Name of the institution : government college of nursing, hassan



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RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES,


1.


NAME OF THE CANDIDATE :

ADDRESS




MISS. MADHURA B S

I YEAR M Sc NURSING

GOVERNMENT COLLEGE OF NURSING, HASSAN.










2.

NAME OF THE INSTITUTION :

GOVERNMENT COLLEGE OF NURSING, HASSAN.










3.

COURSE OF THE STUDY& :

SUBJECT

1st YEAR M Sc NURSING

MENTAL HEALTH NURSING










4.

DATE OF ADMISSION :

29-07-2013

5.

TITLE OF THE TOPIC :


A STUDY TO FIND THE EFFECTIVNESS OF STRUCTURED TEACHING PROGRAM ON KNOWLEDGE REGARDING ACADEMIC STRESS AND COPING STRATEGIES AMONG TENTH STANDARD STUDENTS IN SELECTED HIGH SCHOOL AT HASSAN”.

BANGALORE, KARNATAKA
PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION

6. BRIEF RESUME OF THE INTENDED WORK

“Stress should be a powerful driving force, not an obstacle”.

-Bill Phillips

INTRODUCTION

School life is very important part of one's life, because it provides opportunity for study and discipline. Besides these, the school life is a preparatory stage for entering public life. School is a meeting place of students and teachers. From here, a student learns how to adjust himself with the society at later part of life. School is the right place for the fulfillment of the youthful desires. Students take part in games and sports, drama, essay competition, song and debate competitions etc. School also gives the foundation for the budding poets, scientists, writers, doctors, engineers, painters and musicians. It is in school that the students enjoy the affection of their teachers.1

Roy (1976) defined stress as an “adaptive response as behavior that maintains the integrity of the individual ”. Adaptation is viewed as positive and is correlated with a healthy response. When behavior disrupts the integrity of the individual. It is perceived as maladaptive. Maladaptive response by the individual are considered to be negative or unhealthy.2

Various 20th-century researchers contributed to several different concepts of stress. Three of these concept include stress as a biological response, stress as an environmental event, and stress as a transaction between the individual and environment.2



There are different types of stress — acute stress, episodic acute stress, and chronic stress.3 Indeed, stress symptoms can affect one’s body, thoughts and feelings, and behavior. Being able to recognize common stress symptoms can gives a jump on managing them. Stress that has left unchecked can contribute to health problems, such as high blood pressure, heart disease, obesity and diabetes.4

Since the study is about academic stress, there have to rise up the question that is they are anybody here today who has been studying and never suffered from academic stress? Of course, at this point all probably realize that the subject of ‘academic stress’ is not straightforward. Too often, may counsel students who believe that they are suffering from “academic stress” when, in fact, most of the stress is caused by their own internal perfectionist demands and the external demand. Therefore, from that we can come out with the definition of academic stress as being defined by Mechanic, that a classic study of stress among students defines stress as discomforting responses of persons in particular situation.5

"Examination stress within the student community is a real cause for worry. It is more common than most people realize and is an issue that needs to be addressed urgently," states B.S. Baswan, secretary, secondary and higher education in the Union HRD ministry. 6

With over 10 million students writing school-leaving final exams every year, exam stress is a phenomenon that has assumed larger-than-life dimensions in India. According to a study conducted by the Delhi-based Hindustan Times, north India leading daily, nearly 70 percent of Indian students after class VIII experience severe academic stress, especially during exam time with nearly 10 percent having contemplated suicide at some point during their academic years. 7

Coping style may play an important role in the way students manage stressful academic events and perform at college. As expected, greater academic stress co-varied with lower course grades; however, students who engaged in problem-focused coping were more likely to be motivated and perform better than students who engaged in emotion-focused coping. College students confront many challenges in pursuit of their educational goals. When such experiences are perceived as negative, they can have an adverse effect on students’ motivation and performance.8



6.1 NEED FOR THE STUDY

An article from Times of India in March 2008 leading daily, reported that 5,857 students or 16 students a day in 2006 committed suicide across India due to exam stress. And these are just the official figures. 9

Several authors have studied the academic stress of different age group. Zeider (1992) study reported that student appeared to be under high by pressure originating from course overload and academic evaluation procedures and least stressed by personal familiar and social factor .10 Clift and Thomas (1983) reported that course work assignment was a major source often keeping the students under continual examination puts to stress.11 Kohlon’s (1983) study revealed that lack of parental help, congenial examination system, living up to parental expectation, attitude of the teachers and fear of examination were the stress causing factors.12 Berg and Keinan’s (1986) also found that imposing excessively high self expectation was the most trouble stressor leading to academic stress.13

The average global suicide rate is 14.5 deaths per 100,000 people, with suicide being the 4th leading cause of death in the 15-19 age groups. A study published in the British medical journal The Lancet indicates that the suicide rate in the 15-19 groups living around Vellore in Tamil Nadu, India, was 148 per 100,000 for women, and 58 per 100,000 for men. What stood out in the data was that not only were the rates extremely high, but that rates for young women were almost three times higher than rates for young men. This is the opposite of global rates, in which men are three times higher than those for women. Suicide deaths accounted for between 50 to 75 percent of all deaths in young women in the 15-19 age groups. 14



The associations among emotional intelligence (EI), coping, personality and exam-related stress in a group of 475 Canadian undergraduate students were examined. Stress was measured at the start of the semester and again in the pre-exam period. The associations of the Emotion Regulation factor (high loadings of several EI components and emotion-focused coping) and the Task Focus factor (high loadings of Adaptability EI and task-focused coping) with personality, stress and subjective wellbeing (SWB) were examined using structural equation modeling. The results showed that these factors mediated the effect of personality on stress and SWB.15

By now we are conveniently oblivious of the thousands of dreams that could not be fulfilled because of the pressure and stress inflicted on them because of the so called rat race. As a society, we have failed to do our bit for our own loved ones. 16

A less competent learner with lower control ability uses more negative strategies, while learners who feel they are competent and have more control over events, generally use more constructive coping strategies. The motivation to belong originates in the need to experience love, sympathy and caring. In schools, this need may not be filled if teachers neglect students. The first outcome of coping in the school milieu is that learning becomes either a motivating factor or unpleasant activity. In the latter case, the possible long term effects are negative, retarding the student’s cognitive, social and personality development. Students who have positive attitudes toward learning and school are better at adjusting, less emotionally disturbed, and can use their resources better. 17

A study conducted on adaptive perfectionists in middle school sought family support, sought acceptance by peers, and developed academic competence as primary coping responses, which differed from classmates with less adaptive perfectionistic tendencies.18 Hart’s (1991) study of high school students indicated that students who became angry in response to academic stressors tended to also seek more support (i.e., social–emotional assistance, resource guidance, or information from others) and were less likely to attempt positive appraisal coping efforts (e.g., optimistically reframing, perspective taking).19

In this competitive world, the competition between the students in education field is developing the stress. Stress may be due to the pressure by parents, teachers or any other forms. As the stress develops the student needs to develop the coping strategies. But they fails to develop or to adopt because of their unknowing. In India tenth standard exam is public exam which was a new experience to the students and made the get more stress. Even investigator also experienced academic stress during the tenth standard, so the investigator has taken this topic for the study. Many of the researches and studies are conducted on the academic stress, so this will helps throughout my study and encouraged me to take this study.

6.2 REVIEW OF LITERATURE

The study conducted on ‘Experience of stress: burdened by a heavy load by a heavy mental health nursing students of Ireland with the purpose to contribute to the knowledge of the impact of personal life stressors revealed that the stress experience does impact students internal and external worlds, potentially lessening functioning and inhibiting growth and development. 20

The study conducted on an Academic stress differentially influences perceived stress, salivary cortisol, and immunoglobulin-A in undergraduate students. Academic examination stress is reported to increase physiological and self-report measures of stress and to decrease immune functioning. Specific pressure variables that appeared to contribute to stress regulation during the examination week included the amount of time spent studying and concern about the impact of examinations in the future. By demonstrating measures of chronic examination stress, these findings provide new insight into the complex relationship between examination stress, cortisol, and immune functioning. 21

The study conducted on Sources of stress for students in high school college preparatory and general education programs: group differences and associations with adjustment. Comparisons of correlations between categories of stressors and students' adjustment by curriculum group reveal that students in the IB program reported more symptoms of psychopathology and reduced academic functioning as they experienced higher levels of stress, particularly stressors associated with academic requirements, transitions and societal problems, academic struggles, and extra-curricular activities. 22

Studies revealed that suicide rate was high among college students than the youth and academic pressure was seemingly related to suicide. Those who committed suicide had a much better academic record than peers but felt that their performance was below their expectations or were doubtful about their ability to do well in the college or about taking up an outstanding career, said Dr. Raju, professor of psychiatry at Andhra Medical College and Govt. Hospital for Mental Care. There was no confirmed reason for increase in youth suicides but it was evident that the contemporary conditions were not as hospitable to the youngsters as we might like them to believe, felt Dr. Raju. 23

A Study conducted on Experienced stressors and coping strategies among Iranian nursing students. Most students reported "finding new friends" (76.2%), "working with people they did not know" (63.4%) as interpersonal sources of stress, "new responsibilities" (72.1%), "started college" (65.8%) as intrapersonal sources of stress more than others. The most frequent academic source of stress was "increased class workload" (66.9%) and the most frequent environmental sources of stress were being "placed in unfamiliar situations" (64.2%) and "waiting in long lines" (60.4%). Interpersonal and environmental sources of stress were reported more frequently than intrapersonal and academic sources. Mean interpersonal (P=0.04) and environmental (P=0.04) sources of stress were significantly greater in first year than in fourth year students. Among coping strategies in 12 areas, the family problem solving strategies, "trying to reason with parents and compromise" (73%) and "going along with family rules" (68%) were used "often or always" by most students. 24

A study conducted on stress and coping strategies: a case of Pakistani medical school A total of 264 students out of 300 (88%) filled in the questionnaire. Ninety-four per cent of males have experienced stress. The senior students of the fourth and final year feel more stressed (95% and 98% respectively). Sports, music, hanging out with friends, sleeping or going into isolation are various coping mechanisms are the methods used by the students to come out from the stress. 25

Even though there are positive aspects of stress on people, it also has negative influences. Therefore, in order to maintain a healthy body and mind, and to develop normal operational functions, people must understand stress correctly. Schuler considered that stress pointed at important opportunities, limitations or needs faced by individuals, and when the results of these situations are uncertain, individuals develop a type of insecurity inside.2

Teachers often emphasize the acquisition of knowledge, so they often neglect the emotional feelings of students during the teaching process, which can cause emotional stress and learning problems for students. In addition, students may feel unfamiliar situations like nervousness, worry, frustration, abasement, depression, etc. The instability of these emotions easily initiates unusual behavior, which then affects the learning achievements and adjustment ability of students if appropriate timely counseling is not given by the schools, teachers and parents, or if they cannot obtain appropriate concern from their peers or siblings.26

A cross-sectional study was conducted among 1161 secondary students in Can Tho City, Vietnam during September through December, 2011. A structured questionnaire was used to assess anxiety, depression, suicidal ideation and proposed solutions.. The prevalence estimates of symptoms reaching a threshold comparable to a diagnosis of anxiety and depression were 22.8% and 41.1%, respectively. Suicide had been seriously considered by 26.3% of the students, while 12.9% had made a suicide plan and 3.8% had attempted suicide. Major risk factors related to anxiety and depression were physical or emotional abuse by the family, and high educational stress. As proposed solutions, nearly 80% of students suggested that the academic workload should be reduced and that confidential counselors should be appointed at schools. 27



6.3 STATEMENT OF PROBLEM

A STUDY TO FIND THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAM ON KNOWLEDGE REGARDING ACADEMIC STRESS AND ITS COPING STRATEGIES AMONG TENTH STANDARD STUDENTS IN SELECTED HIGH SCHOOL AT HASSAN”.



6.3.1 OBJECTIVES

  1. To assess the existing knowledge regarding Academic Stress and Coping Strategies among 10th standard students.

  2. To assess the effectiveness of Structured Teaching Program on knowledge regarding Academic Stress and Coping Strategies among 10th standard students.

  3. To find the association between post-test knowledge score and selected demographical variables.

6.3.2 HYPOTHESES

H1-There will be a significant difference between mean pre-test and post-test knowledge scores among tenth standard students regarding academic stress and its coping strategies.

H2-There will be a significant association between post-test knowledge scores and selected demographic variables of tenth standard students.

6.3.3 VARIABLES

  1. Independent variable: Structured teaching program regarding academic stress and its coping strategies.

  2. Dependent variable: Knowledge of tenth standard students regarding academic stress and its coping strategies.

  3. Extraneous variables: Age, sex, education of parents, religion, type of family, income of the family per month, source of information about academic stress and its coping strategies etc.

6.3.4 OPERATIONAL DEFINITIONS

  1. Effectiveness: Refers to determining the extent to which the information in the structured teaching program has achieved the desired effect as expressed by gain in knowledge.

  2. Structured Teaching Programme: Refers to planned instruction regarding meaning, causes and factors contributing to academic stress and coping methods to be adopted for the duration of 30 minutes by using lecture cum discussion method with the help of LCD projector for the group of thirty 10th standard students.

  3. Knowledge: Refers to an ability of tenth standard students to give correct responses to the structured knowledge questionnaire regarding academic stress and its coping strategies.

  4. Academic stress: In this study it refers to a physical, mental, or emotional response to events that causes bodily or mental tension pertaining to academic requirements of high school curriculum.

  5. Coping strategies: Coping Strategy is a method taken by the students that helps to function better in an academic stressful situations like meditation, yoga breathing exercises etc.

  6. Tenth standard students: The students who are studying tenth standard.

  7. Selected high school: Refers to institution which offers higher secondary course to the students.

6.3.5 ASSUMPTIONS

  1. It is assumed that tenth standard students may have some knowledge and attitude regarding academic stress and coping strategies.

  2. Structured questionnaire may be appropriate for assessing the knowledge regarding academic stress and coping strategies.




      1. DELIMITATION

  1. The sample size is limited to 30 Students

  2. Assessing only knowledge of the tenth standard students regarding academic stress and coping strategies.

7. MATERIALS AND METHODS OF THE STUDY.

7.1 Source of Data :

Tenth standard students of selected

high school at Hassan.



    1. METHODS OF COLLECTION OF DATA:

7.2.1 Definition of the study subject :

Tenth standard students of selected

high school at Hassan.



Inclusion and exclusion criteria :

a)Inclusion criteria

1. Students those who are studying in 10th standard and willing to participate in research.



2. Students who are available at the time of data collection.




b) Exclusion criteria

1. The students who are not present at the time of data collection.



Research approach :

Quantitative evaluative approach.


7.2.3 Research Design :

One

one group pre-test and post-test

pre- experimental design.





Group

pre-test

intervention

post-test

S

O1

X

O2

Key: S- Single group

O1- pre-test knowledge assessment

X- Structured teaching programme (Intervention)

O2- Post –test knowledge assessment.


7.2.4 Setting :

Selected high school at Hassan.

Population :

Study population will be tenth standard students of selected high school.

7.2.5 Sampling Technique :

The sample will be selected by using purposive sampling technique, which is a

type of non-probability sampling



approach.

7.2.6 a) Sampling size :

30 students.

b) Duration of the study :

30 days.

7.2.7 Tools for research :

The tool used to collect data from sample which consists of two parts.

Part I: Socio demographic data.

Part II: The investigator will develop structured knowledge questionnaire regarding academic stress and coping strategies.

Pilot study :

Pilot study will be conducted on 10% of sample to find out feasibility of conducting study, design and plan of statistical analysis. The sample used in pilot study will not be included in the main study.

7.2.8 Collection of data :

Permission will be obtained from the concerned authority of the institution in Hassan to conducting study. The investigator collects the data by administering structured knowledge questionnaire and conducts structured teaching programme on academic stress and coping strategies on the same day. After 7 days post test will be conducted using same structured knowledge questionnaire.

7.2.9 Method of data analysis:

Descriptive statistics:

  1. Frequency and percentage distribution will be used to analyze demographic

data of tenth standard students,

  1. Mean, percentage and standard deviation will be used to assess the level of knowledge of tenth standard students.

Inferential statistics:

  1. Paired ‘t’ test will be used to assess the effectiveness of structure teaching program.

  2. Chi square test will be used to find association between post-test knowledge score and demographic variables.

    1. Does the study require any investigations to be conducted on patients

or other humans or animals? If so please describe briefly?

  • Yes, with prior consent, structure teaching program will be conducted regarding academic stress and its coping strategies on tenth standard students at selected high schools, Hassan.

7.4 Has ethical clearance been obtained from your institution?

  1. Yes, written permission will be obtained from concerned authority and person of the institution before the study.

  2. Privacy, confidentiality and anonymity will be guarded.

  3. Scientific objectivity of the study will be maintained with honesty and impartial.


8. REFERENCES

  1. Mili. 313 words article on school life[internet]. 2011 may 3 [cited 2013 Dec 4]. Available from URL: http://www.preservearticles.com/201105036223/school-life-article.html

  2. Townsend MC. Psychiatric Mental Health Nursing: Concepts of Care. 4th Edition. Philadelphia. FA Devi's Publishers; 2009. P 4-10.

  3. American Psychological Association: Stress: The different kinds of stress[internet]. Cited 2013 Nov 29. Available from URL: http://www.apa.org/helpcenter/stress-kinds.aspx.

  4. Mayo Clinic Staff. Stress management: Stress symptoms: Effects on your body and behavior[internet]. 2013 jul 19 [cited no 2013 Dec 14]. Available from URL: http://www.mayoclinic.com/health/stress-symptoms/SR00008_D

  5.  Mechanic, David. Students Under Stress: A Study In The Social Psychology Of Adaptation. 2d Rev. Ed. Madison: University Of Wisconsin Press, 1978.  Meichenbaum, Donald. Stress Inoculation Training. New York: Pergamon Press; 1985. 

  6. Education Delhi: End of sudden death era. education World[Internet].2010 Oct [cited 2013 Dec 1]. Available from URL: http://www.educationworldonline.net/index.php/page-article-choice-more-id-365

  7. Ranjita M, MichelleMc. College students academic stress its relation to their anxiety,time management and leisure satisfaction. American journal of Health Studies[Internet]. Winter 2000 [cited 2013 Dec 24]. Available from URL: http://findarticles.com/p/articles/mi_m0CTG/is_1_16/ai_65640245/

  8. Ward Struthers. c, Raymond P. and Verena H. An Examination of the Relationship Among Academic Stress, Coping, Motivation, and Performance in College. Research in higher education: Volume 1 / 1973 - Volume 51 / 2010

  9. Anurag chopra. Board and Entrance Exam Stress on Students-Don’t Kill yourself [Internet]. 2013 Feb 6 [cited 2013 Dec 12]. Available from URL: www.successcds.net/Articles

  10. Zeidner, M. Sources of academic stress: the case of first year Jewish and Arab college students in Israel .higher education-1992 July; Vol 24 ( issue-1): P.25-40

  11. Clift J. C. and Thomas I.D., 1983. Student workloads. Higher education, 1983; 2:447-460.

  12. Kahlon,j. Aspect and symptom of academic stress in school children. MHSC THESIS submitted to SNDT college women’s university, Bombay; 1993.

  13. Berg, A and Keinan, G., Sources of stress in academic. Higher Education, 198615:73-88.

  14. Kevin Caruso. Teens in Southern India Have the World's Highest Suicide Rates[Internet]: cited 2013 Nov 23 Available from URL: http://www.suicide.org/indian-teen-suicide-rates.html

  15. Dr Elizabeth J Austin, Donala H Saklofskeb& Sarah M. Emotional intelligence, coping and exam-related stress in Canadian undergraduate students.2010 march 04 [cited 2013 Dec 17]. Available from URL: http://www.tandfonline.com/doi/abs/

  16. Skinner, E. A., & Wellborn, J. G. (1997). Children’s coping in the academic domain. In S. A. Wolchik & I. N. Sandler (Eds.), Handbook of children’s coping with common stressors: Linking theory and intervention NY: Plenum; 1997. P. 387-422.

  17. Nounopoulos, A., Ashby, J. S., & Gilman, R. (2006). Coping resources, perfectionism, and academic performance among adolescents. Psychology in the Schools-2006; 43, 613-622.

  18. Hart, K. E. . Coping with anger-provoking situations: Adolescent coping in relation to anger reactivity. Journal of Adolescent Research-2006; 6, 357-370.

  19. Kinnarisomni. Petitionperform the Indian education system and desress education Student voice of India.2010 March 29 [cited 2013 Dec 19]. Available from URL: http://studentvoiceindia.com/

  20. Freeburn M, Sinclair M.Mental Health Nursing Students’experience of stress:burdened by a heavy load.JPsychiatrMentHeealth Nurs.2009 May;16(4):335-42.

  21. Murphy L, Denis R, Ward CP, Tartar JL. Academic stress differentially influences perceived stress, salivary cortisol and immunoglobulin-A in undergraduate students.Stress,2010 jul;13(4):365-70.

  22. SuldoSM,Shaunessy E, Thalji A, Michalowski J, Shaffer E.Sourse of stress for students in Highschool college preparatory and general education programs:group differences and associations with adjustment.Adolescence.2009 Winter;44(176):925-48. Available from URL: http://www.ncbi.nlm.nih.gov/pubmed

  23. N.N. Raju. Suicide rate high among college students. Times of India. 2010 sep 10 8:9

  24. Seyedfatemi N, Tafreshi M, HaganiH.Experiencedsressors and coping strategies among Iranian nursing students.Mental Health Department,Faculty of nursing and midwifery affiliated to Iran medical sciences university,.BMC Nurs.2007 Nov 13;6:11

  25. Schuler, R.S., Definition and conceptualization of stress in organizations, Organizational Behavior and Human Performance- 1980; 25, 2:184-215.

  26. Chen, F.S., Lin, Y.M. and Tu, C.A., A study of the emotional intelligence and life adjustment of senior high school students. World Transactions on Engage and Technol. Educ. – 2006;5, 3: 473-476.

  27. Nguyen DTDedding CPham TTWright PBunders J. Depression, anxiety, and suicidal ideation among Vietnamese secondary school students and proposed solutions: a cross-sectional study. 2013 Dec 17; 13(1):1195. Available from URL: http://www.ncbi.nlm.nih.gov/pubmed.


9. SIGNATURE OF CANDIDATE :




10. REMARKS OF GUIDE :

Academic stress is running the life of students community. This study is very essential as it will help them to understand the coping strategies to be adapted in academic stressful condition.

11. NAME AND DESIGNATION

11.1. GUIDE :

Mr. RAVINDRA KUMAR. K.V.,

PG GUIDE,

DEPARTMENT OF PSYHIATRIC NURSING,

GOVERNMENT COLLEGE OF NURSING,

HASSAN.


11.2. SIGNATURE :




11.3. HEAD OF THE PSYCHIATRIC

NURSING DEPARTMENT :

Mr. RAVINDRA KUMAR. K.V.

PG GUIDE,

DEPARTMENT OF PSYHIATRIC NURSING,

GOVERNMENT COLLEGE OF NURSING,

HASSAN.


11.4.SIGNATURE :




12. REMARKS OF PRINCIPAL :

This is the bonafide and genuine research study and is helpful to the society.

Mrs. SHOBHA DEVAMANE,

PRINCIPAL,

Email: governmentcollegeofnursinghass@

Gmail.com



12.2.SIGNATURE :





ETHICAL COMMITTEE CLEARANCE

  1. TITLE OF DISSERTATION :

A STUDY TO FIND THE EFFECTIVNESS OF STRUCTURED TEACHING PROGRAM ON KNOWLEDGE REGARDING ACADEMIC STRESS AND COPING STRATEGIES AMONG TENTH STANDARD STUDENTS IN SELECTED HIGH SCHOOL AT HASSAN”.


  1. NAME OF THE CANDIDATE: AND ADRESS

Miss MADHURA B S

1ST YEAR MSc NURSING,

GOVERNAMENT COLLEGE OF NURSING, HASSAN.


  1. SUBJECT :

MENTAL HEALTH NURSING

  1. NAME OF THE GUIDE :



Mr. RAVINDRA KUMAR. K.V.

PG GUIDE,

DEPARTMENT OF PSYHIATRIC NURSING,

GOVERNMENT COLLEGE OF NURSING, HASSAN.



  1. APPROVED/NOT APPROVED


( IF NOT APPROVED SUGGEST)

Mrs. SHOBHA DEVAMANE

Principal and HOD

Paediatric Nursing

Government College of Nursing,

Hassan.


Mrs. S DAMAYANTHI

HOD


Medical Surgical Nursing

Government College of Nursing,

Hassan.


Mrs. A U JAYAMMA

HOD ,Obstetric & Gynaecological Nursing,

Government College of Nursing,

Hassan


Mr. K V RAVINDRA KUMAR

HOD ,Psychiatric Nursing

Government College of Nursing,

Hassan.


Mrs. ANITHA G K

HOD ,Community Health Nursing

Government College of Nursing,

Hassan.




LAW EXPERT

Mrs. DAMAYANTHI,

HOD, Medical Surgical Nursing

Government College of Nursing,



Hassan





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