Research @ NIMT

Background: Organ donation is an important life-saving intervention for individuals suffering from irreversible organ failure. However, inadequate knowledge, misconceptions, limited awareness regarding donor eligibility and legal provisions, and insufficient information about transplantation continue to affect public participation in organ donation. Video-assisted teaching can provide standardized and engaging health information and may improve knowledge among community members. Aim: The study aimed to assess the effectiveness of a Video-Assisted Teaching Programme on knowledge regarding organ donation among adults in a selected community area of Greater Noida. Methodology: A quantitative approach and pre-experimental one-group pre-test–post-test design were adopted. Sixty adults aged 18–25 years were selected using non-probability purposive sampling from a selected community area of Greater Noida, Uttar Pradesh. Data were collected using a demographic proforma and a structured knowledge questionnaire regarding organ donation. A Video-Assisted Teaching Programme was administered following the pre-test, and a post-test was conducted on the seventh day. Descriptive and inferential statistics were used for data analysis. The paired t-test was used to determine the effectiveness of the intervention, while the chi-square test was used to identify associations between pre-test knowledge and selected variables. Results: In the pre-test, 31 (51.7%) participants had poor knowledge, 24 (40.0%) had average knowledge, and only 5 (8.3%) had good knowledge. After the intervention, 42 (70.0%) participants demonstrated good knowledge, 16 (26.7%) had average knowledge, and only 2 (3.3%) had poor knowledge. The mean knowledge score increased from 8.02 ± 2.81 in the pre-test to 15.18 ± 2.14 in the post-test. The mean difference was 7.16, and the calculated paired t value was 21.38 with p < 0.001, indicating a highly significant improvement in knowledge. Previous awareness regarding organ donation and willingness to donate organs in the future were significantly associated with pre-test knowledge (p < 0.05). Conclusion: The findings demonstrate that the Video-Assisted Teaching Programme was effective in significantly improving knowledge regarding organ donation among adults. Video-assisted health education may therefore be incorporated into community health nursing activities to improve awareness and address misconceptions related to organ donation. Keywords: Organ Donation, Video-Assisted Teaching Programme, Knowledge, Adults, Community Health Nursing, Health Education.

Background: Menstrual hygiene is an essential component of adolescent reproductive health. Inadequate knowledge regarding menstruation and menstrual hygiene may lead to unhealthy practices, misconceptions, and increased risk of reproductive tract infections. Health education through innovative teaching methods such as video-assisted learning can significantly improve awareness among adolescent girls. Objectives: The study aimed to assess the effectiveness of a Video-Assisted Teaching Programme (VATP) on knowledge regarding menstrual hygiene among adolescent girls in selected private schools of Greater Noida and to determine the association between pre-test knowledge and selected demographic variables. Methodology: A quantitative approach with a pre-experimental one-group pre-test and post-test design was adopted. Sixty adolescent girls were selected using a non-probability purposive sampling technique. A structured knowledge questionnaire consisting of 20 items was administered before and seven days after the Video-Assisted Teaching Programme. Descriptive statistics, paired t-test, and Chi-square test were used for data analysis, with statistical significance set at p < 0.05. Results: The pre-test mean knowledge score was 10.84 ± 2.63, which increased significantly to 17.65 ± 1.54 after the intervention. The mean difference was 6.81, and the paired t-value was 20.47 (p < 0.001), indicating a highly significant improvement in knowledge. Significant associations were observed between knowledge scores and educational status, parental education, family income, source of information, and type of menstrual absorbent used. Conclusion: The Video-Assisted Teaching Programme was highly effective in improving knowledge regarding menstrual hygiene among adolescent girls. Integrating audiovisual educational interventions into school health programmes can promote healthy menstrual practices, dispel misconceptions, and enhance adolescent reproductive health. Keywords: Menstrual Hygiene, Adolescent Girls, Video-Assisted Teaching Programme, Knowledge, School Health Education, Quasi-Experimental Study.

Background: Adults with disabilities may experience psychological distress alongside functional limitations. Depression, anxiety, and stress may be influenced by dependence, social isolation, stigma, restricted participation, unemployment, and environmental barriers. Psychological well-being is therefore an important component of holistic rehabilitation. Mindful meditation offers a low-cost, adaptable, non-pharmacological approach that promotes present-moment awareness and may support emotional regulation. Objective: To assess the effectiveness of mindful meditation on depression, anxiety, and stress among adults with disabilities in the National Capital Region. Methods: A quantitative pre-experimental one-group pre-test–posttest design was used among 60 adults with disabilities recruited through convenience sampling at the National Career Service Centre for Differently Abled. A socio-demographic questionnaire and DASS-21 were used. Participants received a structured mindful meditation programme and were reassessed after the intervention. Descriptive and inferential statistics, paired t-test, and chi-square test were used. Results: At pre-test, moderate depression was present in 36.7%, moderate anxiety in 38.3%, and mild stress in 40.0%. After intervention, normal status increased to 50.0%, 53.3%, and 55.0%, respectively. Mean depression decreased from 15.77 ± 5.82 to 9.87 ± 7.21, anxiety from 11.33 ± 3.94 to 7.57 ± 4.72, and stress from 19.78 ± 6.34 to 12.97 ± 8.34. The paired t-values were 4.96, 4.50, and 4.40, respectively, with p < 0.001. Conclusion: The findings indicate significant reductions in depression, anxiety, and stress following mindful meditation. The intervention may be a feasible complementary psychological-support strategy in disability and rehabilitation services. DOI: https://doi.org/10.24321/2581.5822.202610.