes
No
Don’t know 08 13.4
45 75
03 05
38
May be 04 6.6
ATTENDED ANY
WORK SHOP Yes
NO 12 20
48 80

Table no0 3 It reveals that classification of subject by demographic variables.

[Link](IN YEARS)

Figure 03 diagram showing the percentage distribution of subject by age

Figure 03 reveals that among 60 subjuct ,15 % of subject belong to 17 -19 year, 80%
belong to
20-23 years and 3% belong to 24 -26 years.

39
[Link]

Figure 04 diagram showing the percentage distribution of subject by gender

Figure 04 shows that 40% are male and 60 % were female
[Link] OF INFORMATION

Figure 05 diagram showing the percentage distribution of subject on source

of
information from where they gain knowledge
Figure 05 shows majority of them 85% gain knowledge from class,10% from internet, 5%

from books.

40
[Link] OF TRAINING RECEIVED

Figure06 diagram showing the percentage distribution of subject based on their clinical

practice
Figure 06 showes of them have undergone 04 -06 months of training 100%
[Link] TO OCCUPATIONAL INJURY

Figure 07 diagram showing the percentage distrubution of subject based on exposure

to
injury
Figure 07 shows majority is not having exposur 75%, 13.4% encounter exposure to injuey,
5%
don’t know if they have encountered or not and 6.6% may be encountered occupational
injury

41
[Link] WORK SHOP

Figure 08 diagram showing the percentage distribution of subject by attended any work
shop
Figure 08 shows majority 80% didn’t attended any work shop and 20% attended work
shop
SECTION 2
Assessment of knowledge of subject on selected aspects of prevention of
occupational health hazards
A. Level of pre test and post test knowledge score on selected aspect of prevention
occupational health hazards before and after STP programme
Table 04 ;comparison of pre test and post test knowledge score on prevention of
occupational health hazards before and after intervention .

42
LEVEL OF
KNOWLEDGE PRE TEST POST TEST
FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE
Inadequate
Moderate
Adequate 48 80%
12 20%
00 00 % 00 00%
05 8.3%
55 91.6%
Total 60 100% 60 100%
Table04 shows pre test and post test knowledge level of subject in pre test majority 80%
have in
adequate knowledge and 20% have moderate knowledge in post test most of them 91.6%
were
found to have adequare knowledge and remaining 8.3% have moderate knowledge level
Figure 09 multiple bar diagram showing % distribution of subject by their level of
knowledg e
B. Area wise analysis of pre test and post test knowledge score
Table 05 ; Area wise analysis of mean, mean % and standard deviation For pre test and post
test knowledge of subject on prevention of occupational health hazards

43

KNOWLEDGE
PRE TEST
POST TEST DIFFERECE
OF MEAN
Mean SD % Mean SD % 52.8
Questionnaire on
introduction
definition and
types of OHH 1.62 0.92 32.4% 4.26 0.34 85.2% 46.4
Questionnaire on
OHH and it’s
prevention 6.02 1.19 30.1% 15.31 1.17 76.5% 46
Questionnaire on
signs and
symptoms of
OHH 1.95 0.31 39% 3.75 0.43 75% 36
Questionnaire on
OHH
management 1.38 0.29 34.5% 3.06 0.31 76.5% 42
Questionnaire on
complication of
OHH 2 0.4 33.3% 3.91 0.55 65.1% 31.8
Over all 12.21 ±3.72 30.52% 28.8 3.85 72% 41.48
The above table shows that maximum mean difference obtained by the subject is in the
area of
introduction, definition and type of occupational health hazards is (52.8%),folled by
occupational
health hazards and it’s prevention is (46.4%), knowledge on signs and symptoms of
occupational
health hazards is (36%), occupational health hazards is (42%) and complication is (31.8%)
on
occupational health hazards. Howevwr overall knowle dge gained by subject after
intervention is
(41.48%) .

44
SECTION 03
Testing hypothesis
H₁: There is a significant difference between pre -test and post -test knowledge scores of
nursing
students regarding occupational health hazards.
Table06 ; paired ‘t’ test and it’s level of significance of students knowledge on prevention of

OHH
KNOWLEDGE PAIRED ‘t’ TEST VALUE LEVEL OF SIGNIFICANCE
Questionnaire on
introduction
definition and types
of OHH
19
Highly significant
Questionnaire on
OHH and it’s
prevention
26.57
Highly significant
Questionnaire on
signs and symptoms
of OHH
17.69
Highly significant
Questionnaire on
OHH management
11.76
Highly significant
Questionnaire on
complication of OHH
9.42
Highly significant
Over all 31.23 Highly significant
df=59 at0.001 level ≥ 3.234

45
For analysis the hypothesis ths research was framed null hypothesis
H01: There is a significant difference between pre -test and post -test knowledge scores of
nursing
students regarding occupational health hazards.
Effectiveness of pre -test & post -test knowledge score of paired ‘t’ test value shows that
highly
significant was observed in area of introduction, definition, & types (t 59=19), knowledge
on
OHH and it’s prevention (t 59=26.57) and signs & symptoms of occupational health hazards
(t59=17.69), knowledge on management of OHH(t 59=9.42). in each area factor the level of

significance is very high hence the research hypothesis was accepted and null hypothesis
was
rejected.
H₂: There is a significant association between students' knowledge on occupational health
hazards and selected socio -demographic variables.
Table07 : chi-square test and it’s level of significance of students demographic variables on

knowledge and prevent ion of occupational health hazard s.

DEMOGRAPHIC
VARIABLES CHI-SQUARE VALUE LEVEL OF SIGNIFICANCE
Age 15 significant
Sex 2.78 not significant
Source of information 4.62 significant
Months of training 0 not significant
Exposure to
occupational injury 11.4
significant
Attended work shop 11.44 significant
df at 0.05 level ≥ 3.84

46

For the analysis of hypothesis researcher was framed null hypothesis

H02: There is a significant association between students' knowledge on occupational health
hazards and selected socio -demographic variables.
This table shows that chi -square test was calculated to find out the association between the
pre -
test knowledge of 4th SEM BSC Nursing students regarding knowledge and prevention of
OHH
with their demographic variables shows th at significant association is seen in age
( χ2=15),source
of information ( χ2=4.62), exposure to occupational injury ( χ2=11.4)and attended work
shop
( χ2=11.44) and no significant association was observed between gender \sex
( χ2=2.78)and month
of training ( χ2=0).
Hence null hypothesis was rejected and researchers hypothesis was selected.

47

CHAPTER 06

48
CHAPTER 06
DISCUSSION
This chapter discusses the major findings of the study and reviews them in relation
to
findings from the results of the previous studies.
The present study is an effort to assess the effectiveness of STP on knowledge and
preve ntion of Occupational health hazards .
In order to achieve the objectives of the study, a one -group pre -test, post -test quasi -
experimental research design was adopted. A total of 60 samples who fulfilled the inclusion
and
exclusion criteria were selected by non -probability purposive sampling. The subjects were
assessed using socio -demographic data and a questionnaire on Occupational health
hazards.
Objectives of the Study
 To assess the existing knowledge regarding occupational health hazards and
prevention among 4th semester [Link] Nursing students.
 To evaluate the effectiveness of STP by comparing pre -test and post -test knowledge
scores.
 To associate the pre -test knowledge score with selected demographic variables (e.g.,
age, sex, years of practice).
Hypothesis
H₁: There is a significant difference between pre -test and post -test knowledge scores of
nursi ng
students regarding occupational health hazards.
H₂: There is a significant association between students' knowledge on occupational health
hazards and selected socio -demographic variables .

49

Major Findings of the Study & Discussion

Section I: Frequency Distribution of Socio -demographic Variables of Subjects
• Majority of the sample (80%) were in the age group of 20 –23 years.

• Most of the samples (60%) were female, compared to males (40%).

• Most of the sample (54%) gained information on Occupational health hazards from class.

• All of them (100%) had received 4 –6 months of training.

• Most of them (86.7%) had no exposure to injury; only (13.4%) had an exposure to
occupational injury.
• Most of them (80%) didn’t attend any workshop, only 20% have an experience of
workshop on
occupational health hazards .
Section II – Assessment of knowledge of subject on selec ted aspects of
prevention of Occupational health hazards
A. Comparison betwe en the level of pre -test & post -test knowledge score
Data collected prior to the administration of STP reflected that majority of the 2nd
year
BSc nursing students (80%) have inadequate knowledge score on knowledge and
prevention of
occupational health hazards . The remaining (20%) have adequate knowledge.
Data collected after the administration of STP majority (91.6%) have gained adequate
knowledge and 5% have gained moderate knowledge No one is there in inadequate level.
B. Area -wise ana lysis of pre -test and post -test knowledge score
In the area -wise analysis of pre -test, the knowledge score is higher in the signs &
symptoms of occupational health hazards with the mean % of (39%) an d the area with
knowledge on occupational health hazards & its prevention have least mean % (30.1%).
The
mean % for other areas like introduction, defi nition & types have (32.4%), Occupational
health

50
hazards & its management (34.5%) and complications have (33.3%). These were
inadequate and
need further education.
In post -test knowledge score, in area -wise analysis it is higher in introduction, definition &
types
of occupational health hazards (85.2%) an d lower in complications of occupational health
hazards (65.1%).
However, the mean % of knowl edge score on selected knowledge score on prevention
of
occupational health hazards of the 4th Sem BSc nursing students is adequate in all other
areas .
Occupational health hazards & its prevention (76.5%) , Signs & symptoms of occupational
health
hazards (75%) and m anagement (76.5%)
The difference of mean percentage between the pre -test & post -test scores was higher
in
the area of introduction, definition and types (46.4%) and lower in complications of
occupational
health hazards (31.5%)The mean dif ference in other areas are on occupational health
hazards &
its prevention (46%) , Signs & symptoms of occupational health hazards (36%) and o
ccupational
hazards & its management (42%) .
The overall mean percentage of pre -test knowledge score (30.52%) with SD ± 3.72 and

mean % of post -test (72%) with SD ± 3.8. The overall mean percentage knowledge gained
by the
subjects after the intervention was (41.48%).
Section III
A. Effectiveness of STP on knowledge & prevention of OHH among 4th sem
BSc n ursing students, Nisarga College of Nursing, Hassan .
The mean % of post -test knowledge score (72%) was higher than the mean % o f pre -
test
score (30.52%) on occupational health hazards & its [Link] was an increase in
all the
area of ques tionnaire of knowledge & prevention of occupational health hazards .The
calculated
values are greater than the table value which shows that there is a significant improvement.
 The difference between the mean post -test & the mean pre -test knowled ge score
was
found to be statistically evident from the obtained 't' value in each section, which is greater
than
the table value at 0.001 level of significance. Therefore, STP was effective in improving
knowledge on prevention of OHH among BSc nursing stu dents.

51
B. Association of pretest score with demographic variables
The study shows that there was a significant association of pre -test knowledge score
of
subject with Age, source of information, exposure to occupational injury & attended
worksho p at
0.05 level of significance. And no significance in sex & month of training. at 0.05 level of
significance. Hence the null hypothesis is rejected & research hypothesis is accepted.

52

CHAPTER 07

53
CHAPTER 07
CONCLUSION

This chapter highlights the importance of this research by foc using on the
effectiveness of
STP on knowledge and prevention of occupational health hazards among 4th semester BSc
Nursing students at Nisarga College of Nursing, Hassan. A one -group pre -test post -test
design
with purposive sampling was used, involving 60 subjects from the college. A structured
knowledge questionnaire collected data regarding knowledge. The data were analysed
using
descriptive and inferential statistics.
The following conclusions were drawn on the basis of findings of the study
 Majority (80%) of subjects had inadequate knowledge in the pre -test.
 The mean post -test knowledge score was significantly higher than the mean pre -test
score.
 Majority (91.6%) of subject have moderate knowledge score in post test.
 In the pre -test, the knowledge score was highest for th e signs and symptoms of
occupational health hazards (39%).
 It was found that the area of component of prevention of occupational health hazards the
introductio n, definition, and types of occupational health hazards scored maximally
 Findings showed that STP was an effective method to improve knowledge regarding the
prevention of occupational health hazards among 4th semester [Link]. Nursing students.
 It was found that there is a significant association between pre -test and post -test
knowledge scores and demographic variables.

Nursing Implications of the Study

The findings of this study have implications in various areas of nursing, namely: nursing
practi ce, nursing education, nursing administration, and nursing research.

54
Nursing Practice
Structured teaching programme provides nurses with step -by-step, organized
teaching
about hazards and their prevention. Many nurses and students may underestima te the risk
of
occupational injury. Through STP, they gain awareness of seriousness and develop a
positive
attitude towards safety practices.
Knowledge on prevention of occupational health hazards among nurses is crucial for
safeguarding their own health, ensuring patient safety, and reducing [Link] findings of the

study highlighted the effectiveness of STP in improvin g knowledge on prevention of

occupational health hazards among 4th semester nursing students.
Nursing Research
Research is the base for the generation of new ideas and concepts that attract and
motivate
to generate other valuable results. Knowledge on prevention of occupational health hazards
is
important in nursing research as it helps to generate evidence about risks face d by nurses,
develop effective preventive measures, and evaluate outcomes.
Research also enriches nursing education by updating curricula and contributes to
global
standards for occupational health, ensuring a safe workplace and better quality of care.
Nursing Education
Nursing students are beginners; early knowledge of occupational hazards prepares
them to
work safely in clinical areas. Prevents harmful habits like poor body mechanics or unsafe
handling of sharps. Nursing education tea ches both: classroom theory and clinical
[Link]
students learn prevention during their education, they carry that safety culture into their
future
workplace. Knowledge ensures future nurses act responsibly and avoid legal/ethical issues.

Nursing Admin istration

Nurse administrators are responsible for developing and enforcing occupational
safety
policies. Knowledge ensures policies are evidence -based and aligned with standards.

55
In nursing administration, knowledge of occupati onal health hazard prevention is
vital
for creating safe policies, training staff, ensuring legal compliance and fostering a positive &
safe
work environment for both nurse & patient.
Limitations
 The study was limited to 4th semester [Link]. Nursing students.
 Small sample size limits the generalization of the study.
 The study was conducted in only one college.
Recommendations
On the basis of the findings of the study, the following recommendations are made:
1. A similar study can be conducted among nu rsing staff.
2. A similar study can be replicated on a larger sample to generalize the findings.
3. An experimental study can be undertaken with a control group for effectiveness.
56

CHAPTER 08

57
CHAPTER 08
SUMMARY

This chapter presents a summary of the study.

The topic of the research was “ A STUDY TO ASSESS THE EFFECTIVENESS OF
STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE AND PREVENTION
REGARDING OCCUPATIONAL HEALTH HAZARDS AMONG 4TH SEM BSC NURSING
STUDENTS NISARGA COLLEGE OF NURSING, HASSAN”
The objectives of the study were:
 To assess the existing knowledge regarding occupational health hazards and
prevention among 4th semester [Link] Nursing students.
 To evaluate the effectiveness of STP by comparing pre -test and po st-test knowledge
scores.
 To associate the pre -test knowledge score with selected demographic variables (e.g.,
age, sex, years of practice).
The study attempted to test the following hypothesis:
H₁: There is a significant difference between pre -test and post-test knowledge scores of
nursing
students regarding occupational health hazards.
H₂: There is a significant association between students' knowledge on occupational health
hazards and selected socio -demographic variables .
The study assumed that :
 Nursin g students may have some knowledge regarding prevention of occupational health
hazards, and it may vary from one to another.

58
 The knowledge questionnaire may be efficient to measure the pre -test as well as post -
test
knowledge of nursing students regardi ng knowledge & prevention of occupational health
hazards .
 Structured teaching strategy may enhance the students' knowledge regarding prevention
of occupational health hazards, which in return will be utilized in regular practices.
The conceptual framework of the study:
The conceptual framework adopted for the study was based on the Von Be rtalanffy's
General System model (c. 1968) . It describes about the nurse & client share information
about
their perception in the nursing situation through perception & communication. They
identify the
problems, through which they set goals & necessary action.
Research Methodology of the Study
Research approach for the study was an evaluative approach. The researchers used a
quasi -
experimental, one group pre -test post -test design. The study was conducted in Nisarga
College of
Nursing, Hassan, among 60 4th Sem BSc nursing students and were selected by a non -
probability purposive sampling technique.
Data Collection Instrument
A structured knowledge quest ionnaire was used to assess th e knowledge on
prevention of
occupational health hazards . There were 6 items in the demographic variables, and 40
questions
were included in the structured knowledge [Link] the pre -test a
structured
teaching p rogramme was administered & the post -test was conducted on seventh day aft
er the
administration of the STP . The obtained data was analyzed in terms of objective & the
hypothesis using descriptive & inferential statistics.
Result & Interpretation
The finding of the study proved that majority of the 4th year BSc nursing students
have
inadequate knowl edge regarding prevention of occupational health hazards. The STP
conducted
by the investigator helped them to improve their knowl edge regarding pre vention of
occupational
health hazards .

59
The effectiveness structured teaching programme was tested in the terms of gain in
know ledge score on prevention of occupational health hazards . The findings showed that
the
mean pre -test knowledge score was significantly higher ( 28.8% )than the mean post -test
knowledge score at ( 12.21% ) at 0.001 significance level. Hence the STP was considered as
an
effective method to enhance the knowle dge re garding prevention of occupational health
hazards
among 4th SEM BSc nursing students.
Summary
The entire process carrying out the present study was an enriching & employing
experience. It also helped to explore & improve th e knowledge on preve ntion of
occupational
health hazards . The constant encouragement & guidance of the guide, co -operation &
interest of
the respondents to participate in the study contributed to the beneficial completion of the
study .

60

CHAPTER 09

61

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[Link] A, Ratnaprabha GK. Awareness about HIV and post exposure prophylaxis among
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21. Presannakumar M. A study to asses the occupational health hazards and their
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26. George F. Effecti veness of structured teaching programme on knowledge regarding
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Nursing Education & Research. 2020;10(1):76 -78.27. Dhasmana , yadhu .Assessing the
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30. Tejeshwari BV, BSc(N) students. Effectiveness of structured teaching programme on
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31. Joseph B, et al. Prevalence of musculoskeletal pain among nurses and the effect of
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32. Rezaei S, et al. Impact of safety training on hospital housekeeping staff handling
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[Link] M, Thomas S. Effect of a structured stress management training programme on
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35. Meena Rani. Effectiveness of a structured teaching program on occupational health
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among nursing students in selected colleges, Chennai, India: a quasi -experimental study.
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36 .Venkatesan S, et al. E ffectiveness of video -assisted teaching program on knowledge
and
practice related to hospital -acquired infection (HAI) prevention among nursing students at
Chettinad College of Nursing, Tamil Nadu: a quasi -experimental study. Indian J Nurs Sci.
2023;12(2): 103-110.
37. George F, et al. Effectiveness of structured teaching programme on prevention and
management of needle stick injury among nursing students: a quasi -experimental study.
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Journal of Nursing Education and Research. 2020;10(1):17 –20
38. Karki S, Shahi M, Karki S, Bharati. Knowledge and Preventive Practice of Occupational
Health Hazards among Nurses in Different Teaching Hospitals. Innovative Journal of
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39. Vipasha kaistta, Riji Geevarghese. Effe ctiveness of structured teaching programme on
prevention of occupational health hazards among outgoing nursing students: a study based
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40. Chhabra ,Sharma R, Gupta A , et al. Awareness, attitudes, and practices related to
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66

CHAPTER 10
67
ANNEXURE -I
LETTER SEEKING CONSENT OF THE SUBJECT FOR PARTICIPATION IN
RESEARCH STUDY

Dear Participants,
We Ms. MARY ANTONY , Ms. LIDIYA SIBY , Mr. MALLIKARJUN TUPPAD, Ms.
NAYANA , Mr. MUHAMMAD AFFAN 4th year BSC Nursing students of H.D Devegowda
College of Nursin g. Hassan. We are interested to conduct study on the topic "A study to
assess
the effectiveness of structured teaching programme on knowledge and prevention
regarding
occupational health hazards among 4th semester [Link] Nursing students in selected College
of
Nursing at Hassan ” We request to you for your kind co -operation and active participation.
We
are sure that the information you are giving for the study purpose will be kept confidential.
If you
are interested to be a participant in our study, please st ate your willingness as a
participant.

Thanking you,

Yours faithfully

68
CONSENT FORM

I ____________________ have voluntarily agreed to participate in the study on above

mentioned title

I understand that the information given by me will be used only for the study purpose, and
will
be kept strictly personal. I can contact the investigator for any further clarification,
guidance or
help.
 Signature of participant

69
ANNEXURE -II
LETTER REQUESTING CONTENT VALIDITY OF THE TOOL

From,
IV Year Bsc Nursing
H.D Devegowda College Of Nursing
Hassan

To,
______________
_______________

Respected Sir/Madam,
Subject: Requesting your valuable opinion and suggestions for establishing content validity
of
the research tool.
We Ms. MARY ANTONY , Ms. LIDIYA SIBY , Mr. M ALLIKARJUN TUPPAD, Ms.
NAYANA , Mr. MUHAMMAD AFFAN 4th year BSC Nursing students of H.D Devegowda
College of Nursing. have undertaken a research project to be submitted to Rajiv Gandhi
University of Health Sciences, Bangalore as a partial fulfillment of Bachelor of Science in
Nursing. We request your good self if you would kindly accept to validate our tool on the
topic,
"A study to assess the effectiveness of structured teaching programme on knowledge and
prevention regarding occupational health hazards among 4th semester [Link] Nursing
students in
selected College of Nursing at Hassan "
70
OBJECTIVES
⭕ To assess the existing knowledge regarding occupational health hazards and prevention
among 4th sem bsc nursing students
⭕ To evaluate the effectiveness of the structured teaching programme by comparing pre -
test &
post-test knowledge scores.
⭕ To associate the pre -test knowledge score with selected demographic variables (e.g.:
age,
year of study, months of training, sex).
I hereby enclose the following:
1. Criteria checklist for validation of tool
2. Evaluation criteria checklist for validation of tool
3. Content validation certificate
4. Lesson plan: structured teaching programme on Basic life support.
5. Tools: Socio Demogr aphic questionnaire and structured knowledge questionnaire
6. Answer key with score
We request you to kindly give your valuable suggestions regarding the appropriateness of
the
tool, which we have enclosed. We also request you to kindly sign the certificat e stating that
you
have validated the tool. Your kind co -operation and your expert judgment will be very
much
appreciated . Thanking you,
Ms. Mary Antony
Ms. Lidiya Siby

Ms. Nayana
Mr. Mallikarjun Tuppad
Mr. Midlaj Sadath
Mr. Muhammad Affan

71
ANNEXURE -III

CRITERIA CHECKLIST FOR VALIDATION

Instruction:

Kindly review the items in the tools, if you agree with the criteria, please Tick mark in
"Releva nt" column otherwise place the Tick mark in "Need modification" column and give
your
comment in the "Remark" column.
Part 01 Socio demographic data
[Link] Relevant Needs
modification Not Relevant Remark
1
2
3
4
5
6

Part02 Structured knowledge questionnaire

[Link] Relevant Needs
modification Not Relevant Remark
1
2

72
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

73
23
24
25
26
27
28
29
30
31`
32
33
34
35
36
37
38
39
40

74
ANNEXURE -IV
EVALUATION CRITERIA FOR VALIDATION OF TOOL

Instruction:
The expert is requested to go through following evaluation criteria check list prepared for
validating the tool on prevention of anemia.
There are 3 columns given for responses and column for remarks, kindly tick mark in the
appropriate column and facilitate your remarks column given.
Interpretation of column

[Link]
Criteria Meets
criteria(I) Partially
meets the
criteria(II) Does not
meet the
criteria(III)
Remarks

[Link] Criteria
I II III Remarks
I Objectives
1. Formulation of objectives
1.1 Comprehensive enough for 4th SEM
nursing students in terms of:
1.1.1 Knowledge
1.1.2 Application
1.2 Objectives are realistic to achieve
2. Specific objectives are in terms of
learners behavioral outcome
2.1 They are realistic to achieve
II Content

75
1. Selection of content
1.1 Content reflect the objectives
1.2 Content has up to date knowledge
1.3 Content is comprehensive for the
learning need for 4thSEM BSc nursing
students
1.4 Content provide correct and accurate
information
1.5 Content coverage include:
STP on occupational health hazards
and its prevention
1.5.1 General information about
occupational health hazard
1.5.2 Definition and types of occupational
health hazards
1.5.3 Occupational health hazards and its
prevention
1.5.4 Sings and symptoms of occupational
health hazards
1.5.5 Management of occupational health
hazards
1.5.6 Complications of occupational health
hazards
2. Organizations and content follows
2.1 Logical sequence
2.2 Continuity
2.3 Integration
III Language
1. English language is used in simple
and understandable dialogue

76
2. Technical terms are explained at the
level of learners ability
IV Any other suggestions
General comments;
………………………………………………………………………………………………………
……………………………………………
Signature of expert
Name and designation

77

ANNEXURE -V

CONTENT VALIDITY CERTIFICATE

This is to certify that the tool developed by Ms. Mary Antony, Ms . Lidiya Siby , Ms. Nayana
Mr. Mallikarjun Tuppad, Mr. Midlaj Sadath, Mr. Muhammad Affan. as a partial fulfillment
for
the degree of Bachelor of Science in Nursing from Rajiv Gandhi University of Health
Sciences is
found to be valid and up to date.

Name:
Place:

Date:

Remarks:

Signature and seal of Expert:

Designation and Address:

78
ANNEXURE -VI

LIST OF EXPERTS WHO VALIDATED TOOL

1. Prof. Mr. RAJARATHINAM P

Principal of H.D Devegowda College of Nursing

2. Mm. RAJALAKSHMI

Vice Principal of Nisarga College of Nursing

H.O.D of Paediatrics

3. Mr. JAIN BABY

Vice Principal of H.D Devegowda College of Nursing

Associate Professor, H.O.D OF Medical Surgical Nursing

4. Ms. IMPANA D

Tutor

79
ANNEXURE -VII
BLUEPRINT OF THE STRUCTURED KNOWLEDGE
QUESTIONNAIRE
[Link]
Content areas in the questionnaire Number of
questions
Percentage

1. Questionnaire on introduction, definition and

types of occupational health hazards .
5
12.5

2. Questionnaire on occupational health hazards

and it’s prevention.
20
50

3. Questionnaire on signs and symptoms of

occupational health hazards.
5
12.5

4. Questionnaire on occupational health hazards

management.
4
10

5. Questionnaire on complication of
occupational health hazards.
6
15

TOTAL
40
100

80
QUESTIONNAIRE ON KNOWLEDGE AND PREVENTION ON
OCCUPATIONAL HEALTH HAZARD
Name: _________ __________
Batch: ___________________
Instructions : CHOOSE THE APPROPRIATE OPTIONS.
PART -01
Section A
Demographic Variables Data
1. Age in years:
a) 17 –19 b) 20 –23
c) 24 –26 d) More
2. Sex:
a) Male b) Female
3. Source of Health Information: (Tick all that apply)
a) Television b) Internet c) Books d) Class
4. How many months of training have you received until now?
a) No training b) 4 –6 months
c) 6–12 months d) More than 1 year
5. Have you ever had any occupational injury? (e.g., needle stick injury, exposure to
blood/fluid)
a) Yes b) No
c) Don’t know d) Maybe
6. Have you attended any training or workshop on occupational health hazards before?

81
a) Yes b) No
c) Maybe d) D o not intend to

PART -02
Section B
Questionnaire on introduction, definition, types of occupational
health hazards
1. Which of the following is a common occupational health hazard faced by nurses?
a) Air pollution b) Musculoskeletal injuries from lifting patients
c) Smoking addiction d) Visual disturbance
2. Protecting nurses from occupational hazards helps to:
a) Increase their salary b) Reduce wor kload
c) Improve health and quality of patient care d) Avoid medical education
3. Occupational health hazards are defined as:
a) Diseases spread through food b) Harmful agents in the environment
c) Agents or circumstances in the workplace that cause harm to workers' health
d) Unpleasant work conditions
4. Which of the following is not a type of occupational health hazard?
a) Chemical hazard b) Biological hazard
c) Physical hazard d) Recreational hazard
[Link] of the following infections are nurses commonly at risk of due to exposure to blood
and
body fluids?
82
a) Malaria and Dengue b) HIV and Tuberculosis
c) Influenza and Measles d) Typhoid and Cholera
Section C
Questionnaire on Occupational Health Hazards and Its Prevention
6. Which of the following is a key method to prevent occupational infections among health
workers?
A. Use of cotton gloves B. Avoiding patient contact
C. Adhering to standard precautions D. Self -medication
7. Which vaccine should be provided free to health workers to prevent occupational
infections?
A. Typhoid B. Hepatitis B
C. Influenza D. Rabies
8. For prevention of musculoskeletal injuries, patient lifting should ideally be done using:
A. Manual power B. At l east three people
C. Lifting aids or mechanical devices D. No support
9. To reduce chemical hazards, which is a recommended measure?
A. Use of open containers B. Substituting with less toxic chemicals
C. Mixing chemicals ran domly D. Avoiding gloves
[Link] risk can be reduced by
A. Reducing patient load B. Increasing night shift
C. Providing flexible work schedule D. Isolating staff
11. The best way to preve nt infection transmission in healthcare setting is:

83
A. Wearing colorful uniforms B. Maintaining good posture
C. Following proper hand hygiene practices D. Using air fresheners
12. To prevent heat stress in full PPE, how long should work duration be limited?
A. 1 hour B. 30 minutes
C. 3 hours D. 2 hours
13. One effective way to reduce workplace violence is to:
A. Ignore minor incidents
B. Encourage re porting and monitoring of all incidents
C. Remove security systems D. Avoid patient contact
14. Noise levels in most patient care areas should not exceed:
A. 85 dB B. 100 dB
C. 35 dB D. 50 Db
15. Which type of ventilation is most recommended for preventing airborne infections?
A. Sealed windows B. Air conditioning only
C. Adequate natural and mechanical ventilation D. Ceiling f ans
16. To prevent slips and falls, which footwear should be used?
A. High heels B. Flat sandals
C. Slip -resistant shoes D. Open -toe shoes
17. Which is an appropriate response after accident al chemical exposure?
A. Ignore it B. Wash hands and continue work
C. Initiate first aid and emergency care procedures D. Drink water

84
18. The use of UVGI is recommended in health facilities to control:
A. Heat B. Radiation
C. Airborne pathogens D. Noise
19. An important strategy to prevent electrical injuries is:
A. Allowing plug -in into any outlet B. Use of extension boards
C. Use of Residual Current Devices (RCDs)
D. Plugging all electrical devices in one outlet
20. What should be installed in staircases to prevent falls?
A. Slippery tiles B. Slopes
C. Handrails D. Marble
21. What can be used to reduce glare and improve lighting in the work area?
A. Matte light -colored paint B. Dim yellow lights
C. Tube lights D. Bright neon lights
22. What is the prim ary precaution for latex allergy among medical staff?
A. Use latex -based gloves B. Use powder -free gloves
C. Wash hands frequently D. Avoid all gloves
23. To reduce burnout and absenteeism, what should be optimized ?
A. Staffing number B. Shifts and workload
C. Staff rotation D. Doctor rounds
24. Which of the following is the primary reason for stress among nurses.
A. Lack of uniform B. Exposure to natural light

85
C. Long working hours and emotional demands D. Frequent tea breaks
25. To ensure hygiene, health facilities should have:
A. Central air conditioning B. Separat e visitor entry
C. Adequate water, toilets, and waste disposal D. Indoor Plants
Section D
Questionnaire on signs and symptoms of occupational health
hazards
[Link] of the following is correctly matched with its type of occupational hazard?
A. HIV - Chemical hazard B. Frostbite - Ergonomic hazard
C. Anxiety - Psychological hazard D. Carpal tunnel syndrome - Biological hazard
[Link] of the following is a psychosocial symptom of occupational health hazards in
nurses?
A. Eye irritation B. Vomiting
C. Burnout D. Blisters
[Link] of the following diseases can result from biological occupational hazards?
A. Hepatitis B B. Carpal tunnel syndrome
C. Frostbite D. Anxiety
[Link] of the following is a sign of exposure to biological hazards at work?
A. Joint stiffness B. Anxiety
C. Fev er and chills D. Hearing loss
[Link] of the following is a common symptom of physical occupational health hazards?
A. Skin irritation B. Hearing loss or tinnitus

86
C. Diarrhea D. Sleep Disturbance

section E
Questionnaire on management of occupational health hazards
31. What is an example of legal & policy enforcement in occupational health?
A. Providing snacks at work B. Regular audit and inspec tion
C. Allowing long unmonitored shift D. Disregarding OSH regulations
32. Which of the following is a component of psychological support for health workers?
A. Legal inspection B. Counselling services
C. Immuni zation D. PPE training
33. Which of the following is a preventive measure for occupational health hazards?
A. Use of antibiotics B. Health education and training
C. Person al protective negligence D. Emergency surgery
34. Which of the following is considered PPE?
A. Antibiotics B. Gloves and mask
C. Counselling service D. Ventilation system
Section F
Knowledge on complications of occupational health hazards
35.A severe psychological complication of workplace stress is:
A. Dermatitis B. Suicidal tendencies
C. Abscess D. Herniated disc

87
[Link] complication is commonly associated with chemical occupational hazards?
A. Anxiety B. Dermatitis
C. Frostbite D. HIV
37.A healthcare worker exposed to chemical fumes may develop:
A. Joint deg enerate B. Burnout
C. COPD D. Herniated disc
38. Safe work practices include:
A. Skipping hand hygiene when in a hurry
B. Following protocols for lifting and sharp disposal
C. Wearing PPE only during surgerie s D. Ignoring standard precautions
39. An example of engineering or administrative control is:
A. Sleep medications B. Ventilation systems to reduce airborne contaminants
C. Bandaging a wound D. Oral rehydration therapy
40. What is one important safety measure in high -risk radiation areas?
A. Wearing sandals B. Warning signs and shielding
C. Longer working hours D. Using alcohol

88
ANNEXURE -VIII
CORRECT RESPONSE OF SCORING AND SCORING KEY
QUESTION ANSWER SCORE
21 B 1
22 B 1
23 B 1
24 C 1
25 C 1
26 C 1
27 C 1
28 A 1
29 C 1
30 B 1
31 B 1
32 B 1
33 B 1
34 B 1
35 B 1
36 A 1
37 C 1
38 B 1
39 B 1
40 B 1
QUESTION ANSWER SCORE
01 B 1
02 C 1
03 C 1
04 D 1
05 B 1
06 C 1
07 B 1
08 C 1
09 B 1
10 C 1
11 C 1
12 B 1
13 B 1
14 C 1
15 C 1
16 C 1
17 C 1
18 C 1
19 C 1
20 C 1

89

90

91

92

93

94

95
LETTER REQUESTING PERMISSION TO CONDUCT RESEARCH STUDY

96
LESSON PLAN ON OCCUPATIONAL HEALTH HAZARDS AMONG NURSES:

Topic: STP on Occupational health hazards among nurses

Date: ___
Time: 60 min
Group: IVth year BSc Nursing Students
Size of group: 60
Venue: Class room

Method: STP
Method of Instruction: English
AV aids: Flashcard, chart

97
OBJECTIVES:
GENERAL OBJECTIVES:
On completion of the STP the participants will gain knowledge on occupational health
hazards among nurses, it’s prevent &
management and will able to apply that knowledge in practical situ ations.

SPECIFIC OBJECTIVES:
At the end of teaching programme participant will be able to :
 Define occupational health hazards.
 Enumerate types of occupational health hazards.
 List out the factors that contribute for occupational health hazards among nurs es.
 Explain each factors with it’s prevention.
 Brief out the management.
 List out the signs & symptoms of each type
 Enumerate the complication.

98
LESSON PLAN ON OCCUPATIONAL HEALTH HAZARDS AMONG NURSE’S
SL
NO DURATION SPECIFIC
OBJECTIVE CONTENT AV AIDS TEACHERS AND
LEARNERS
ACTIVITY EVALUATION

INTRODUCTION:
Nurses face a wide range of
occupational health hazards including
musculoskeletal injuries from lifting & moving
patients, increased risk of infection (HIV, TB)
from exposure to blood and body fluids &
latex. Protecting nurses from these risks
improves not only their health but also the
quality and continuity of patient care.
DEFINITIONS:
Occupation al health hazards are agents
or circumstances in the workplace that can
cause harm or adverse effect to workers' health
TYPES:
 Physical hazards
 Chemical hazards
 Biological hazards
 Ergonomic hazards
 Psychosocial
OCCUPATIONAL HEALTH
HAZARDS AMONG NURSES:
 Occupational infections
 Unsafe patient handling
 Hazardous chemicals
 Radiation.

99
 Psychological risk & mental health
 Violence & discrimination
 Risk in the ambient environment
 Occupational injuries

→ The health sector is among the most

hazardous sectors.

[Link] Infections
Definition:
Occupational infection among nurses
refers to an infectious disease acquired by
nurses during the course of their profession due
to exposure to infectious agents.
TB, Hepatitis B & C, HIV & respiratory
infections are among the commonest
occupational infections in the health sector.

Needle stick injuries contribute to

 39% → HBsAg
 44% → HIV infection.
Prevention:
 Adhere to strict infection prevention &
control measures.
 Observe standard precautions for
infection control.
 Use safety -engineered devices and
follow good practices for safe injections.
 Provide immunization at no cost to health
workers .e.g.: Hepatitis B
 Provide health services for early
detection, diagnosis, and counselling a nd

100
rehabilitation for HIV & TB.
 Provide systematic LTBI testing and
treatment in countries with low TB
incidence.
 Consider the use of ventilation for
prevention of airborne pathogens.
 Use clinical triage for early identification
of patients with respirat ory infection to
prevent transmission.
 Ensure adequate supply, proper use, and
maintenance of well -fitted PPE

[Link] patient handling

Definition:
Unsafe patient handling refers to the
use of improper techniques, body mechanics,
or equip ment when lifting, moving,
repositioning, or transferring patients.
Patient handling without using proper
techniques can cause musculoskeletal injuries
Up to 72% of nurses are suffering from
non-specific chronic low back pain.
Chronic low back pain may contribute
to burnout and economic burden, reduced
efficiency, absenteeism, and decreased quality
of life.

Prevention:
 Identify and assess occupational hazards
related to patient handling.
 Avoid lifting or use fewer and more
efficient lifting operations.
 Plan tasks carefully to reduce ergonomic

101
stress and strains.
 Use lifting aids and mechanical devices
for patient handling.
 In absence of lifting aids, at least two
workers should lift the patient.
 Provide training in safe patient handling.
 Adjust the layout of working areas to
ensure enough space for safe transfers.
 Install steps or ramps at the rear of the
ambulance for easy transportation.

[Link] chemicals
Definition:
Hazardous chemical is any substance
that can cause harm to people, property, or the
environment due to its physical or health -
related effects.

Cleaning agents, mercury, toxic drugs,

pesticides, and laboratory chemicals in health
care settings may be harmful to health work ers.
Cleaning agents & disinfectants have
been associated with an increased risk of new -
onset asthma in nurses.
Bleach & glutaraldehyde have been
associated with double the risk of asthma in
nurses.
Prevention:
 Eliminate unnecessary c hemicals or
substitute with less toxic chemicals.
 Ensure adequate ventilation and use of
closed systems when handling chemicals.
 Provide medical surveillance and regular

102
training.
 Use mercury -free medical products and
equipment, and ensure safe disposal .
 Use safe work procedures for handling,
storage, transportation, and disposal of
chemicals.
 Provide facilities for personal hygiene,
including washing and changing clothes.
 Ensure safe disposal of empty or nearly
empty pesticide containers.
 Organize f irst aid and emergency care
procedures in case of accidental
exposure.
 Provide and ensure usage of appropriate,
well-fitted PPE.
[Link]
Ionizing & non -ionizing radiation
exposure in healthcare settings pose specific
risks to health workers.

A) Ionizing radiation
These have harmful effects on health &
safety caused by exposure to high energy
radiation that can ionize atoms such as X -ray.
Radiation related disorders:
 Cataract
 Skin damage
 Infertility & birth defects
 Cancer
 Blood effect

b)Non -ionizing radiations

103
Non-ionizing radiation hazards refer to
the harmful effect caused by exposure to low
energy radiation that doesn’t have enough
energy to ionize atoms.
Radiation induced disorders:
 Skin cancer
 Skin burn (UV)
 Cataract
 Tissue burn
 Eye damage (laser)
 Fire & explosion

Prevention:
 Use radiation only in cases where the
benefits outweigh the risk.
 Put in place shielding, protective
barriers, safety interlocks, warning signs
& signals.
 Restrict access to areas where radiation
is used to authorized persons only.
 Organize regular inspection of medical
radiation devices by the competent
authority.
 Optimize the level of exposure of
different occupational groups for
planned exposure.
 Monitor exposure and organize medical
surveillance of exposed workers.
 Obtain appropriate permission for
medical use of radiation and follow the
recommendation for safe use.
 Train workers on safe use of equipment
& sources of radiation.

104
 Encourage female workers to report
when they become pregnant & reallocate
them to tasks without radiation
exposure.
 Develop SOPs for action in case of
accidental exposure to radiation.
 Report all exposure above the exposure
limit & cause of occupational injuries
and diseases due to radiation exposure.
 Provide workers with adequate well -
fitted PPE.
5)PSYCHOLOGICAL
STRESS \MENTAL HEALTH
Psychological illness / mental health
may result from poor working organization,
poor team relationship, work -related injury &
lack of support.
Contributing factors for mental ill health:
 Individual susceptibility
 Intrinsic job demands
 Poor work organization
→ Prolonged occupational stress
causes :
 burnout
 Chronic fatigue
 Absenteeism

Prevention:
 Set clear & consistent goals.
 Provid work -focused consultation to
those who are experiencing job stress.
 Organize work by optimizing workload
& time, safe staffing levels,

105
encouraging regular breaks & having
flexible schedules.
 Optimize shift length to avoid fatigue ,
giving preference to shift rotation in a
forward direction.
 Provide frequent training to increase
role effectiveness & coping strategies,
including training in conflict resolution.
 Encourage the development of support
groups & resource exchange networks.
 Maximize staff autonomy &
participation in decision making.
 Provide accommodation for health
workers during emergency operations
with access to food services, sanitary
facilities, and recreational
opportunities.
6)VIOLATION&DISCRIMINATION
Phys ical, sexual, verbal &
psychological abuse and workplace harassment
are common in the health sector.
Violence & harassment affect health
workers’ growth & morale.
Up to 62% health workers have
experienced workplace violence.

Prevention:
 Improve work organization.
 Optimal staffing levels, working time,
working condition & workers’ support.
 Buddy system & minimizing waiting
times.
 Restrict public movement in health

106
facilities.
 Alert security.

Prepare & support workers.

Train wo rkers in conflict resolution &
managing assault.
Maintain physical fitness & emotionally stable
condition.

✓ Good lighting, security cameras, alarms in

Security measures

✓ Lock doors & valuables

prime locations

✓ Recognize violent incide nts and identify

General measures

✓ Respond quickly to incidents if they occur

risk of violence

✓ Encourage reporting, recording and

✓ Ensure confidential grievance procedure.

monitoring of all incidents

7) Risk in ambient environment

→ Thermal discomfort, inadequate lighting
and noise exposure are ambient environment
hazards that may cause harm to health workers.

✓ Heat stress can arise from prolonged work

A. Thermal discomfort:

✓ Working outdoors in extreme cold or heat

in full personal protective equipment

can cause health damage

107

Prevention:
 Provide adequate heating, ventilation or
air conditioning
 Limit time spent in full PPE (max1hr)
 Allow for accommodation for who
move to new region

✓ Train to recognize heat re lated symptoms &

respond to

B. Noise exposure:
→ Noise exposure above 85 dB (A) may cause
temporary & permanent hearing damage
→ Lower noise level causes annoyance, lack of
sleep
Prevention:
 Keep noise level in working areas as
low as possible
 Noise exposure in health care setting
should not exceed 85 dB

C. Poor lighting:
→ Poor lighting in work can cause injuries,
eye strain & loss of vision
Prevention:
 Make better use of daylight and keep
windows clean
 Choose light coloured matte paint
which diffuse light & reduce glare

108
8)Occupational injuries
→ Slips, trips, falls, road traffic injuries,
electric shock, explosions and fire are common
occupational injuries among health workers

A. Slips, trips & fall are caused by:

→Wet floors
→Clutter
→Slips
Prevention:
 Ensure access to and use of slip
resistant shoes
 Install slip -resistant flooring and
increase floor cleaning frequency
 Ensure safe railings & fan plates and
height

B. Road traffic injuries:

→ Poor vehicle maintenance
→ Inadequate training
→ Lack of safety restraint
Prevention:
 Adopt safe driving practices e.g., use of
seat belt
 Develop a system for recording and
investigating incidents

C. Electrical injuries are caused by:

→ Unsafe electric work practices
Prevention:
 Train workers on s afe use of electrical
equipment
 Remove trailing cables

109
 Stop using faulty equipment
immediately and have it checked by a
competent person

D. Water, sanitation & hygiene:

→ Unsafe water, inadequate sanitation and
hygiene, health care waste & climate -related
hazards constitute risk
Prevention:
 Ensure availability of safe and adequate
supply of water
 Provide toilets for patients, staff and
caregivers
 Encourage correct use of water, proper
hand washing technique
 Proper storage & waste management

✓ Common signs and symptoms of

SINGS AN D SYMPTOMS:

occupational health hazards:

✓ Hearing loss or tinnitus

[Link] hazards

✓ Headache
✓ Dizziness
✓ Eye strain
✓ Burns

✓ Skin irritation
[Link] hazards

✓ Eye irritation
✓ Respiratory issues

✓ Asthma
110

✓ Fever, chills, throat

[Link] hazards

✓ Rashes
✓ Diarrhea, vomiting
✓ Malaise

✓ Back pain
[Link] hazards

✓ Joint stiffness
✓ Muscle cramps
✓ Carpal tunnel syndrome
✓ Repetitive strain injuries

✓ Anxiety, depression
5. Psychosocial hazards

✓ Sleep disturbance
✓ Irritability
✓ Burn
MANAGEMENT:
Management involves a combination of
preventive, protective & corrective measures.

✓ Health education and training

1. Preventive measures

✓ Regular training on hazard identification &

✓ Immunization
safe practices

→ Vaccination against hepatitis B, influenza

etc.

✓ Employment & periodic health check -up

111
✓ Safe work practices
→ Following protocols for hand hygiene,
lifting, sharp disposal etc.

2. Use of personal protective equipment

→ Gloves, mask, gown s, face shields, goggles
→ Lead aprons
→ Earplugs/muffs
→ Ergonomic tools

3. Engineering and administrative controls

→ Ventilation system to reduce airborne

✓ Proper waste management

contaminant

✓ Radiation shielding, avoiding signs in high

✓ Working with caution to avoid stress and

radiation areas

burnout

(4) Decontamination
→ Immediate decontaminating of exposure,

✓ Proper 1st aid for chemical splashes &

injuries or incidents

✓ Proper expo sure prophylaxis

burns

✓ Counselling services
(5) Psychological support

✓ Stress mgmt

(6) Legal & policy enforcement

112
→ Implementation of OSH
regulation
→ Regular audit & inspection
→ Disciplinary action
COMPLICATIONS:
→ Occupational health hazards can lead to
serious short term and long term complications

✓ Frostbite
(1) Physical hazards

✓ Heat stroke
✓ Musculoskeletal disorders

✓ Dermatitis
(2) Chemical hazards

✓ Asthma
✓ COPD

✓ HIV, TB
(3) Biological hazards

✓ Abscesses

✓ Carpal tunnel syndrome

(4) Ergonomic hazards

✓ Joint degeneration
✓ Herniated disk

✓ Anxiety & depression

(5) Psychological hazards

✓ Burnout
✓ Suicidal tendencies

113

CONCLUSIONS:
Nursing is uniquely hazardous due to the
diversity and frequency of risk encountered.
Reducing these hazards demands a
combination of individual vigilance,
institutional policies, and ongoing education to
protect nurses & sustain the quality of patient
care

114
SUMMARY
This lesson plan aims to educate nursing students about the various occupational health
hazards they encounter in clinical se ttings
including physical, chemical, biological, ergonomic and psychological risk. The session
covers definition, types of hazards, common
signs, symptoms, preventive strategies such as the use of PPE and proper hygiene practices
and management approaches includin g
first aid, reporting & counseling. Through the discussion & case -based learning, students
also develop practical skills t o protect
themselves and ensure a safer healthcare environment.
115