RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCESBANGALORE, KARNATAKA

PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION

1. NAME OF THE CANDIDATE AND ADDRESS

MS. VIJETHAI YEAR M.SC NURSINGGOVERNMENT COLLEGE OF NURSINGBEHIND D.C RESIDENCE, B.M ROADHASSAN – 573201

2. NAME OF THE INSTITUTION

GOVERNMENT COLLEGE OF NURSING, HASSAN

3. COURSE OF THE STUDY ANDSUBJECT

I YEAR M.SC NURSING

CHILD HEALTH NURSING

4. DATE OF ADMISSION 26/07/2012

5. TITLE OF THE TOPIC EFFECTIVENESS OF COMPUTER ASSISTED TEACHING PROGRAMME ON KNOWLEDGE REGARDING EARLY DETECTION AND PREVENTION OF OPTICAL IMPAIREMENTS IN CHILDREN AMONG D.Ed STUDENTS OF SELECTED COLLEGES AT HASSAN

6. BRIEF RESUME OF THE INTENDED WORK

1

INTRODUCTION

“A vision without a task is a dream-a task without a vision is drudgery-but a task with

vision can change the world.”  ―Black Elk.

Children are the future of our society and special gifts to the world. Their nurture and

solicitude is our responsibility.1 Children are indeed foundation of a nation. Healthy

children grow to become healthy and strong adults who can actively participate in the

developmental activities of the nation.2 Children are not small adults but special

individuals with unique minds, bodies and needs.3 Children are supremely an important

asset and priceless resources consisting of one third of total population of India. In order

to develop a healthy society, it is important that we have healthy children. Children

develop as they interact with their surroundings.

Development, the maturation of function with age, is reflected by the sequential

attainment of various milestones. Appropriate sensory input, e.g. through hearing and

vision, and secure and responsive relationships help build a healthy brain architecture that

provides a strong foundation for lifelong learning, behavior, and health.4 Throughout the

periods of growth and development children need the stimulation of all sense. Vision is

one of our five senses. Being able to see gives us tremendous access to learning about

the world around us—people’s faces and the subtleties of expression, what different

things look like and how big they are, and the physical environments where we live and

move, including approaching hazards.5 Vision brings an enormous amount of information

just at one glance. Learning is mediated through vision. It is a central integrator of input

from other sensory channels. Vision is primary to motor milestones as well as to the other

aspects of developmental tasks.6

2

Eyesight is the window to the world for individuals to see, to perceive, to

comprehend, to express and to communicate the wordly things. Any kind of substitute

methods for the blind cannot match a person with a normal vision. Hence care and

preservation of vision should be the foremost concern of every human being. Eighty Five

percent of all information received from the environment is visual (Harley 1975) .7

World sight day falls on the second Thursday of October and global theme of

world sight day 2012 is "The Integrated Eye Care Team – Working Together to

Eliminate Avoidable Blindness. WSD12-International day of awareness for the

international agency for the prevention of blindness (IAPB) and VISION 2020: The right

to sight, Working together to eliminate avoidable blindness.8

6.1 NEED FOR THE STUDY

  "Safety and security don't just happen; they are the result of collective consensus

and public investment. We owe our children, the most vulnerable citizens in our society, a

life free of violence and fear." ― Nelson Mandela

Childhood holds a very important place in the life of every human being. Since

they are hope and pride of nation, an unhealthy child today will contribute to unhealthy

future of the country. The primary school children are tenders; their body and mind tend

to be weak and immature and needs support and care from society. Dr. Michael Early an

optometrist has rightly stated that child’s vision may change frequently, regular eye and

vision care is crucial to a student’s classroom success. Next to the parents, the school

teachers are the only ones in a position to play a vital role in taking care of the children.9

The primary role of schools has always been academic education but today schools are

performing more health related functions.1

3

According to Dr. A.P.J. Abdul Kalam (2007) the detection of eye problems must

begin early in life. The school is the ideal place. The teachers must be trained to measure

the eyesight so that they could seek help of ophthalmologist’s immediately.10

Children often accept their eye problems as normal because they simply don’t

know better. Since they don’t complain many conditions go unnoticed. This is sad that

parents and teachers tend to ignore children’s complaints of eye discomfort in the

mistaken belief that the child is too young to have vision problems. Any eye problem can

be corrected if detected at an earlier stage. The prevalence of eye problems increases with

age, because growth of the eyeball stops at the age of seven. Early detection and

treatment of the impairment will help to maintain the learning abilities and growth and

development of children and can save years of struggling. Vision problem affect one in

twenty children preschoolers and one in four school age children (Parul M, 2008).

Teachers should be trained to screen the children for eye problems so that any defect can

be detected by the time they reach the age of six to ten years.9

Over 285 million people in the world are visually impaired, of whom 39 million

are blind and 246 million have moderate to severe visual impairment (WHO, 2011). It is

predicted that without extra interventions, these numbers will rise to 75 million blind and

200 million visually impaired by the year 2020 (WHO, 2010). Every minute a child

somewhere in the world goes blind (World Health Organization, 2009).Worldwide,

approximately 1.4 million children ages 0-14 years are blind, defined as a corrected

visual acuity in the better eye of less than 3/60 (Thylefors, Négrel, Pararajasegaram, &

Dadzie, 1995; World Health Organization, 2009).More than 12 million children ages 5 to

15 are visually impaired due to uncorrected refractive errors as a result of near-

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sightedness, far-sightedness, or astigmatism (World Health Organization, 2009).11

In order to set policies and priorities and to evaluate global eye health, it is

essential to have up to date information on prevalence and on causes of visual

impairment. Estimates of visual impairment have been derived at global level and in the

six WHO regions. These estimates provide essential information for the prevention of

visual impairment of eye health globally. Globally the principal causes of optical

impairment are uncorrected refractive errors, cataracts, glaucoma, AMD, diabetic

retinopathy, trachoma and corneal opacities. The estimates for the South-East Asian

Region were derived for India and for the other countries in the region separately. The

prevalence of India was derived from 3 recent surveys. Global estimate of the number of

people visually impaired in 2010 among age group of 0-14years the total population

1,848.50 millions, 1.421millions are Blinds, 17.518 millions are having low vision,

18.939millions are visually impaired. Number of people visually impaired and

corresponding percentage of the global impairment by WHO Region and country in 2010

in India total population is 1181.4(17.5) millions, Blindness is 8.075(20.5) millions, Low

vision is 54.544(22.2) millions, visually impaired is 62.619(21.9) millions.12

According to a study by the State-run Minto Institute of Ophthalmology,

Karnataka, 10.5 per cent of children in the age group of 10 to 15 studying in 20

government and Bruhat Bangalore Mahanagara Palike schools in Bangalore South have

eye problems. Doctors from the hospital screened 2,500 students of these schools during

the past one year. Of these, at least 263 students had vision defects, mainly refractive

errors and squint. The study concluded by emphasizing that teachers should be trained to

screen children for eye problems so that any defect can be detected by the time they reach

5

the age of six.13

Refractive errors are the leading cause of visual impairment in school-going and

school- aged children reported in India and other developing countries. Uncorrected

refractive errors are an important cause of visual impairment in many countries. The

proportion of children who are blind or visually impaired due to refractive errors can be

used to assess the level of development of eye care services in a country. Vision testing in

children is the process of detecting vision problems and is undertaken to improve

prognosis and reduce disability. The word ‘screening’ has a very precise meaning in

public health and there are clearly defined criteria which should apply before any

screening programme is established.14

Children with visual impairments often exhibit motor and cognitive delays as

well. With one less sense with which to experience their environment, these children may

lag behind in developmental milestones.1 Good vision is essential to a child’s normal

development. How well a child sees affects his or her learning process, social

development, coordination and safety. The sooner these impairments are corrected, the

better a child’s chances are for normal or near normal development.15

Eye defects affecting people in the world cause severe economic and social

handicap. Two third of these cases are due to infectious diseases and nutritional

deficiencies which can be prevented. Mathur (2008) stated that among 45 million blind

people, 15 million blind people are in South East Asia and half the blind population

belongs to India. Currently every 5th blind person in the world is an Indian and this will

worsen to every 4th blind person being an Indian by 2020. Right to sight goal is to reduce

the prevalence of blindness in India to 0.5% by the year 2012 and no child in India shall

6

go needlessly blind after 2020.9

Adequate visual development requires appropriate sensory stimulation to both

eyes over the first few years of life. When one or both eyes are deprived of this

stimulation, visual development does not progress appropriately and visual impairments

or blindness may result. If vision disorders are diagnosed at an early age and treatment is

begun, then vision may progress normally. Common visual disorders in childhood

include refractive errors, astigmatism, strabismus, amblyopia, nystagmus, glaucoma and

cataracts. 1

Prevention is the optimal way to decrease the incidence of many of the vision

impairments of children. Vision impairment cannot always be cured, but early detection

and intervention can correct or arrest the progression of most problems.1 Prevention of

avoidable visual impairment leads to substantial long-term savings in health-care and

social expenditures, in proportion to the number of individuals who no longer need

medical or social assistance. The resulting downward socioeconomic spiral can be

reversed through widely available, appropriate, cost-effective preventive and curative

interventions (WHO 2006). Since the prevention of blindness and visual impairment is a

high priority topic in public health, there is a continuing need for population-based

studies to provide an up-to-date characterization of the magnitude and nature of the

blindness problem. Identification of the prevalence and causes of visual impairment and

blindness are crucial for the establishment of local programs and supra-national,

continental and world prevention strategies.16

With the entrance of the child to the school system, the school environment

becomes the ‘second family’ and the school teachers take the role of ‘second parents’.

7

Children spend a significant portion of their days in school. Therefore, teachers are in a

unique position to identify the impairments in the early stage itself. School teachers have

to play a vital role in early detection and prevention of optical impairments in school

children. Teachers trained in initial eye examinations will be an asset to the nation and

would partly overcome the difficulties posed by paucity of medical personnel for doing

this job.

The investigator believes that optical impairment in children need special attention.

Hence investigator felt the need to promote the healthy growth and development of chil-

dren by identifying the optical impairments in children at an early age. It is well con-

vinced that teachers can play a role in the early detection and prevention of optical

impairments in children after reviewing extensive related literature. The present study

aims at improving the knowledge of D.Ed students in early detection and prevention of

optical impairments in children.

6.2 REVIEW OF LITERATURE

Literature review is a critical summary of research on a topic of interest, often

prepared to put a research problem in context. Researcher typically conduct research

within the context of existing knowledge by undertaking a thorough literature review.17

B.T.Prasanna Kamath, B.S.Guru Prasad, R.Deepthi, C.Muninrayana conducted a

cross-sectional study of school children of two schools in rural area of Karnataka state. A

total of 1300 students were screened for eye disorders by visual acuity testing, anterior

segment torch light examination and fundus examination with undilated pupil. The result

showed that the prevalence of ocular morbidity was 44.77%. Vitamin A deficiency was

8

the commonest morbidity (33.8%) and uncorrected refractive error was the second

commonest morbid condition (5.6%). Ocular disorders among school going children can

be easily identified by regular eye screening programmes, promptly treated can be

protected from future complications and childhood blindness can be prevented. The eye

health awareness among children and school teachers should be improved.18

Neeti Rustagi, Yogesh Uppal,Devender K.Taneja(2012) conducted an intervention

study on screening for visual impairment in schools of the north- west district of Delhi,

in the rural field practice area of Maulana Azad Medical College. Students studying in

five government schools in the field practice area were chosen as the study subjects. Out

of 1123 students enrolled, 1075 (95.7%) students were screened for refractive errors. Low

vision (visual acuity < 20/60) in the better eye was observed in 31 (2.9%) children and

blindness (visual acuity <20/200) in 10 (0.9%) children. Compliance with referral for

refraction was very low as only 51 (41.5%) out of 123 students could be tested for

refraction. Out of 48 students, 34 (70.8%) procured spectacles from family resources but

its regular use was found among only 10 (29.4%) students. The poor compliance among

students stems out of various myths and perceptions regarding use of spectacles prevalent

in the community.19

Ghosh S, Mukhopadhyay U, Maji D, Bhaduri G.(2012) conducted an institutional

cross sectional study to evaluate pattern of visual impairment in school children from

low-income families in Kolkata India among 2570 children of 10 primary schools.

Ocular examination including refraction was done and pattern of visual impairment and

refractive error was studied. The age range was 6-14 years. Refractive error was seen in

14.7%. Only 4 children were already wearing correction. Myopia and hypermetropia was

9

present in 307 (11.9%) and 65 (2.5%) children, respectively. Eighteen children had

amblyopia. Although prevalence of refractive error in this group is less compared to

school children of all income categories reported from other cities of India, it is more

compared to school children of all income categories from the same city. Refractive error

mostly remains uncorrected in this group.20

A cross-sectional study was carried out on 241 primary schoolchildren in Pahang,

Malaysia (2010) to update their vitamin A status and to investigate the association of poor

vitamin A status with their health and socioeconomic factors. Blood samples were

collected and vitamin A status was assessed. Socioeconomic data were collected by using

pre-tested questionnaires. The results showed that 66 (27.4%) children had low serum

retinol levels In conclusion; vitamin A deficiency is still a public health problem in rural

Malaysia. Vitamin A supplementation and treatment of intestinal parasitic infections

should be distributed periodically to these children to improve their health and nutritional

status. 21

Mohammad Khalaj, Mohammadreza Gasemi, Isamohammdi Zeidi conducted a

Cross-sectional study in schools of Qazvin city conducted from October2002 to

September 2008 for 5913 school children. Main aim of this study was to assess the

prevalence of refractive error and related visual impairment in school children between 7-

15 years in the city of Qazvin North-eastern Iran. Refractometry was performed on both

eyes randomly selected students and corrected visual acuity ≥ 0.5 [in either eye] were

included in the study. The examination included visual acuity measurements, ocular

motivity evaluation, retinoscopy and autorefraction under cycloplegy, and examination of

the anterior segment, media and fundus. The distribution of refractive errors was:

10

Myopia, Hypermetropia, astigmatism and Amblyopia were 65%, 12.46%, 16.1% and

6.37% respectively. An increased prevalence of refractive error especially myopia was

found in this study. Amblyopia and reduced vision because of uncorrected refractive error

is a major public health problem in Qazvin school-aged children in Iran. Prevalence of

Refractive Errors in Primary School Children [7-15 Years] of Qazvin City.22

Fotouhi A, Hashemi.H, Khabazkhoob.M and Mohammed.K conducted a cross

sectional study on the prevalence of refractive errors among school children in Dezful,

Iran(2007) using random sampling 5544 Dezful children were selected from 39 clusters.

A complete eye examination was done to determine the cause of visual impairment. The

results showed the uncorrected visual acuity was 20/40 or worse in the better eye of 224

(3.8%) school children. According to results 3.4% of the primary and middle school stu-

dents were myopic and 16.6% were hyperopic. For high school students, these rates were

2.1% and 33.0% respectively. The study reveals the considerable prevalence rates of re-

fractive errors among school children in Dezful.23

A.I.Ajaiyeoba,M.A.Isawumi,A.O.Adeoye,T.S.Oluleye(2005) conducted a study

to assess the prevalence and identify the causes of blindness and visual impairment in

school children of Ilesa-East Local Government Area of Osun State, Nigeria. A total of

1144 school children in primary and secondary schools were selected. A total of 17

(1.48%) children were blind or visually impaired. Only 2 (0.15%) school children were

blind. The causes of visual impairment were refractive error 10 (0.87%) and immature

cataract 1 (0.08%), causes of severe visual impairment included corneal opacities 2

(0.2%), amblyopia leading to squint 1 (0.08%) and 1 cataract 1 (0.08%). The causes of

blindness in school children were corneal scars presumed to be due to vitamin A

11

deficiency 1 (0.08%) and keratoconus 1 (0.08%). This study concluded that prevention,

early recognition and prompt treatment of these diseases by regular screening of school

children would definitely reduce unnecessary visual handicap in Nigerian school children

so that they can attain their full potential in the course of their education.24

Perumalaswamy and Shanmugam (2003) conducted a study to evaluate the

screening programme to detect ocular morbidity among school going children. The study

was conducted in 8 schools of Theni District, Tamilnadu. Training to measure visual acu-

ity with Snellen’s chart was provided to the teachers by the researcher. Around 920

(10.1%) of the 9125 children examined were referred to ophthalmic assistant further ex-

amined 909 (98.8%) of 920 children referred by teachers and confirmed ocular abnormal-

ities in 734 (80.7%) children. Refractive errors were the most common morbidity identi-

fied. Among all children, 456 (07.5%) were examined by the ophthalmologist and 5% of

all children screened by the teachers were diagnosed as refractive error. The study con-

cluded that refractive error was the major ocular morbidity present in our population.25

A study was done by Kalikivayi V, Naduvilath TJ, Bansal AK, Dandona L to de-

termine the prevalence of visual impairment due to refractive errors and ocular diseases

in lower middle class school children of Hyderabad, India. Among 3,669 children in

whom visual acuity could be recorded, on presentation 115 (3.1%) had visual acuity <

6/18 in the better eye (equivalent to visual impairment), while 41 (1.1%) had visual acu-

ity of 6/60 in the better eye (equivalent to legal blindness) out of which 18 (0.5%) had

visual acuity < 6/60 in the better eye (equivalent to economic blindness). No child was

legally or economically blind after refractive correction. Prevalence of hyperopia was

22.6%, myopia 8.6% and astigmatism 10.3%. These data support the assumption that

12

vision screening of school children in developing countries could be useful in detecting

correctable causes of decreased vision, especially refractive errors, and in minimising

long term permanent visual disability.26

A study conducted on visual impairment and use of Eye care services and protect-

ive eyewear among children-United States, 2002. This report summarizes the results of

that analysis, which indicated that the prevalence of visual impairment and the use of

eye-care services were significantly higher among children aged >6 years, compared with

younger children, and varied by race/ethnicity and family income. In 2002, the response

rate for the child sample (i.e., persons aged <18 years) was 81.3%. Information was col-

lected regarding 12,524 children from a parent or other knowledgeable adult in the fam-

ily. In 2002, the prevalence of reported visual impairment and blindness among children

aged <18 years was 2.5%. The prevalence was significantly lower for children aged <6

years (1.0%) than for children aged 6--17 years (3.3%). Among all children aged <18

years, 20.7% had visited an eye-care provider during the preceding year. The findings in

this report indicate that the national health objective for 2010 to reduce the number of

children with visual impairment and blindness to 20 per 1,000 children has not yet been

achieved.27

6.3 STATEMENT OF THE PROBLEM

13

“A STUDY TO ASSESS THE EFFECTIVENESS OF COMPUTER

ASSISTED TEACHING PROGRAMME ON KNOWLEDGE REGARDING

EARLY DETECTION AND PREVENTION OF OPTICAL IMPAIREMENTS IN

CHILDREN AMONG D.Ed STUDENTS OF SELECTED COLLEGES AT

HASSAN.”

6.3.1 OBJECTIVES OF THE STUDY

1. To determine the existing knowledge among D.Ed students regarding early detection

and prevention of optical impairments in children.

2. To conduct a computer assisted teaching programme on early detection and preven-

tion of optical impairments in children.

3. To evaluate the effectiveness of computer assisted teaching programme in terms of

gain in knowledge.

4. To find the association between post test knowledge score and selected demographic

variables.

6.3.2 HYPOTHESES

H1 – There will be significant difference between mean pre test and post test knowledge

score of D.Ed students regarding early detection and prevention of optical

impairments

H2 - There will be significant association between post test knowledge score and selected

demographic variables of D.Ed students.

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6.3.3 VARIABLES

a) Independent Variable: Computer assisted teaching programme regarding early

detection and prevention of optical impairments in children.

b) Dependent variable: Knowledge of D.Ed students regarding early detection and

prevention of optical impairments in children.

c) Extraneous variables: Age, Sex, Religion, family history of any optical impair-

ment, parent education, parent occupation, family income, previous source of in-

formation.

6.3.4 OPERATIONAL DEFINITIONS

a) Effectiveness: In this study, effectiveness refers to determining the extent to

which the computer assisted teaching programme achieved the desired effect in

improving the knowledge of D.Ed students regarding early detection and preven-

tion of optical impairments.

b) Computer assisted teaching programme (CATP): It is the planned instructional

module using computer to provide information on knowledge regarding early de-

tection and prevention of optical impairments in school children among D.Ed stu-

dents.

c) Knowledge: It refers to the awareness and understanding of D.Ed students about

early detection and prevention of optical impairments in children as measured by

structured knowledge questionnaire.

d) Early detection: It refers to rapid assessment and effective response as viewed as

one of the cost effective ways of dealing with optical impairments in school chil-

dren.

15

e) Prevention: In this study it refers to the selected aspects of teaching regarding the

prevention of optical impairments included in computer assisted teaching pro-

gramme.

f) Optical impairments: In this study optical impairments refer to visual disorders

such as refractive errors, amblyopia, strabismus, vitamin A deficiency and con-

genital cataract among children.

g) Children: In this study children refers to the ones who are studying in primary

schools from 1st to 7thstandards.

h) D.Ed students: The students who are studying diploma in education in selected

D.Ed Colleges at Hassan.

i) Selected colleges at Hassan: It refers to institution which offers D.Ed course to

the students and which is situated at Hassan.

6.3.5 ASSUMPTIONS

a. The D.Ed students may have some basic knowledge on optical impairments in

children.

b. The computer assisted teaching programme on early detection and prevention of

optical impairments in children may improve the knowledge of D.Ed students.

6.3.6 DELIMITATION

The study is delimited to 50 D.Ed students of selected Colleges at Hassan.

7. MATERIALS AND METHODS OF THE STUDY

7.1 Source of Data: D.Ed students of selected Colleges at Hassan.

7.2 Methods of Collection of Data:

7.2.1 Definition of the study subjects: D.Ed students of selected Colleges at Hassan.

16

Research approach: Quantitative Evaluative approach

7.2.2 Research design: One group pre-test 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 - Computer assisted teaching programme

[intervention]

O2 - Post test knowledge assessment

7.2.3 Setting:

Population:

The study is planned to conduct in selected D.Ed colleges

at Hassan.

In this study population will be D.Ed students of selected

colleges at Hassan.

7.2.4 Sampling Technique: Purposive sampling, which is a type of non probability

sampling, will be adopted to select the samples.

7.2.5 Sampling Criteria:

a) Inclusion criteria: The students who are,

1. Studying in selected D.Ed Colleges at Hassan.

2. Willing to participate in the study.

3. Who are available at the time of data collection.

17

b) Exclusion criteria: The students who are,

1. Not willing to participate in the study.

2. Not present at the time of data collection.

7.2.6 a) sampling size:

b)Duration of study:

50 students

30 days

7.2.7 Tools for research: Structured knowledge questionnaire will be used to collect

data from the samples which consists of two parts,

Part 1.Demographic data

Part 11.The investigator will develop structured knowledge

questionnaire on early detection and prevention of optical

impairments.

Pilot study: Pilot study will be conducted on 10% sample size to find

out feasibility of conducting study, design and plan of

statistical analysis. The samples used in the pilot study will

not be included in the main study.

7.2.8 Collection of data: Informed consent will be obtained from subjects. On first

day structured questionnaire will be administered to de-

termine the knowledge of subjects. Computer assisted

teaching programme will be prepared and will be given to

the subjects on the same day. Post test will be conducted

using the same structured questionnaire after 7 days.

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7.2.9 Method of Data Analysis:

Descriptive statistics:

Frequency and percentage distribution will be used to analyse the demographic

variables of D.Ed students.

Mean median, range and standard deviation will be used to analyse the level of

knowledge.

Inferential statistics:

Paired‘t’ test value will be calculated to determine the effectiveness of computer as-

sisted teaching programme.

Chi-square test will be used to find the association between demographic vari-

ables and knowledge scores.

7.3 Does the study require any investigation or intervention to be conducted on pa-

tients or other humans or animals? If so, please describe briefly.

Yes. The study requires a computer assisted teaching programme to be

conducted among D.Ed students regarding early detection and prevention of optical

impairments in children in selected D.Ed Colleges at Hassan.

7.4 Has ethical clearance been obtained from your institution?

Yes, permission will be obtained from the concerned authorities. Informed

consent will be obtained from the samples. Confidentiality and privacy of data will

be maintained.

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9. SIGNATURE OF THE CANDIDATE:10.REMARKS OF THE GUIDE:

Optical impairment in children is one of the

prevalent problem in the society which

affects the academic performance and life

situation in children. So the topic selected by

the candidate is relevant.

11. NAME AND DESIGNATION OF

11.1 GUIDE: MRS. SHOBHA DEVAMANEHODCHILD HEALTH NURSING DEPARTMENTGOVERNMENT COLLEGE OF NURSINGHASSAN

11.2 SIGNATURE:

11.3 CO GUIDE(IF ANY):

11.4 SIGNATURE OF THE CO GUIDE:

11.5 HEAD OF THE DEPARTMENT:

MRS. SHOBHA DEVAMANEHODCHILD HEALTH NURSING DEPARTMENTGOVERNMENT COLLEGE OF NURSINGHASSAN

11.6 SIGNATURE:

12. REMARKS OF THE PRINCIPAL:

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

24

Mobile No: 9886506426Email: gcnhprincipal@yahoo.com

12.1. SIGNATURE:

ETHICAL COMMITTEE CLEARANCE

1. TITLE OF THE DISSERTATION EFFECTIVENESS OF COMPUTER ASSISTED TEACHING PROGRAMME ON KNOWLEDGE REGARDING EARLY DETECTION AND PREVENTION OF OPTICAL IMPAIRMENTS IN CHILDREN AMONG D.Ed STUDENTS OF SELECTED COLLEGES AT HASSAN.

2.NAME OF THE CANDIDATE &ADDRESS

MS. VIJETHAI YEAR M.SC NURSINGGOVT. COLLEGE OF NURSING HASSAN

3.SUBJECT CHILD HEALTH NURSING

APPROVED/ NOT APPROVED(If not approved, suggestions)

MRS. S. DAMAYANTHIPrincipal And HODMedical Surgical NursingGovt. College Of Nursing, Hassan

MRS. JAYAMMA A U HODObstetrics And Gynaecological NursingGovt. College Of Nursing, Hassan

MRS. SHOBHA DEVAMANEHODChild Health NursingGovernment College Of Nursing, Hassan

MRS. ANITHA G KHODCommunity Health NursingGovernment College Of Nursing, Hassan

MR. RAVINDRA KUMAR K VHODMental Health NursingGovernment College Of Nursing, Hassan

LAW EXPERTMRS.DAMAYANTHI SPrincipal & HOD

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Medical Surgical NursingGovernment College Of Nursing, Hassan

26