Stroke is a life-threatening neurological emergency caused by interruption of blood supply to the brain, leading to disability or death if not treated promptly. Early recognition and immediate intervention are essential, as treatments such as thrombolytic therapy are highly time-dependent. The FAST protocol is a simple and effective tool used to quickly identify warning signs of stroke and reduce delays in treatment. Nurses play a vital frontline role in assessing stroke symptoms, coordinating emergency care, and monitoring patients using the FAST protocol. Through accurate assessment, documentation, communication, and patient education, nurses help improve recovery outcomes and the overall quality of stroke care.
Background: Mental illness is one of the leading causes of disability worldwide, yet misconceptions and stigma continue to prevent individuals from seeking timely help. Among children and adolescents, lack of awareness regarding mental health often results in negative attitudes, fear, and discrimination. Innovative educational strategies such as game-based learning (GBL) may improve awareness and reduce misconceptions among school children.Objectives: 1.To assess the existing level of knowledge regarding myths and facts of mental illness among upper primary school children. 2. To evaluate the effectiveness of game-based learning on knowledge regarding myths and facts of mental illness among school children 3. To identify the association between knowledge regarding myths and facts of mental illness and selected demographic variables. Methods: A pre-experimental one-group pre-test post-test design was adopted for the study. Thirty upper primary school students aged 9–12 years were selected using non-probability convenience sampling from Infant Jesus English Medium Public School, Kottayam district, Kerala. Data were collected using a structured questionnaire consisting of demographic variables and 15 multiple-choice questions related to myths and facts of mental illness. Following the pre-test, a game-based learning intervention was administered. Post-test assessment was conducted after the intervention. Descriptive and inferential statistics including mean, standard deviation, paired t-test, and chi-square test were used for analysis. Results: The pre-test findings revealed that 70% of students had poor knowledge, 20% had average knowledge, and 10% had good knowledge regarding myths and facts of mental illness. Following the intervention, 93.4% of students demonstrated good knowledge. The calculated paired t-value (4.51) was higher than the table value (2.05), indicating a statistically significant improvement in knowledge after the intervention (p<0.05). Significant association was found between pre-test knowledge scores and selected demographic variables such as type of family and previous information regarding mental illness. Conclusion: The study concluded that game-based learning was effective in improving awareness regarding myths and facts of mental illness among upper primary school students. Interactive educational approaches can play a significant role in promoting mental health literacy and reducing stigma among children.
Background: Due to covid-19 educational institutions were entirely closed from March 2020. There is irresolvable to stop the spread of the Covid pandemic, which affect the school children. So, virtual classes were started, instead of traditional education. Due to this virtual learning, the screen hours spending got increased. Spending long time in the screen results in eye problems among school children. Digital eye strains are the most common problem, due to long term usage of the digital devices. The common eye associated problems, due to this perpetual usage of digital devices are dry eyes, itching, foreign body sensation, blurring of vision, headache and watering of the eyes. Methods: Quasi experimental non randomized control group design was adopted for the study. Purposive sampling technique was used to select 30 participants for study group and 30 participants for control group. Pretest was done through the digital device eye symptoms rating scale and schirmer’s dry eye test. Ophthalmic exercises were given for 15 minutes once a day for seven consecutive days. Post test was done to both study group and control group on the seventh day after intervention through the same tool. Discussion: The findings have revealed that the pretest mean score on selected eye parameters such as digital device eye symptoms 39.90 and 37.03 and for dryness of eyes are 8.57 and 10.03 in study group and control group. The paired ‘t’ test value of study group and control group on digital device eye symptoms are 15.62 and 1.62 and dryness of eyes are 6.82 and 1.469 respectively which were significant at p≤0.05 and highly significant at p≤0.01, p≤0.001. Hence, the research hypothesis H1 accepted. The posttest mean score on selected eye parameters such as digital device eye symptoms are 18.47 and 38.96 and for dryness of eyes are 18 and 9.73 in study group and control group respectively. The unpaired ‘t’ test value for digital device eye symptoms is 8.50 and for dryness of eyes is 7.28 which is significant at p≤0.05 and highly significant at p≤0.01, p≤0.001. Conclusion: Based on the findings the study revealed that ophthalmic exercises are more effective in reducing selected eye parameters among virtual learners.
Postpartum depression (PPD) is an important healthcare challenge that can adversely affect mother’s physical, emotional, and social well-being following childbirth. Timely identification and effective management are essential to safeguard health and welfare of both women and their babies. This study investigated the proportion of postpartum depression among postnatal mothers attending postnatal clinics and examined its relationship with selected sociodemographic factors. A descriptive cross-sectional study was undertaken among postnatal women attending clinics in Pathanamthitta district of Kerala using the Edinburgh Postnatal Depression Scale (EPDS) to screen for symptoms of depression. The analysis demonstrated that 22.53% of participants had probable depression, 12.67% had a fairly high possibility of depression, 16.19% had possible depression, and 48.59% had no depression. The analysis identified a significant association between postpartum depression and factors such as antenatal depression and stressful events in the past four weeks. However, no significant relationship was observed between postpartum depression and variables such as age, education, occupation, mode of delivery, type of pregnancy, parity, term of pregnancy, total number of children in current pregnancy, postpartum duration, obstetric complications, family support, and family monthly income. These results highlight postpartum depression as a prevalent concern among postnatal mothers, with more than half of the participants reporting varying degrees of depressive symptoms. Therefore, integrating routine metal health assessment, providing timely interventions, and strengthening support systems at both families and healthcare levels are crucial to improve mental health of mothers and promote positive outcomes for mothers and their children.
Background: The transition from the traditional annual system to a semester-based competency-oriented curriculum by the Indian Nursing Council (INC) aims to align with global standards. However, the impact on clinical skill acquisition remains debated. Objectives: To compare clinical competency levels and procedural proficiency between B.Sc. Nursing students under the annual and semester-based systems. Methods: A comparative cross-sectional study was conducted among 200 final-year B.Sc. Nursing students (100 Annual, 100 Semester). Clinical competency was assessed using a standardized Objective Structured Clinical Examination (OSCE) and a Clinical Competency Self-Efficacy Scale. Results: Semester-system students demonstrated significantly higher theoretical internal assessment scores ($p<0.05$). However, annual-system students exhibited superior performance in complex clinical procedures (e.g., advanced wound care, tracheostomy suctioning) with a mean OSCE score of 82% vs. 74% for semester students. Qualitative feedback indicated "implementation fatigue" and reduced clinical immersion time in the semester group. Conclusion: While the semester system improves continuous academic engagement, the annual system provides a more stable environment for "deep-dive" clinical skill mastery. Curricular adjustments are needed to protect clinical hours within the shorter semester cycles.
