Professor, Bhagyoday Tirth Nursing College, Sagar Madhya Pradesh, India.
Effectiveness of Educational Interventions ,Disaster aspects ,Preparedness and Management ,Female Nurse ,

Background of the study: - The early years of a child?s life are important for his or her health and development. Children begin developing social-emotional skills at birth. Infants begin turning their heads toward their caregivers? voices, trying toward their caregivers and emit, and crying to let their caregivers recognize they have something. Their emotional signals, like smiling, crying, or demonstrating interest and a focus, powerfully influence the behaviors of others. A national survey of child and adolescent well- being in the year 2005 showed that 33% of children aged 0 to 2 and 36% aged 3 to 5 years had developmental delay whereas only 13 you look after school- aged children were found to have it. About 2.1 million Indian children below five years of age die every year. India occupies 49th position with mortality of 76/1000 live birth. Problem statement “A knowledge package regarding assessment of social emotional developmental delay among parent of under five children. Objectives (1) To identify the prevalence of social emotional developmental delay. (2) To assess the pre-test knowledge of parents regarding social emotional development (3) To develop and design informational booklet regarding social emotional development (4) To find out the effectiveness of structure teaching programme with information booklet (5) To find out the association of pre-test score with demographical variable. Research Methodology: In this study, the quantitative research approach and pre experimental one group pre testpost test design was used. The study was conducted in BhagyodayTirth Charitable Hospital, Sagar. The sample consist 60 parents of under five children selected by convenient sampling technique. The data was analyzed using descriptive and inferential statistics. Result and Discussion: The Analysis revealed that there was marked increase in the mean value from 6.5 in the pre test to 23.66 in post test and the standard deviation is decreased from 5.40 in pre test to 4.26 in the post test. The mean difference was 17.16 and SD difference was 1.14 and the calculated “t” value was 21.66 at p<0.001 level of significance which showed the statistically high significant difference between the pre and post test level of knowledge. Hence it indicates structured teaching programme is effective. Conclusion: The present study assessed the effectiveness of structured teaching programme. The study findings revealed that there was a significant improvement in the level of knowledge after providing structured teaching programme could be equipped with competencies in order to respond to a disaster event effectively.

11 , 1 , 2021