IMPACT OF HEALTH EDUCATION PROGRAMME ON KNOWLEDGE

OF STUDENTS TOWARDS DRUG ABUSE IN SELECTED

COLLEGES OF MANGALORE

by

Shivakumara J.

Dissertation Submitted to the

Rajiv Gandhi University of Health Sciences, Karnataka, Bangalore

In Partial fulfilment
of the requirements for the degree of

Master of Science

in

Psychiatric Nursing

Under the guidance of

Mrs. Chanu Bhattacharya

Department of Psychiatric Nursing

Fr. Muller College of Nursing
Mangalore

2005
 Rajiv Gandhi University of Health Sciences, Karnataka, Bangalore

DECLARATION BY THE CANDIDATE

I hereby declare that this dissertation/thesis entitled “IMPACT OF HEALTH

EDUCATION PROGRAMME ON KNOWLEDGE OF STUDENTS

TOWARDS DRUG ABUSE IN SELECTED COLLEGES OF

MANGALORE” is a bonafide and genuine research work carried out by me under

the guidance of Mrs. Chanu Bhattacharya, Professor, Department of Psychiatric

Nursing, Fr. Muller College of Nursing, Mangalore.

Date: 25-05-2005 Shivakumara J.

Place: Mangalore

ii
 CERTIFICATE BY THE GUIDE

This is to certify that the dissertation entitled “IMPACT OF HEALTH

EDUCATION PROGRAMME ON KNOWLEDGE OF STUDENTS TOWARDS
DRUG ABUSE IN SELECTED COLLEGES OF MANGALORE” is a bonafide
research work done by Mr. Shivakumara J. in partial fulfilment of the requirement
for the degree of Master of Science in Nursing.

Mrs. Chanu Bhattacharya, M.Sc. (N)

Professor & HOD
Department of Psychiatric Nursing
Date: 25.05.2005 Fr. Muller College of Nursing
Place: Mangalore Mangalore – 575 002

iii
 ENDORSEMENT BY THE HOD, PRINCIPAL/HEAD OF THE
INSTITUTION

This is to certify that the dissertation entitled “IMPACT OF HEALTH

EDUCATION PROGRAMME ON KNOWLEDGE OF STUDENTS TOWARDS

DRUG ABUSE IN SELECTED COLLEGES OF MANGALORE,” is a bonafide

research work done by Mr. Shivakumara J. under the guidance of Mrs. Chanu

Bhattacharya, Professor, Department of Psychiatric Nursing, Mangalore.

Mrs. Chanu Bhattacharya M.Sc. (N) Sr. Jacintha D‟Souza, M. Phil (N)
Professor & HOD Principal
Department of Psychiatric Nursing Fr.Muller College of Nursing
Fr.Muller College of Nursing

Date: 25-05-2005 Date: 25-05-2005

Place: Mangalore Place: Mangalore

iv
 COPYRIGHT

Declaration by the Candidate

I hereby declare that the Rajiv Gandhi University of Health Sciences, Karnataka shall

have the rights to preserve, use and disseminate this dissertation/thesis in print or

electronic format for academic/research purpose.

Date: 25-05-2005

Place: Mangalore Shivakumara. J

©Rajiv Gandhi University of Health Sciences, Karnataka

v
 ACKNOWLEDGEMENT

I praise and thank God Almighty for his abundant grace and blessings

showered upon me throughout the study.

I, the investigator of the study, owe my sincere thanks and gratitude to all

those who have contributed towards the successful completion of this endeavour.

This study has been undertaken and completed under the inspiring guidance of

Mrs. Chanu Bhattacharya Professor, Department of Psychiatric Nursing, Fr. Muller

College of Nursing.

I express my sincere gratitude to my mentor for her inspiring guidance,

suggestions and constant encouragement, which have made this study a fruitful

learning experience.

I express my sincere thanks to Mrs. Jayanthi Shankar, Professor,

Department of Psychology, Fr. Muller College of Nursing for her encouraging

suggestions as a co-guide, which helped in shaping my naive and raw thinking.

I would like to express my gratitude to Rev. Sr. Jacintha D‟Souza, Principal,

Fr. Muller College of Nursing, for her guidance, constructive suggestions and

encouragement which has made this study interesting, successful and a fruitful one.

I express my sincere thanks to Rev. Sr. Winnifred D‟Souza, Vice-Principal,

Fr. Muller College of Nursing for her constant support and encouragement.

My sincere thanks and appreciation to Rev. Dr. Sr. Alphonsa Ancheril,

Associate Professor, Department of Psychiatric Nursing, Fr. Muller College of

Nursing for her constant support and valuable guidance.

My thanks are due to Mr. Suresh Kumar and Mrs. Sucharitha, Statisticians,

Fr. Muller Institute of Health Sciences for their expert guidance.

vi
 My sincere thanks to all the participants who formed the core and basis of this

study for their whole hearted cooperation.

Let me thank Rev. Dr. Baptist Menezes, Director of Fr. Muller Charitable

Institutions, Rev. Dr. Lawrence C. D‟Souza, Administrator of Fr. Muller College

of Nursing, for their inspiration and support.

Dr. (Mrs). K. Lalitha and Dr. Nagarajaiah, Department of Psychiatric

Nursing, NIMHANS, Bangalore, for their constructive suggestions and for validating

the tool.

I express my thanks to the experts for their valuable judgments, constructive

recommendations and enlightening suggestions while validating the tool, teaching

plan and AV aids

A special notes of thanks to the Principal of Milagres Pre-University

College, for granting permission to test the tool for its reliability and to the Principal

of Canara Pre-University College for granting permission to conduct the pilot study.

I am extremely grateful to the Principal, faculty and students of St. Aloysius

Pre-University College, Mangalore, Shree Gokarnanatheshwara Pre-University

College Mangalore, and Sarojini Madhusudan Kushe Pre-University College

Attawar Mangalore, for granting me permission to conduct the main study.

I am indebted to the faculty members of Fr. Muller College of Nursing for

their constant guidance and support.

Mr. Salin, Psychiatric Nurse, Ireland for his support and guidance and

validating the tool and HEP, Mr. Binu Sankaranarayanan, Vice Principal, National

College of Nursing, Calicut and Mr. Kishore Kumar, Assistant Professor, Al-Shifa

College of Nursing, Kerala, for their valuable suggestions in validating the tool.

vii
 I would like to thank Mr. Roshan and Rekha for their enthusiastic help and

sincere effort in typing the manuscript meticulously with much valued computer

skills. My sincere thanks to Mr. Laxmi Narayana Bhat, Professor, Roshani Nilaya,

Mangalore, for editing the manuscript meticulously.

My sincere thanks and gratitude are extended to all my friends especially

Mr. Hareesh and Mr. Binu and colleagues who have directly or indirectly helped

me in the successful completion of this study.

My parents Mr. Jayanna and Mrs. Sharanamma, my brothers Basavaraj

and Srinivas, my sisters-in-law Suma and Savithra deserve a special mention here

for their constant prayers and support. They have made this endeavour possible

through their love, patience and concern. Words fail to acknowledge the love,

understanding, patience and wisdom of my life companion Shiji P. J. who was there

beside me throughout this work, which gave me confidence to achieve the goal.

Date: 25-05-2005

Place: Mangalore Shivakumara J.

viii
 LIST OF ABBREVIATIONS USED

AD Anna Domini (After Christ)

AIDS Acquired Immune Deficiency Syndrome

AV aids Audio-Visual aids

BC Before Christ

DALY. Disability Adjusted Life Years

DARE Drug Abuse Resistance Education Programme

HEP Health Education Programme

HIV Human Immuno deficiency Virus

LCD Liquid Crystal Display

LSD Lysergic acid Diethyl amide

NSAID. Non-Steroidal Anti Inflammatory Drug

OCD Obsessive Compulsive Disorder

PUC Pre-University College.

RASDATC Rapid Assessment Study of Drug Abuse in Target Communities

SIM. Self Instructional Module

SR Simple Random Sampling

SRS Stratified Random Sampling

TV Television

UK United Kingdom

UN United Nation

USA United State of America

WHO World Health Organization

ix
 ABSTRACT

Background

India is the second most populous and substance producer in the world. WHO

statistics (2000) show that India is high up in the list of danger countries because of

population growth and high birth rate. The extent of worldwide psychoactive

substance abuse is estimated at 2 billion alcohol users, 1.3 billion smokers and 185

million illicit drug users. In an initial estimate of factors responsible for the global

burden of diseases, tobacco, alcohol and illicit drugs together contributed 12.4% of all

deaths world wide in the year 2000.

A Rapid Assessment Study of Drug Abuse in Target Communities in India

(RAS DATC) conducted in urban sites namely, Bangalore, Chennai, Imphal, Jodhpur,

Kolkata, Lucknow, Mumbai, Patna and Pune reported that among a total of 1.271

drug users, commonly abused drugs are alcohol 43%, Heroin 38.2%, Opium 9.3%,

Cannabis 6.1% and the other opiates 4.3% respectively.9

Rapid Assessment Survey of Drug Abuse reveals that around 8% of women

were drug abusers. Especially opiates (heroin), alcohol and minor tranquillisers were

the main drugs of abuse.

Various epidemiological studies indicate that an overall prevalence rate of

drug abuse is 2.27% in India. The demographic profile of India shows a young

population (about 40% of the population is below the age of 14 years). Taking care of

health needs of the people and preventing diseases is a major concern for health

professionals. Drug abuse and its related problems are on the increase in India. Most

of the problems can be minimised, if not completely prevented, by making the public

aware of the complications related to drug abuse.

x
Aim

The aim of this study was to find out the effectiveness of health education

programme in improving the knowledge of college students on drug abuse and its

adverse effects.

Objectives of the study

1 To assess the knowledge of college students on drug abuse before and after

administration of health education programme.

2 To prepare and validate the health education programme.

3 To find the association between the selected demographic variables and pre

test knowledge scores towards drug abuse.

Methods

A descriptive evaluatory approach was used for this study. The study was

carried out in three Pre-University Colleges of Mangalore, Dakshina Kannada

District. The sample comprised of 120 students who were undergoing their Pre-

University course in Science, Arts or Commerce as optional subjects. Sample was

selected by using multistage disproportionate stratified random sampling technique.

Data collection was done from 2 nd December to 14th December, 2004. Formal written

permission from principals of the colleges and informed consent from the students

were obtained prior to data collection process. Data was collected by administering a

structured knowledge questionnaire before and after the health education programme.

Data were analysed using descriptive and inferential statistics (paired t-test and chi-

square test).

xi
Results

The results of this study showed that college students in general lacked

knowledge about drug abuse and its adverse effects before the education programme.

Mean knowledge score was (19.95). There was marked gain in knowledge after the

health education programme (40.3). The difference in knowledge score was

statistically significant at 0.05 level (t (119)=37.744 ,p≤0.05). A relationship between

knowledge scores and selected variables were noticed. The statistical significance was

at 0.05 level

Interpretation and Conclusion

The findings of this study support the need for conducting educational

programme to increase the knowledge of college students on drug abuse and its

related problems. Educating the youth and providing them with correct information

can help them to avoid bad habits and develop as healthy citizens. This study proved

that college students had poor knowledge on drug abuse and its effects before the

health education programme and their knowledge increased to a remarkable extent

after the health education programme. The findings of this study show that the health

education programme was effective in terms of gaining knowledge and it should

become part of their curriculum.

Keywords

Drug abuse; College students; Impact; Health Education Programme;

Experimental study; Evaluatory approach.

xii
 TABLE OF CONTENTS

Chapter No. Content Page No.

1 Introduction 1-11

2 Objectives 12-18

3 Review of literature 19-39

4 Methodology 40-56

5 Results 57-86

6 Discussion 87-94

7 Conclusion 95-99

8 Summary 100-102

9 Bibliography 103-110

10 Annexures 111-200

xiii
 LIST OF TABLES

Sl. Table Page

No. No.

1 Frequency and percentage distribution of students according to baseline 59

characteristics

2 Frequency and percentage distribution of students according to baseline 60

characteristics

3 Frequency and percentage distribution of students according to baseline 61

characteristics

4 Frequency, percentage and cumulative frequency distribution of pre-test 70

and post-test knowledge score

5 Grading of pre and post-test knowledge scores of students. 72

6 Range, mean, median and standard deviation of pre-test and post-test 73

knowledge scores on drug abuse

7 Mean knowledge score of pre-test and post-test according to the 73

students stream of study

8 Area-wise pre and post-test knowledge scores of students on drug abuse 74

9 Area-wise pre and post-test knowledge scores of students on drug abuse 76

in different colleges (3 colleges)

10 Mean, mean difference, standard deviation and ‗t‘ value between pre- 78
test and post-test knowledge scores

11 Area-wise paired ‗t‘ test showing the significant difference between pre- 78
test and post-test knowledge scores on drug abuse

12 Chi-square test showing the association between pre-test knowledge 80

scores and selected demographic variables

13 Frequency and percentage distribution of agreement by experts on items 85

in criteria checklist for evaluating health education programme

xiv
 LIST OF FIGURES

Sl. Page
Figure No.
No.

1 Extent of drug abuse in the world. 5

2 Extent of drug abuse in India. 7

3 Conceptual framework based on Health Belief Model Rosen stock 17

and Becher and Maiman (1978)

4 Schematic Representation of the Study Design. 42

5 Schematic Representation of Multi-Stage Disproportionate 46

Stratified Random Sampling Technique

6 Pie diagram showing distribution of subjects according to age 62

7 Pyramid diagram showing distribution of subjects according to sex 62

8 Pie diagram showing distribution of subjects according to the 63

stream of study

9 Cylinder diagram showing distribution of subjects according to the 64

religion

10 Cone diagram showing distribution of subjects according to the 65

place of stay

11 Pie diagram showing distribution of subjects according to the type 66

of family

12 Doughnut diagram showing distribution of subjects according to 66

the part time job.

13 Bar diagram showing distribution of subjects according to monthly 67

pocket money

14 Bar diagram showing distribution of subjects according to 68

Education status of parents.

15 Pie diagram showing distribution of subjects according to the 69

monthly family income.

16 Ogive representing pre and post-test knowledge score of students 71

on drug abuse

17 Cone diagram showing distribution of sample according to the 72

grading of knowledge scores

xv
Sl. Page
Figures No.
No.

18 Bar diagram showing distribution mean knowledge scores of the 74

sample according to the stream of study

19 Bar diagram showing area-wise distribution of mean percentage pre 75

and post-test knowledge scores on drug abuse

20 Bar diagram showing area-wise distribution of mean percentage of 76

pre-test knowledge scores on drug abuse in 3 different colleges

21 Bar diagram showing area-wise distribution of mean percentage of 77

post-test knowledge scores on drug abuse in 3 different colleges

xvi
 LIST OF ANNEXURES

Sl. No. Annexure Page No.

1. Letter requesting permission to conduct pre-testing and reliability 111
of the tool
1a. Letter granting permission to conduct pre-testing and reliability 112
of the tool
2 Letter requesting permission to conduct the pilot study 113
2a Letter granting permission to conduct the pilot study 114
3 Letter requesting permission to conduct the main study 115
3a Letter granting permission to conduct the main study 116
3b Letter granting permission to conduct the main study 117
3c Letter granting permission to conduct the main study 118
4 Letter requesting opinion and suggestions of experts to validate 119
the tool and HEP
5 Criteria checklist for validating the tool 120
6 Blueprint of structured knowledge questionnaire 123
7 Structured knowledge questionnaire for assessing the knowledge 124
of college students towards drug abuse
8 Kannada translation of the tool 130
9 Key answers for structured knowledge questionnaire 138
10 Criteria rating scale for evaluation and validating the HEP and 139
visual aids on drug abuse
11 Health education programme on drug abuse 141
12 Kannada translation of the health education programme on drug 152
abuse
13 AV aids – slides 166
14 List of experts who validated the tool and HEP 179
15 Letter requesting participation in the study 181
16 Letter granting ethical clearance 182
17 Master data sheet 183
18 Statistical formulae 199

xvii
 1. INTRODUCTION

―The cause of world wide consumption of

Hashish, opium, wine and tobacco

lies not in the taste nor in any pleasure,

recreation or mirth, they afford but simply

in man‘s need to hide from himself the

demands of conscience.‖

- Tolstoy

Drug abuse is a social problem, not in India alone, but the entire world. The

use of drugs has its own culture and history, which varies from country to country.

The problem of drug abuse is growing at an explosive rate and in just little over a

decade it has spread its malevolent tentacles to almost every part of the globe

surmounting almost all barriers of race, caste, creed, religion, sex, educational status,

economic strata1 etc.

Drug abuse among adolescents has become a global challenge and also an

important public health concern and for the past two decades there has been a

dramatic increase in the demand for interventions to address the substance abuse

problem. This demand has led to the development of multiple primary, secondary and

tertiary substance abuse prevention programmes. June 26, 1992 was declared by

WHO as the International Day against Drug Abuse and Illicit Trafficking. In addition,

the years 1991-2000 were designated as the United Nations Decade against Drug

Abuse.2

Global trade and liberalisation of socio cultural interaction of the society has

made easy access to use and spread of narcotic substances. 3

1
 Drug abuse is a universal phenomenon with its roots in history and tradition.

Drug abuse problem has become a global challenge. From a transit country India is

fast becoming a major consumer of different kinds of drugs. It has become a world

wide phenomenon among students.4

Background of the study

Substance abuse has been recorded in the texts of almost all ancient cultures

e.g., Aryan, Egyptian and Babylonian.

The ancient Indian text, the Vedas, mention ―somaras,‖ an alcoholic drink, as

a source of pleasure for gods. Cannabis (Indian hemp) was found in 800 BC. The

plant grows wild throughout the foothills of the Himalayas and the adjoining states.

The poppy plant (Papaver somniferum) and its product - opium - are comparatively of

recent introduction. This plant can grow in any part of the country and is also

cultivated.

It is believed that the use of opium in India began in the 9th century A. D

through the influence of Arab traders. During the times of Moghuls, cultivation of the

poppy became extensive and an important article of trade with China and other

eastern countries5.

Drug is defined as ―any substances that, when taken into the living organism,

may modify any one or more of its actions.‖5

Drug abuse is defined as ―A pattern of psychoactive substance use that is

causing damage to health: the damage may be to physical or mental health.‖ 6

2
 Drug abuse is defined as ―A maladaptive pattern of substance abuse

manifested by recurrent and significant adverse consequences related to the repeated

use of substances.‖7

Drug dependence is defined as ―A state, psychic and sometimes physical,

resulting from interaction between a living organism and a drug characterised by

behavioural and other responses that always include a compulsion to take drug on a

continuous or periodic basis in order to experience its psychic effects and sometimes

to avoid the discomfort of its absence.‖5

Drug abuse has become a major problem in any growing society. It has a

strong impact on personal and family life. Drugs and alcohol have a direct relation to

sexually transmitted disease and AIDS. WHO statistics (2000) show that India is high

up in the list of danger countries because of population growth and high birth rate.

Today, people are less concerned about socialism, capitalism and economism and

more worried about drugs, alcoholism, rape and terrorism. 8

In modern society, the pattern of consumption of medical and non-medical use

of drugs, especially by preadolescents, adolescents and young adults, is both complex

and changing. This involvement may be due to many factors, such as adventurous and

risk-taking behaviours, acceptable to peers, curiosity to acquaint oneself with the

ecstatic experiences or due to an inner urge to avoid frustrations and boredom.

Drug abuse by students in secondary schools and colleges and universities is a

serious problem because their students form the core from which the leadership in all

walks of life will eventually emerge5.

3
Drug abuse among adolescents and youth

National household survey revealed that among current alcohol, cannabis and

opiates about 21%, 3% and 0.1% respectively were below 18 years of age. The mean

age of onset of various drug abuse was during youth between 21 and 23 years 9.

Drug abuse among women

Rapid Assessment Survey of drug abuse reveals that around 8% of women

were drug abusers; especially opiates (heroin), alcohol and minor tranquilisers were

the main drug of abuse. The study also reported that the burdens on women due to

drug abuse by their family members are significant.

Magnitude of the problem

Global burden

Psychoactive substance use poses a significant threat to the health, social and

economic fabric of families, communities and nations. The extent of worldwide

psychoactive substance abuse is estimated at 2 billion alcohol users, 1.3 billion

smokers and 185 million illicit drug users. In an initial estimate of factors responsible

for the global burden of diseases, tobacco, alcohol and illicit drugs together

contributed 12.4% of all deaths world-wide in the year 200010.

The National Institute of Drug Abuse sponsored survey of high school seniors

revealed that 4% students use cocaine and 5% use alcohol11.

Extent of drug abuse in the world

The illicit drug trade touches millions of lives in both developed and

developing countries. Its most negative impact is concentrated amongst the vulnerable

and marginalised of our societies. The UN estimates that some 185 million people

4
worldwide – 3.1% of the global population or 4.3% of people aged 15 years and

above – were consuming drugs in the late 1990s. This figure includes 147 million

consuming cannabis, 33 million people consuming amphetamine, 7 million people

using ecstasy, 13 million people taking cocaine, 13 million people abusing opiates and

9 million of whom are taking heroin. Globally, 0.4% of deaths (0.2 million) and 0.8%

of disability adjusted life years or DALY (11.2 million) are attributed to overall illicit

drug use12.

World Extent of drug abuse (annual prevalence) over the 1998-2001 period.

Total number of users: 185 million.

Cannabis
Amphetamines
Ecstasy
69% Cocaine
Heroin
Other opiates

16%

6% 3%
2% 4%

Figure 1: World extent of drug abuse

Extent of drug abuse in India

―Drug Addiction in India‖ (UN report) of the 4 million registered drug addicts

in South Asia, 1.25 lakh are in India. Distribution: alcohol-42%, Opium-20%, Heroin-

13%, Cannabis-6.2% and others-1.8%. Heroin abusers are now estimated to be around

40,000. The majority of drug addicts are aged between 16 and 30 years. These drug

5
abusers are mostly unmarried and from the lower socio economic strata: 33% of them

are engaged in antisocial activities.13

A study carried out in India (Amrithsar, Punjab) in 2004 revealed that in 1961,

60% of drug dependents were dependent on inj. Morphine, 20% on alcohol,

14% proxyvon caps and 9% on opium. In 2001 group, 35% were dependent on

proxyvon, 24% on smack, and 13% of inj. Morphine9.

National Household Survey reveals that the current prevalence rates of drug

abuse as follows: alcohol-21.4%, cannabis-3.0%, opiate-0.7% and any illicit drug-

3.6%9.

Rapid Assessment Study of Drug Abuse in Target Communities in India

(RAS DATC) was conducted in urban sites namely, Bangalore, Chennai, Imphal,

Jodhpur, Kolkata, Lucknow, Mumbai, Patna and Pune. It was reported that among a

total of 1.271 drug users, the most commonly abused drugs are alcohol-43%, heroin-

38.2%, opium-9.3%, cannabis-6.1% and other opiates-4.3% respectively9.

Drug abuse monitoring system reveals the abuse of different drugs in India as

follows: 43.9% alcohol, 11.1% heroin, 2.6% propoxyphene, 8.6% opium, 3.7% of

other opiates, 11.6% of cannabis, and 7.7% of other drugs9.

Rapid Assessment Survey reveals the current primary drugs of abuse.

Cannabis was reported highest in Bangalore, i.e., 69.8%, followed by 66.3% in

Shillon / Jowai9.

Abuse of heroin was highest in Imphal, i.e., 83% followed by

Thiruvananthapuram-45.5% and Ahmedabad-37.9%9.

6
 Abuse of inhalant drugs is reported mostly from Bangalore (10.5%), abuse of

sedatives from Hyderabad (31.3%) and alcohol abuse in Goa is 35.7% 9.

Thus, the extent of drug abuse in India as well as worldwide is very grave

which calls for immediate attention from the society and the health professionals as

drug related problems cost heavily for society and form a major public health

problem.

56%
12%
6% 13%
16% 19%
20% 12%
11% 17%
10% 10%

15%
19%

Cannabis
35.7% Heroin
69.8% Opium
45.5% Alcohol
13%
16%

Fig. 2: Extent of drug abuse in India

Narcotic drugs and Psychotropic Substance Act (Sept 1985)

This Act consolidates and amends the existing laws relating to narcotic drugs,

strengthens the existing controls over the drugs of abuse, considerably enhances the

penalties, particularly for trafficking offences, makes provisions for the

7
implementation of international conventions relating to narcotic drugs and

psychotropic substances to which India is a party. This act repeals the Opium Act

1957, the Opium Act 1878 and Dangerous Drugs Act 1930 which were the laws

presently applicable to the subject matter of narcotic drugs.14

Sections 12 – 25 provide for various categories of offences set out in Section 8

of Narcotic Drugs and Psychotropic Substance Act. This Act has considerably

enhanced punishments for offences in connection with narcotic drugs and

psychotropic substances. Section 27 says, if any person who possesses in small

quantity any narcotic drug or psychotropic substance which is proved to have been

intended for his personal consumption and not for sale or distribution or consumes

any narcotic drugs or psychotropic substances, he shall be punished for term which

may extend to one year or with fine or with both; if the narcotic drug or psychotropic

substance possessed or consumed is cocaine, morphine, heroin or any other narcotic

drug or psychotropic substance specified by the central government in the official

gazette such a person shall be punished with six months imprisonment or fine or with

both, for what can be termed ―soft drugs‖. 14

Need for the study

“Addicts are more extroverted, psychotic,

Having more criminal propensity

Who appear in their nudity?

Under drug influence.‖

- Dr. K. S. Shetty

8
 College students are the most vulnerable group and are at high risk of drug

abuse related problems compared to other population. The prevalence rate of drug

abuse is highest among young adolescents and young adults, a large majority of

whom are students5.

Drug abuse by students in secondary schools and colleges is a serious

problem. As it is gaining gradual popularity among college students, it would be vital

to examine their knowledge towards drug abuse5.

Health education is an important strategy of all the programmes to prevent and

control drug abuse5.

The WHO Expert Committee on Drug Dependence (1973) endeavoured to

ascertain factors associated with the prevention of drug dependence and urged that it

would be necessary to eliminate the ignorance and misconception about drug effects 5.

A study conducted among 15,000 students of Mangalore University colleges

threw light on the extent of substance abuse among the student community.15 The

result showed that 7.04% of the male and 0.4% of the female population have

accepted to be users of various stimulant substances ranging from Ganja to Heroin.

Among these, 6.6% of the male and 0.4% of the female population were found to be

drug addicts. This percentage indicates that the number of addicts among the student

population in Mangalore is approximately 1050 out of the total population of 15,000

under study.

A study was conducted in US on college students to examine the prevalence

rates and correlates of non-medical use of prescription stimulants. A self-administered

mail survey was used. The sample consisted of 10,904 from 4-year colleges in the

9
United States, randomly selected in 2001. The study result showed that the lifetime

prevalence of non-medical prescription stimulant use was 6.9%, past year prevalence

was 4.1% and past month prevalence was 2.1%, past year rates of non-medical ranged

from zero to 25% at individual colleges. Non-medical prescription users were more

likely to report use of alcohol, cigarettes, marijuana, ecstasy, and cocaine

respectively.16

Conducted a study in Rajastan to assess the knowledge about psychoactive

substance abuse among college students. The investigator adopted a comparative

descriptive research approach. The sample consisted of 50 male and 50 female college

students. A self-structured questionnaire was used to collect the data. The findings of

the study showed that a significant higher knowledge scores among females than

males (t=2.27). The students with higher mass media exposure had higher scores.

Age, family income, father‘s education and year of study did not have any

relationship with knowledge scores4.

A study was conducted to assess the knowledge and attitude of 180

undergraduate students of Kerala on drug dependence using a structured

questionnaire. The result of the study showed that students‘ (98.33%) knowledge was

inadequate in all the areas. The result also showed that there was significant positive

relationship between knowledge and year of study, family income and drug abuse. 17

A study was conducted on knowledge of students on cannabis and tobacco

among 964 school students of Baroda18. The tool was a questionnaire containing 20

items. Data were collected immediately after 45 minutes of drug abuse awareness

programme. After seven days data were collected using the same tool. The study

10
revealed that the majority of students had increased knowledge after the awareness

programme. The drug abuse use was reported by 38% out of 964 students.

Conducted a study among undergraduate medical students in two medical

colleges of Calcutta19. The study indicated that the prevalence of total drug abusers

was 76.8% of the respondent student population. The study revealed that the drug

abuse rate gradually increased with advancement of each academic year, i.e., from

24% in first year to 74.4% in the final year. It was maximum in the age group of 25-

29 years.

The prevalence among boys (58.4%) was significantly higher than girls. 25%

hostellers were found to be more drug abusers than non-hostellers.

A study was conducted to assess the awareness among college students to

determine relationship of knowledge and selected variables in 100 pre-degree students

(first year) from 3 colleges in Kolkatta using a structured knowledge questionnaire.

The results showed that the college students‘ knowledge of drug abuse was

inadequate; no significant relationship was found between knowledge, sex and mass

media exposure. But there was significant relationship between knowledge and

parental education.15

Above studies show that education is one of the main sources for increasing

the knowledge and changing the behaviours of college students regarding drug abuse.

Literature review showed that drug abuse is a common serious problem but

only a few studies were conducted. Hence, the researcher felt that health education

programme would provide a basis for prevention and control of drug abuse among

11
college students. All these information motivated the researcher to select this study to

improve college students‘ knowledge towards drug abuse.

Statement of the problem

―Impact of health education programme on knowledge of students towards

drug abuse in selected colleges of Mangalore.‖

Summary

This chapter dealt with the background of the problem, need for the study and

statement of the problem. The following chapter deals with the objectives of the

study, which would provide direction for carrying out this study.

12
 2. OBJECTIVES

This chapter deals with main objectives of the study, the concepts involved,

and the conceptual framework on which the study is based.

Statement of the problem

―Impact of health education programme on knowledge of students towards

drug abuse in selected colleges of Mangalore.‖

Objectives of the study

1. To assess the knowledge of students on drug abuse before and after the health

education programme.

2. To prepare and validate the health education programme.

3. To find the association between the knowledge and selected demographic

variables.

Operational definitions

1. Impact: In this study, it refers to the effectiveness of health education

programme on students in gaining higher knowledge score on drug abuse as

measured by structured knowledge questionnaire.

2. Drug abuse: In this study, it refers to the non-medical use of the under

mentioned dependence-producing drugs such as charas, codeine, opium,

hashish, brown sugar, heroin, valium, pethidine, morphine etc.

3. Knowledge: In this study, it refers to the scores the students are able to obtain

in response to the questions relating to drug abuse in terms of concept of drug

13
 abuse, predisposing factors, effects, withdrawal symptoms, prevention,

treatment and control of drug abuse.

4. College students: It refers to the male and female students of selected

colleges in Mangalore, enrolled for a pre-university programme having

science, arts or commerce as the main stream of study.

5. Health education programme: In this study, it refers to a programme, which

is designed by the investigator to provide knowledge to students on drug abuse

in terms of concept, predisposing factors, effects, withdrawal symptoms,

prevention, treatment and control of drug abuse.

Assumption

This study assumes that

1. College students have some basic knowledge regarding drug abuse.

2. Knowledge of college students can be assessed by using structured knowledge

questionnaire.

3. Health education programme will help to improve knowledge of college

students regarding drug abuse.

Hypothesis

H1: The mean post-test knowledge scores of students regarding drug abuse will be

significantly higher than their mean pre-test knowledge scores.

H2: There will be significant association between pre-test knowledge and selected

variables.

14
 Conceptual Framework

Conceptualisation is the process of forming ideas, design and plan20.

Conceptual framework refers to the process of moving from an abstract idea to

concrete ideas, which are formulated by generalising from particular manifestation of

certain behaviours or characteristics. These abstracts are referred to as concepts. From

the review of literature, several ideas and information were collected on the present

study and this information is organized in the form of a conceptual framework.

This study is mainly intended to evaluate the health education programme in

terms of improving knowledge of college students regarding drug abuse.

As a framework for assessing the knowledge regarding drug abuse, the health

belief model has been applied in this study21. This model provides a way of improving

and understanding how clients will behave in relation to health care therapy. This

model proposes that people will not attempt to undertake preventive practices unless

they believe that they are vulnerable and susceptible to disease condition or believe

that the disease condition is threatening to some aspects of their lives.

Proponents of the health belief model contented that individuals will take

action to avoid disease conditions and these actions are modified by:

- A sense of personal susceptibility to disease condition.

- Perceived severity of a disease.

- Cues to action.

- Perceived benefits of preventive health action behavior and

- Perceived barriers to take action to prevent disease and its complications.

15
 How each of these actions is applicable in the present study is discussed under

the following headings:

Component-1: Individual perceptions

The first component in the health belief model involves an individual‘s

perception of susceptibility to disease condition. In this study, individual perceptions

consist of the individual‘s knowledge on drug abuse, predisposing factors and its

adverse effects on body, mind, family, societal relationships and occupational

functioning.

Component-2: Modifying factors

It involves the individual‘s perception of the seriousness of disease. This is

influenced and modified by demographic and socio psychological variables, perceived

threat to illness and cues to action.

The perception of the drug abuse is affected by:

- Demographic variables such as age, sex, religion, level of study and place of

residence, educational status of parents, type of family, income of the family

and mass media.

- Structured variables such as knowledge of students towards drug abuse.

Cues to action

Attending health education programme regarding drug abuse, exposure to TV.

Radio, magazines, newspaper, advice from teachers, friends, parents and professionals

who motivate the students to minimize the abuse of drugs.

Component-3: Likelihood of action

It involves a person taking preventive action based on his perception of

benefits of taking that particular action. If the perceived benefits overweighed the

16
perceived barriers, the individual is likely to take preventive action to improve his

health.

In this study, the perceived benefits may be gaining good knowledge,

prevention of addiction to use of drugs, relief of anxiety, tension, prevention of health

problems and better social and economical benefits.

The barriers may be lack of knowledge, peer pressure, increased tension,

anxiety and lack of parental attention. When the perceived problems and threats are

more, the students is likely to consider the benefits and thereby choose to take

preventive action, like gaining additional knowledge, change of behaviour, reduce

drug-related queries.

Thus the health belief model helps to understand the factors influencing

students‘ perceptions, beliefs and behaviors and plan care and health education that

will effectively promote and maintain health and prevent the drug abuse. The

diagrammatic presentation of the conceptual framework is presented in Figure 3.

17
 Individual
Modifying factors Actual benefit Likelihood of action
Perception

Demographic variables Perceived benefits

Knowledge  Age, sex, religion, level of education, x Relief of anxiety
place of residence, type of family, and stress
 Concept of income of the family, mass media x Prevention of
drug abuse Structural variables addiction to drugs
 Predisposing  Knowledge of students towards drug x Prevention of health
factors abuse problems
x Experience with use of drugs x Better social and
 Effects of
Socio-psychological variables economic support
drug abuse
 Parent education  Gain in Perceived barriers
 Withdrawal x Parents‘ attitude towards drug abuse
symptoms of Knowledge
x Parents‘ personality (minus)
drug abuse
 Prevention
and treatment x Peer pressure
 Perceived concept of drug abuse and its
of drug abuse adverse effects as measured by structured
knowledge questionnaire x Increased anxiety

and stress
 Under study Cues to action
Preventive actions
x not under study  Attending health education programme on
drug abuse x x Change
Lack of of
 Exposure to mass media behaviour
x Advice from parents, teachers and x knowledge
Reduce the drug
professionals related queries
x Lack of family
Figure 3: Conceptual framework based on Health belief Model Rosen stock and Becher and Maiman (1978)
support

18
Delimitations of the study

This study is delimited to

1. Pre-University college students of selected colleges in Mangalore city.

2. Pre-University colleges having science or arts or commerce as a main stream

of study.

3. Study will be conducted on students who are willing to participate.

Scope of the study

1. The findings would reveal the existing knowledge of college students

regarding drug abuse.

2. Administration of health education programme will help to improve students‘

knowledge on drug abuse.

3. Health education programme can be used to educate the other children in a

same setting and/or different settings.

Summary

This chapter dealt with objectives of the study, assumption, hypothesis,

conceptual framework, delimitation and scope of the study. The next chapter

synthesizes the extensive review of literature done to form a basis for this study.

19
 3. REVIEW OF LITERATURE

Review of literature involves the systematic identification, location, scrutiny

and summary of the written materials that contain information on research problem.

Literature review refers to the activities involved in identifying and searching

for information on a topic and developing a comprehensive picture of the state of

knowledge on that topic.22

Related literature, both research and non-research, was explored to broaden

the understanding and gain an insight in to the selected problem under study.

In this study, the literature reviewed is presented under the following

headings:

I. Literature related to effectiveness of health education programme regarding

drug abuse.

II. Literature related to knowledge regarding drug abuse and its association with

selected variables.

III. Literature related to effects of drug abuse.

IV. Literature related to epidemiology of drugs and other psychoactive substance

abuse.

I. Literature related to effectiveness of health education programme

regarding drug abuse

A study was conducted in Tamaka, Kolar among adolescent students to assess

the effectiveness of planned teaching programme (PTP) regarding adverse effects of

tobacco smoking on knowledge gain23. Investigator adopted quasi-experimental

20
approach. Samples of 30 students were chosen using convenient sampling technique.

A structured knowledge questionnaire was used. The questionnaire was administered

to the sample to assess their knowledge prior to the PTP. The students underwent the

PTP on adverse effects of tobacco smoking. Effectiveness of PTP was assessed seven

days later by administering same questionnaire. The difference between pre-test and

post-test assessment scores were compared using paired ‗t‘ test. The findings revealed

that a significant difference between pre and post knowledge scores of the students

(t=19.18, P<0.001). So PTP was effective in gaining knowledge score on tobacco

smoking among school students.

A study was conducted among students in USA to assess the effectiveness of a

universal drug abuse prevention approach for youth at high risk for substance abuse

initiation24. The effectiveness of a universal drug abuse preventive intervention was

examined among youth from 29 inner city middle schools participating in a

randomised controlled prevention trial. A sub sample of youth (21% of full sample)

was identified as being at high risk for substance use initiation based on exposure to

substance using peers and academic performance in school. The prevention

programme taught drug refusal skills, anti drug norms, personal self-management

skills and general social skills. Findings of the study indicated that youth at high risk

who received the programme (n=426) reported less smoking, drinking, inhalant use

and poly drug use at the one year follow-up assessment compared to youth at high

risk in the control condition that did not receive the intervention (n=332). Results

indicated that a universal drug abuse prevention programme was effective for

minority, economically disadvantaged, inner city youth. Findings suggest that

universal prevention programmes can be effective for a range of youth along a

continuum of risk.

21
 A survey study was conducted to assess the impact of a drug abuse resistance

education (D. A. R. E.) programme in preventing the initiation of cigarette smoking in

fifth and sixth grade students in Nashville, Tennessee, USA. Sample consisted of 236

fifth and sixth graders in Nashville, Tennessee. Of the students included in the study,

88% graduated from D. A. R. E. Approximately 11.6% of respondents had never

smoked cigarettes, 86% of them continued to smoke. The D. A. R. E. group had a

significantly lower rate of smoking compared with their non D. A. R. E. Counterparts

(8.7% Vs 28.0%, P=0.001). Logistic regression analysis showed that D. A. R. E group

was five times likely to initiate smoking compared with the non D. A. R. E group. The

D. A. R. E group had a significantly (P=0.002) higher knowledge score on the risk of

smoking. The knowledge scores has strong opposite correlation to smoking behaviour

(P=0.0001). Students with top-quartile knowledge scores had a substantially lower

rate of smoking (1.4% Vs 14.4%, P=0.001). The finding was consistent for both

African – American (0% vs. 19.6%, P=0.001) and white children (1.9% Vs 13%,

P=0.001). The D. A. R. E. programmes may have an impact in preventing the

initiation of smoking behaviour25.

A study was conducted on 69 school children aged 8-12 years participating in

after school programme at Indianapolis26. After obtaining the baseline information by

questionnaire, the investigator conducted a 6 session educational programme to

explore the effectiveness of teaching children survival skills to resist alcohol and

drugs. The results from the study demonstrated that students who have a plan to resist

drug use are more likely not to use drugs. The study also suggested that school

programme was effective to gain knowledge as well as stop using drugs.

22
 A study was conducted to determine the effectiveness of hygiene promotion

programme in changing behaviours associated with the spread of diarrhoea in Burkina

Faso. A sample of 3,09,771 people participated in the study. Structured observation

checklist was used to assess the hygienic behaviours of the participants. The pre and

post test after the teaching programme showed a significant difference. Hand washing

with soap after cleaning a child‘s bottom increased from 13% to 31%, mothers who

washed their hands with soap after using the latrine increased from 1% to 17%. This

study revealed that hygienic promotion programme could bring about change in

behaviour27.

An evaluative study was conducted on the effectiveness of a planned teaching

programme in selected areas of safe motherhood among female students of second

year pre-university course from selected colleges of Udupi28. The findings of the

study revealed a significant gain (t (29) = 10.385, P<0.05) in knowledge, indicating that

the planned teaching programme was effective in increasing the knowledge of PUC

students.

A study was conducted in New York, USA to test the effectiveness of school-

based drug abuse preventive intervention among minority adolescent students 29. The

sample consisted of 3621 minority students from 29 New York City schools. The

preventive programme taught drug refusal skills, anti drug norms, personal self-

management skills and general social skills in an effort to provide students with skills

and information for resisting drug offers to decrease motivations to use drugs and

decrease vulnerability to drug use social influences. The study results indicated that

those who received the programme (n=2,144) reported less drinking, smoking,

drunkenness, inhalant use, and poly drug use relative to controls (n=1477). The

23
programme also had a direct positive effect on several cognitive, attitudinal and

personality variables believed to play a role in adolescents‘ substance abuse. The

findings also showed that a drug abuse prevention programme was effective in a

sample of minority students.

A study was conducted on the effectiveness of a planned teaching programme

in the case of adolescent girls with regard to menstruation for mothers in the selected

communities in Kerala27. The sample of the study consisted of 30 mothers.

Convenience sampling was used for selecting the sample. A structured knowledge

questionnaire was used for data collection. The findings revealed that the mean pre-

test score was 22.63 out of 45 and the mean post-test score was 36.4 out of 45. The ‗t‘

value showed that there was significant difference between pre-test and post-test (t(29)

= 17.1268, P<0.05). This indicates that planned teaching programme was effective in

gaining knowledge.

A study was conducted in Quebec to evaluate the effectiveness of a school-

based alcohol and drug abuse prevention programme targeting adolescents 30. This

evaluation concerned the school component of the programme and included the first

seven classroom interventions. The design was a pre and post-intervention assessment

of both the experimental (n=145) and the control school (n=179). Results obtained did

not reveal any significant effect of the programme on knowledge and beliefs

regarding the use of alcohol and drugs or any modification in self-efficiency with

respect to decision making and ability to resist external pressure concerning decision

to use marijuana and hashish. The results do show, however, a decrease among the

exposed students in self-efficiency within the context of alcohol use. Such a result

24
may be a consequence of the programme‘s capacity to raise the students‘ level of

awareness of their susceptibility to social influences.

A study was conducted to assess the long term effects of substance abuse

prevention programme delivered in sixth and seventh grade students31. A social

pressure resistance skills curriculum implemented by classroom teachers had been

evaluated with short-term positive results previously reported. Students completed

self-administered questionnaire at 6th grade pre and post-tests and at 7th and 12th grade

post-tests. Curriculum group students received lessons on alcohol, tobacco, marijuana

and cocaine, which were later incorporated into the Michigan Model for

comprehensive school health education. This study revealed that there was a

significant effect of substance abuse prevention programme among 6 th and 7th grade

students.

A study was conducted in USA to assess the effectiveness of a school-based

substance abuse prevention programme among students32. A grade five through eight

substance abuse prevention programme, later incorporated into the Michigan model

for comprehensive school health education, was developed, implemented and

evaluated. Results focused on students who received seven lessons on alcohol in

grade six, and eight lessons on tobacco, alcohol, marijuana and cocaine in grade seven

taught by their regular class room teachers (after a 6 hour training in the social

pressures resistance skills curriculum). Students (N=442) received either two years of

the programme or none, and completed individually coded questionnaires. At the end

of grade seven programme, students‘ rates of substance use had increased

significantly less and knowledge of alcohol pressure, effects and skills to resist had

25
increased significantly more than those of comparison students. The findings

suggested that school-based education programme was effective among students.

II. Literature review related to the knowledge regarding drug abuse and its

association with selected variables

A study was conducted among urban adolescents in Zagreb, Croatia to

examine the prevalence rate as well as to assess the knowledge and attitude about the

substances33. The sample consisted of 2404 elementary and high school students in

the age range of 13-23 years. A multi-dimensional, self-reporting questionnaire was

used. The result of the study revealed that 90% of all experimented with alcohol at

least once, 80% with tobacco and 39% with marijuana, 9% with ecstasy. Results

showed high degree of interconnection among the frequency of consuming tobacco,

marijuana and alcohol. Knowledge about the consequences of consuming

psychoactive substances positively correlated with the frequency of consuming

alcohol (r=0.226, P<0.001), marijuana (r=0.320, P<0.001) and tobacco (r=0.213,

P<0.001). The frequency of substance consumption implied a generalized tendency

towards substance abuse among adolescents. Our findings could serve as empirical

basis for the re-evaluation of the current drug prevention programmes and

programmes aimed at preventing other forms of risk behaviour among children and

adolescents.

A study was conducted among street adolescents in the area of Lucknow,

India to assess and explore adolescents‘ perceived need for more knowledge about

drug effects and factor contributing to drug abuse34. The sample consisted of 70 youth

aged 16-20 years who were conveniently selected from the population. In that 94%

were males, 4 were females. Data were collected by interview schedule with informed

26
consent. The results of the study showed that adolescents were having less knowledge

about drug abuse, its effect on body complication.

A study was conducted among secondary school students in Rivers State to

determine the commonly used substances and the factors that influences their use in

their students35. The sample consisted of 1049 students of four schools. The tool was a

questionnaire containing 117 items of substance use. The study results showed that

87% were using at least one substance, 3% were past users, and 10% had never used

any of substances. The substances commonly used are alcohol 65%, Kolanut 63%,

cigarette 61%, paracetamol 41.5%, butazolidine 39.3%, pemoline 28% and cannabis

26%, tetracyeline 25.7%, ampicillin 24.3% and valium 24%. The mean age of onset

was 12-13 years. The study concluded that the use of substances/drugs among our

youth is assuming a dangerous dimension and hence calls for immediate measures to

improve knowledge on drug abuse and curb this disturbing trend of abuse of

substances.

A study was conducted in Rajastan to assess the knowledge about

psychoactive substance abuse among college students4. The investigator adopted a

comparative descriptive research approach. The sample consisted of 50 male and 50

female college students. A self-structured questionnaire was used to collect the data.

The findings of the study showed a significant higher knowledge scores among

females than males (t=2.27). The students with higher mass media exposure had

higher scores. Age, family income, father‘s education and year of study did not have

any relationship with knowledge scores.

A descriptive study was conducted to understand the importance of fulfilling

unmet needs of rural and urban adolescents with substance abuse 36. Sample (N=191)

27
were adolescents aged 14 to 19 in a rural and an urban high school at Kentucky drawn

randomly for the study. A modified version of the need sub-scale from the Addiction

Research Centre Maturation Scale was used to measure the feeling of satisfaction

related to meeting basic needs and an investigator‘s prepared questionnaire to elicit

the current use of alcohol, nicotine and marijuana consumed. The study shown that

22% of the respondents currently smoke cigarettes, 13% use snuff. The study also

shown that individuals with feelings of unmet needs were more likely to be current

drinkers. The study concluded that a feeling of unmet needs seems to be an important

factor in adolescent substance abuse.

Conducted a study among Hispanic adolescents to assess the linguistic

acculturation associated with higher marijuana and poly drug use. Hispanic 6th and 7th

graders in 22 New York City Middle Schools (mean age 12.66 years) completed self-

report questionnaire with items related to drug use and linguistic acculturation at two

assessment (N=1299 at baseline; N=1038 at 1 year follow-up). The study revealed

that adolescents who spoke English with their parents smoked marijuana more than

those who spoke Spanish and 1 year follow-up showed that students who spoke

English and Spanish with their parents engaged in greater poly drug use than those

who spoke only Spanish with their parents37.

A study was conducted to assess the knowledge and attitude of 180

undergraduate students of Kerala on drug dependence using a structured knowledge

questionnaire17. The results of the study showed that students‘ (98.33%) knowledge

was inadequate in all the areas. The result also showed that there was significant

positive relationship between knowledge, year of study, family income and drug

abuse.

28
 A study was conducted in UK to monitor the young people‘s experience and

knowledge of illicit drugs between 1969 and 1999 at intervals of 5 years among 274

peoples of 3 secondary schools of Wolver Hampton, aged 14-15 years. The study

finding showed that the perception of taking drug increased from 15% in 1969 to 65%

in 1999 and decreased to 58% in 1999. Although the knowledge, names of drugs

steadily increased knowledge of effects of drugs has remained limited among the

students38.

An experimental study was conducted in Baroda to assess the knowledge of

students on Cannabis and Tobacco. The Samples consisted of 964 school students of

Baroda18. A Structured questionnaire was used. Data were collected immediately after

45 minutes of drug abuse awareness programme; again same tool was used to collect

the data. The study findings showed that the majority of the students had adequate

change of knowledge after the awareness programme. Thirty eight out of 964 students

reported substance abuse.

A survey was conducted on drug abuse among 500,000 students in America.

The purpose was to survey the demographic factors, perception of campus substances

abuse policies39. Results from the two-year cycle of the survey, in which 58,625

students participated show that the more extensively used drugs were marijuana and

tobacco among college students. The study concluded that students‘ perception of

campus substance abuse policies is inadequate. Hence, the need to improve the

knowledge through a preventive education programme.

A study was conducted to assess the awareness among college students and to

determine relationship of knowledge and selected variables in 100 pre-degree students

(first year) from 3 colleges in Calcutta using a structured knowledge questionnaire.

29
Stratified sampling was used. The study result showed that college students‘

knowledge of drug abuse was inadequate. No significant relationship was found

between knowledge, sex and mass media15.

III. Literature review related to the effects of drug abuse

A study was conducted among students with disability to long term

educational, employment and social outcomes in USA to determine the relationship of

substance abuse among them. The study results indicate that adolescents with

disability who used either cigarettes or marijuana had significantly higher dropouts,

lower high school graduation status, lower college attendance and also were

significantly more likely to engage in sexual activity at a younger age. The findings

support the need for improved substance use prevention programme targeting the

need of youth with disabilities40.

A study was conducted in Bellary to examine the prevalence of psychiatric

illness and substance use among college students41. The sample formed students from

medical college (n=173), degree college (n=150) and business management college

(n=61). A self-rated questionnaire was designed which included subscales like:

30
a Liebowitz social anxiety scale (24 items)

b Beck‘s inventory for depression (21-items), OCD screening checklist (30

items), alcohol and other substance are disorders (6 items). The findings of the

study showed 68% of students avoided to talking to people of higher authority,

facing audience and examination. 25.2% of depression and 1.8% of alcohol

and nicotine. 8.6% of OCD. The study concluded that psychological problems

and substance abuse was common among college students.

A cross sectional survey was conducted among secondary school students in

South Western Nigeria to determine the psychosocial correlates of substance abuse 42.

A questionnaire was used to elicit the substance use by students and a well-designed

questionnaire on psychosocial variables. Six secondary schools selected from two

local government areas in Ilesa, Osun state, Southwestern Nigeria. The sample

comprised of 600 randomly selected senior secondary school students. The study

result showed that the current stimulant use leads to poor academic performance and

current alcohol use showed that loneliness, not religious and poor academic

performance. Current hypno-sedatives use was common among students living alone

and poor academic performance.

A study was conducted among Colombian youth to examine the relationship

between earlier marijuana use and later adolescent behavioural problems 43. A

community-based sample of Colombian adolescent was interviewed in 1995-1996 and

1994-1998. The sample consisted of 1151 males and 1075 females. The findings of

the study revealed that adolescent marijuana use was associated with increased risk at

work or school and violent experience. Peer marijuana use and sibling marijuana

problems and adolescent problem behaviour in a society in which drug use, crime,

31
violence and low educational attainment are pervasive. So, the study concluded that

the early adolescent marijuana use is associated with an increase in problem

behaviour during later adolescence.

A study was conducted among adolescents in UK to explore the relationship

between various social aspects of young people‘s lives and substances use 44. Pupils

aged 11-16 years in a stratified sample of five English schools, about 4516

participants were obtained. The study results revealed that the sample of English

adolescent, there was a strong relationship between substance use and social factors

examined and social factors could be ranked in the order of importance, current use of

the second and third substances, having been in trouble with police, perceived poor

academic performance and low future academic expectations, a lack of religious

belief, and having been suspended from school. The findings also support that a

constellation of behaviours is related to adolescent substance use.

A study was conducted among college students over a 30 years period to

examine the prevalence of substance abuse and its relationship to attributes of life-

style using questionnaire. The sample consisted of 796 students. The result showed

that college drug use is generally declining and that users have increasingly diverged

from non-users in their values and lifestyle45.

A study was conducted in Pelotar, Southern Brazil in 1998 to assess the

prevalence as well as school performance among adolescents46. A self-administered

questionnaire was used by a sample of 2,410 students ranging from age 10 to 19 years

old. The study result showed that the substances mostly used by the students were

alcohol 86.8%, tobacco 41%, marijuana 13.9%, inhalants 11.6%, anxiolytic drugs

8.0%, amphetamine 4.3%, and cocaine 3.2%. The study also showed that there was an

32
association between drug use and evening courses, higher degree of non-attendance

and higher rate of school failure among college students.

A study was conducted to examine the relationship between early age of onset

of cigarette, alcohol, marijuana and cocaine use and engaging in multiple risk

behaviours among middle school students in North Carolina47. A modified version of

the Centres for Disease Control and Prevention of Youth Risk Behaviours Survey was

administered to 2227 of six through 8 grade students attending 53 randomly selected

middle schools. A health risk behaviour scale was constructed for this study. The

independent variables included first time use of cigarette, alcohol, marijuana and

cocaine at age 11 years or earlier; actual age of onset of each substance, race and

ethnicity, family composition, sex, school grade, academic ranking. The results of the

study showed that all the independent variables were found to be associated with high

risk behaviour scale; having smoked at age 11 years or younger accounted for 21.9%

of variation in the health risk behaviour scale. Male sex, early marijuana or cocaine

use, older age, lower academic rank, white race and single parent family explained an

additional 19.1% of variation in the model and same way 52.8%

(P<0.001) variation in the health risk behaviour scale when age of onset of smoking,

male sex, age of onset of alcohol, marijuana, cocaine use and lower academic rating

accounted. The study concluded that early age of onset of substance abuse was the

strongest correlate of number of health risk behaviours in which young adolescents

had engaged.

A study was conducted among young adults in New Zealand to examine the

relationship between cannabis use in adolescence and levels of educational

attainment48. The sample consisted of 1265 New Zealand children (635 males, 630

33
females). The structured research interview method was used for the students. The

study findings showed that increasing cannabis use was associated with increasing

risk of leaving school without qualification, failure to enter University, failure to

obtain a University degree. Findings also support the view that cannabis use may act

to decrease educational achievements in young people. It is likely that this reflects the

effects of the social context within which cannabis is used rather than any direct effect

of cannabis on cognitive or motivation.

A longitudinal study in Australia to examine the extent to which weekly

cannabis use during mid-adolescence may increase the risk of early school leaving 49.

The sample consisted of 1601, aged 15-21 years, male and female school students.

Computer assisted, self-completion questionnaire and telephone interview was used.

The study result showed that weekly cannabis use was associated with significantly

increased risk of early school leaving, cognitive impairment and motivational

syndrome.

A study was conducted in New York City to assess the accidental drug

overdose death50. Data was collected in New York City between 1990 and 1998 using

records from the office of the Chief Medical Examiner. Study findings revealed that

opiates, cocaine and alcohol were the three drugs most commonly attributed as the

cause of accidental overdose death by offices of the Chief Medial Examiner

accounting for 97.6% of all deaths, 57.8% of those deaths were attributed to two or

more of these three drugs in combination. The study concluded that accidental

overdose death should address the use of drugs such as heroin, cocaine and alcohol in

combination.

34
 A cross-sectional survey was conducted among young adults in New York

City to determine the relationship between drug use and prevalence of several

sexually transmitted infections among young adults in a high risk neighbourhood 51. A

total of 363, 18-24 year-olds from a household probability sample, 165 Bush wick 18-

24 year-olds who have used injected drugs, cracks, other cocaine or heroin. The study

finding showed that prevalence of HIV, Hepatitis C and Syphilis 1%, gonorrhoea 3%,

chlamydia 5%, past or present Hepatitis B infection 8%, herpes simplex (type 2) 18%.

The study also supports that drug users, particularly injection drug users and crack

smokers may be a core group for some sexually transmitted infections.

A study was conducted in Sheffield, UK to examine the degree of involvement

of concomitant drugs of misuse and identified behaviour risk factors in acute

accidental opiate related poisoning fatalities. The findings of the study showed that 94

deaths occurred over the study period. The majority of cases were regular users of

illicit drugs. 20% of deaths were preceded by a period of abstinence from drug use.

The study also supports that administration of an opiate via intravenous injection was

the most consistent factor associated with these deaths52.

A self-reported survey in 1991 and 1996 was conducted among adolescent

students concerning their use of drugs especially tobacco, cannabis and the harmful

consequences of such use in Nova Scotia53. A total of 3452 (in 1991) and 3790 (in

1996) junior and high school students in randomly selected classes in the public

school system were the samples. The prevalence of cigarette smoking and the use of

hallucinogens and stimulants were markedly higher in 1996 than in 1991. Over one

fifth (21.9%) of the students reported multiple drug use of tobacco, cannabis in the

twelve months before the 1996 survey.

35
 A longitudinal study was conducted in New Zealand to examine the

association between frequency of cannabis use and psychosocial outcomes in

adolescence54. Annual assessments of the frequency of cannabis use were obtained for

the period from age 14-21 years. A total of 1063 sample members used cannabis. The

result showed that there are general and consistent trends for the use of cannabis to be

associated with increased rate of crime, depression, suicidal ideation, suicide attempts

and other illicit drug use. These associations are particularly marked for illicit drug

use and with one exception (suicide attempt at age 20-21 years). All associations are

statistically significant (P<0.01).

IV Literature review related to epidemiology of drugs and other

psychoactive substance abuse

A study was conducted among US college students to examine the prevalence

rates and correlates of non-medical use of prescription stimulants16. A self-

administered mail survey method was used. The sample consisted of 1004 students

from 4-year colleges in the United States randomly selected in 2001. The study result

showed that the lifetime prevalence of non-medical prescription stimulant use was

6.9%, past year prevalence was 4.1% and past month prevalence was 2.1%. Past year

rates of non-medical ranged from zero to 25% at individual colleges. Without medical

prescription users were more likely to report use of alcohol, cigarettes, marijuana,

ecstasy, cocaine respectively.

A study was conducted among Iranian nursing students in Iran to evaluate the

prevalence of substance abuse.55 The sample consisted of 400 nursing students

(85.25% were females and 14.25% were males). A questionnaire was used to assess

the prevalence of substance abuse. The study findings revealed that mean age of the

females was 20.3 and of males was 22.8 of the subjects reported usage of substance

36
includes cigarette (25.3%), alcohol (5.8%), opium (8.5%), cocaine (1.5%), hashish

(1.5%), marijuana (0.8%) and morphine (0.5%). Substance use was significantly

related to sex, higher among males than females. Tobacco and opium were found to

be the most prevalent form of substance abuse among students.

A study was conducted in Brazil to assess the psychoactive drug use among

students56. A questionnaire was administered to collect socio demographic data and

also identify the pattern of non-medical use of psychoactive drugs in 20% of public

and private school students. The study revealed that most often used substances were

solvents (10%), marijuana (6.6%), benzodiazepines (3.8%), amphetamines (2.6%),

cocaine (1.6%) and anticholinergics 1.0%.

A study was conducted in Iran among high school students to assess the

prevalence rate of substance abuse57. The sample consisted of 397 (200 girls and 197

boys) high school students. A confidential questionnaire was used to collect the data.

The study showed that the usage of the following substances in their lives: cigarettes

(25.4%), opium (3.5%), hashish (2.8%), marijuana (1%), LSD (0.5%), cocaine (1.0%)

and morphine (0.8%). Currently only 13.86% of the students were using the following

substances: cigarettes (8.3%), heroin (1.0%), morphine (0.3%), opium (0.8%), LSD

(0.3%). Cocaine (0.5%), hashish (0.8%) and marijuana (0.8%). Substances abuse was

significantly higher among males than females.

A study was conducted among college students in USA to examine the

changes in illicit drug use, pattern of poly drug use, and the relationship between

student‘s age of initiation of substance use and later use of marijuana and other drugs

between 1993 and 2001. Data from 119 US colleges and Universities in the Harvard

School of Public Health College were collected. The study revealed that there is

37
significant increase in percentage of students‘ use of marijuana in the past 30 days

(from 13% to 17%), past year (from 23% to 30%) and life time (41% to 47%)

between 1993 and 2001. More than 98% of marijuana and other illicit drug users used

other substances58.

A study was conducted among high school students in Harmar in 1999 to

assess the rate of prevalence of drug use among young people in Norway59. A

questionnaire was administered in the classroom to 62 classes with a total of 1002

pupils. The study result showed that 40% were tobacco users, 26% used alcohol, 26%

had tried cannabis and 5% used it monthly, 4% had tried amphetamine, 2% had tried

ecstasy and 1% had tried heroin/cocaine.

A study conducted in rural and urban communities in South Western Nigeria

to determine the prevalence and pattern of drug use among secondary school

students60. A modified form of the World Health Organization (WHO) questionnaire

was used. The sample consisted of 600 students drawn from six secondary schools.

The mean age was 17 years. The study result revealed that the commonly used drugs

and their current prevalence rates were salicylate analgesics 48.7%, stimulants 20.9%,

antibiotics 16.6%, alcohol 13.4%, hyposedatives 8.9% and tobacco 3.0%. The

majority were mild current users of the drugs. Their mean age of onset was 17 years.

A survey was conducted to determine the prevalence and pattern of alcohol

and substance abuse in a selected population of above 14 years males in Rohtak city3.

A sample of 4.691 subjects was on a schedule based on WHO questionnaire to collect

the information. Also, addictive substance abuse checklist was administered. Samples

are selected by stratified random sampling. The study result revealed that the

frequency of opium and cannabis abuse came out to be 1.51% and 1.18% respectively

38
Among opium abusers 35.71% were consuming it less than once a week, 42.86%

once a week and 21.43% were abusing daily. Cannabis abusers revealed that 63.64%

were abusing less than once a week, while 27.27% were abusing it once a week

respectively.

A study was conducted to assess current levels of regular cigarette, alcohol

and illicit drug use among adolescents of University of Wales College of Medicine,

Cardiff, UK44. The sample consisted of 9742 students (aged 11-16) in a stratified

random sample of 28 schools in four local educations Authority area in Northern

England, the Midlands and London. The questionnaire was used. The study result

showed that prevalence reported daily cigarette use rose from 4.8% at age 11 to

24.1% at age 16 years. Monthly use of alcohol rose from 5.1% at age 11 to 36% at 16

years. Reported monthly illicit drug use rose from 0.9% at age 11 to 14.5% at age of

16 years. Among the students 76.8% admitted regularly using the following illicit

drugs: marijuana (20.5%), amphetamines (11.6%), LSD (10.4%), heroin (5.5%),

cocaine (12.9%) and solvents (15.9%).

A study was conducted to survey drug/psychoactive substance use among

adolescent students in a Southwest province of China61. A cluster sample was used to

draw 9 cities/districts. Each city provided two schools from Grade II senior high

school, a total of 18 schools were selected randomly. Sample consisted of 2649

students. A self-reported questionnaire was used and the results of the study revealed

that the life time prevalence of regular substance use at least 15 times during any one

month: tobacco-63%, NSAID-2.9%, alcohol-2.9%, solvent-0.3%, sedatives-0.2% and

Cannabis-0.04%. The life time prevalence rate of at least some use: alcohol-66.1%,

NSAID-59.3%, tobacco-27.4%, sedatives-5.2%, heroin-3.1%, solvents-2.8%,

39
amphetamine-0.7%, cannabis-0.3%. The prevalence of current regular use: tobacco-

4.2%, alcohol-1.6%, NSAID-0.8%, sedatives-0.1%, solvents-0.1% and Cannabis-

0.1%. The prevalence of current use at any level: alcohol-15.2%, NSAID-9.6%,

tobacco-7.1%, sedatives-0.5%, solvents-0.4%, cannabis-0.1%, heroin-0.1%. Drug

misuse has appeared among teenage students in this area.

A study was conducted to determine the prevalence and pattern of substance

abuse at Bandardewa, a boarder area of Assam and Arunachal Pradesh62. The sample

consisted of 312 persons aged 10 years and above; the study revealed that 40.4% of

the respondents used to tobacco irrespective of their using pattern with significant

difference between sexes (P<0.001) other substance abuse were found only among

males (3.4%). All of them were current users; of these 1.28% were observed to be

injecting drug users and a small number (0.64%) were found to be addicted to petrol

inhalation, rest of the substance abuses were found to be habituated in taking

antiallergic or sedative drugs like phensedyl, diazepam etc.

A study was conducted among Croatian students to determine the frequency of

drug use63. The study was carried out in a middle class high school in Zagreb. Out of

273 students who participated in an anonymous, self-report, 23 items questionnaire,

and 69 students reported that they had used drugs at least once. The most frequently

used drug was cannabis. While one-third of students have been offered drugs, 41% of

the students would have taken the drug if it was available. It can be concluded that the

drugs appear to be highly popular among Croatian students.

A study conducted among undergraduate medical students in two medial

colleges of Calcutta indicated that the prevalence of total and current drug abuses

were 48.9% and 27.9% respectively19. The drug abuse rate gradually increased with

40
advancement of each academic year, i.e., from 24% in the first year to 74.4% in the

final year. It was found maximum in the age group of 25-29 years (84.5%). The

prevalence among boys (58.4%) was significantly higher than that among girls (25.90.

Hostellers were found to be greater drug abusers than the non-hostellers.

A study was conducted to assess the current use of illicit drugs among

University students in Spain64. The sample consisted of 2,086 students. Golbergs

General Health Questionnaire was used. The results showed that 28.3% had taken

some illicit drug within their lifetime, 16.7% in the previous year and 7.2% in the

previous month. Cannabis was the most commonly used illicit drug.

A survey study among students of Jamia Milia Islamia aimed at investigating

the prevalence rate of soft and hard drugs1. A sample of 200 students comprising of

engineering students (n=50), diploma engineering students (n=50) and general group

of students (n=100) were administrated the questionnaire. Stratified random sampling

technique was used. The result of study revealed that 30% of Diploma Engineering

group, 46% of Engineer group and 66% of general group were using tobacco and in

rare case cannabis, tranquilizers and sedatives. The prevalence rate of the use of hard

drugs and soft drugs are 36.5%, 15.5% and rest of them was non-users i.e., 48%

respectively.

A study was conducted among medical students to assess their pattern and

prevalence of psychoactive substance abuse65. A standard epidemiological survey

instrument was used (self-administered questionnaire). The sample consisted of 215

medical students. The study result showed that the substances ever used were betel

nut 13%, smokeless tobacco 3%, cigarette 12%, cannabis 0.9% and benzodiazepines

41
3.7%; the use of cigarette and benzodiazepine mostly began after their entry to

medical college. Men and final year students had a higher prevalence rate of drug use.

Summary

The reviewed literature indicates that college students are the most vulnerable

group to involve in drug abuse practice. This is mostly due to poor knowledge.

Studies also showed that students have poor knowledge on drug abuse and its adverse

effects. So, health education programmes are necessary to make them aware about

drug abuse and its adverse effects to lead a better life and to prevent complications.

42
 4. METHODOLOGY

―Methodology of research organises all the components of the study in a way

that is most likely to lead to valid answers to the sub-problems that have been

posed.‖66

This chapter deals with the methodology that was selected by the investigator

in order to find out the effectiveness of health education to pre-university college

students on drug abuse. The methodology of the study includes research approach,

research design, variables, setting of the study, population, sample and sampling

technique, sampling criteria, development and description of the tool, content validity

of the tool, reliability of the tool, development of health education programme, pilot

study, data collection process and plan for data analysis.

Research approach

In order to accomplish the main objectives of evaluating the effectiveness of

the health education programme on drug abuse, an evaluative research approach was

adopted.

Evaluation research is the process of collecting and analysing information

relating to the functioning of a programme, policy or procedure in order to assist

decision makers in choosing a course of action. 22 Its goal is to assess or evaluate the

success of a programme. In the present study the investigator aimed at evaluating the

effectiveness of the health education programme on drug abuse for students in

selected colleges of Mangalore in terms of gain in knowledge scores.

43
Research design

Research design is the overall plan for addressing a research question,

including specification for enhancing the integrity of the study.22

Pre-experimental i.e. one group pre-test – post-test design was adopted for the

study. This study was intended to ascertain gain in knowledge by the clients who were

subjected to health education programme. Here only one group was observed twice,

i.e., before and after introducing the independent variable. The effect of the treatment

would be equal to the level of the phenomenon after the treatment minus the level of

phenomenon before treatment.

This can be represented as

E O1 X O2
Experimental → pre-test → Experimental → post-test
Group Treatment

In this one group pre-test – post-test design (O1 X O2 ), the investigator

introduced a basic measure before and after a planned exposure. In the present study

the measure was the knowledge of Pre-university college students on drug abuse. The

intervention given was health education programme, which is depicted as X. The

schematic representation of the study design is given in Figure 4.

44
 Phase I Phase II Phase III
Group Preparation of knowledge Pre-test HEP Post-test after Analysis
questionnaire and HEP administration 7 days
Students who * Review of existing Administration of Administration of Administration * Comparison of pre and
are studying in literature. Structured health education of structured post-test knowledge
PUC (I & II * Interaction with college knowledge programme on knowledge score.
year) with students. questionnaire to drug abuse questionnaire to * Analysis of data.
science, arts, measure the followed by measure the
* Discussion with experts. - Frequency,
commerce as knowledge of Pre-test on the knowledge of percentage
* Preparation of blueprint on students regarding students after
their optional same day
drug abuse for knowledge drug abuse. the seven days - Mean
subjects in questionnaire.
selected of health - Median
colleges in * Preparation of knowledge education - Mean percentage
Mangalore. questionnaire and HEP on programme. - Standard deviation
drug abuse.
- Paired ‗t‘ test
* Content validity. X
O1 - Chi-square test
* Pre-testing. O2
* Interpretation of data.
* Reliability.
. * Pilot study.

Figure 4: Schematic Representation of the Study Design

45
Variables under study

Variables are qualities, properties or characteristics of persons, things or

situations that change or vary 66.

Three types of variables were identified in this study. They are independent,

dependent and extraneous variables.

Independent variable

Independent variable is the variable that stands alone and does not depend on

any other20. It is the presumed cause of action. In this study the health education

programme (HEP) on drug abuse was the independent variable.

Dependent variable

Dependent variable is the effect of the action of the independent variable and

cannot exist only by itself20. In this study, it is the knowledge scores of students

regarding drug abuse.

Extraneous variables

An uncontrolled variable that greatly influences the result of the study is called

extraneous variable20.

Extraneous variables in this study are age of the students, sex, year of study,

stream of study, place of stay, type of family, living status of parents, part-time job,

monthly pocket money, educational status of parents, monthly family income, and

mass media exposure on drug abuse.

46
Setting of the study

The study was conducted in three selected Pre-University colleges of

Mangalore in Dakshina Kannada District. There are 69 colleges offering collegiate

programmes under the University of Mangalore. Among these, 48 colleges offer Arts

and Commerce and 21 colleges offer both Arts and Science programmes. Among

these, one Arts, one Science and one Commerce College having both boys and girls

population situated in Mangalore City Corporation were selected randomly.

Population

Population means all possible elements that could be included in research67. It

represents the entire group under study.

In this study, the population consists of first and second year students of Pre-

University colleges of Mangalore who have taken arts, commerce or science as their

optional subjects.

Sample and sampling technique

Sample

For this study, 120 Pre-university college students who fulfilled the sampling

criteria were selected as sample.

Sampling techniques

Sampling refers to the process of selecting a portion of the population to

represent the entire population22.

―Stratified random sampling is better than a simple random sampling if the

members that compose section or strata are more uniform in each property studied

47
than the whole population.‖20 A multi stage stratified random sampling technique was

adopted for the present study.

A list of all the colleges with Arts, Commerce and Science courses in the city

of Mangalore was collected from the District Pre-University college office. Among

these colleges, one Arts, one Science and one Commerce College were selected by

using simple random sampling. From these three selected colleges, the investigator

obtained a list of the Pre-university college students. This helped him in the sampling

process. Since there was not much variation among the number of students in

different strata, a constant disproportionate stratified random sampling technique was

used for the study.

In this study, a constant number of students were selected from each strata.

For example, the I Year Science students‘ list was taken down from attendance

register, slips were made separately for males and females and by a lottery method, 10

slips each from the male and female groups were drawn; similarly, from the second

year Science, Arts and Commerce group, a total sample of 120 students were selected

for the study from 3 different colleges. The stratification of sample was based on

stream of study, year of study and sex as shown in Figure 5.

48
 Sampling technique

PUC Colleges of Mangalore

SR

College A (Arts) College B (Science) College C

SR SR (Commerce)
SR
S S S

I PUC II I PUC II I PUC II PUC

SR PUCSR SR PUC SR SR SR
S S S S S S

Male Female Male Female Male Female Male Female Male Female Male Female
10 10 10 10 10 10 10 10 10 10 10 10

SR SR SR
40 40 40

SR – Simple random sampling

SRS – Stratified random sampling
120
Figure 5: Schematic representation of multi-stage disproportionate stratified random sampling

49
Criteria for sample selection

Inclusive criteria: College students who are:

1. Willing to participate in this study.

2. Pre-University college students who are studying in first or second year of study.

Selection and development of tool

Data collection tools are the instruments, i.e., the written devices that a researcher

uses to collect data. For example, questionnaire, tests, and observation schedule 22.

In this study, the researcher used structured knowledge questionnaire on drug

abuse to collect the relevant data.

Development of the tool

The following steps were adopted in the development of the tool.

 Review of Literature

Books, journals and articles published and unpublished research studies were

reviewed and this provided adequate content for the tool preparation

- Internet search

 Discussion with nursing experts and Psychiatrist and Psychiatric social workers.

 Personal experience and discussion with friends and colleagues.

50
 Development of blueprint

A blueprint was prepared, which showed the distribution of items according to the

content areas. It included three domains knowledge, comprehension and application. It

had 19 knowledge items, 7 comprehension items and 4 application items. The structured

knowledge questionnaire consisted of 30 items and baseline proforma consisted of 13

items (Annexure 6).

 Baseline proforma

The first part of the tool consisted of thirteen (13) items to collect data regarding

baseline proforma of the students. It consisted of items for obtaining information about

the selected background factors such as age, sex, year of study, stream of study, place of

stay, type of family, part time job, monthly pocket money, living status of parents,

educational status of parents, monthly income of family and mass media exposure

(Annexure 7).

 Preparation of knowledge questionnaire

The blueprint of items in the knowledge questionnaire featuring the three domains

of learning i.e., knowledge, application and comprehension were formed. According to

content area the items were spread in the three domains. There were 19 items on

knowledge domain, 7 items in comprehension and 4 items in application.

The content areas included were concept of drug abuse, pre-disposing factors,

effects and withdrawal symptoms of drug abuse and prevention and treatment of drug

abuse. The items were of multiple-choice with more than one correct answer. Each

51
correct answer was given a score of one. The total score was 54. The final tool consisted

of 30 items

Content validity

Content validity refers to the degree to which an instrument measures what it is

supposed to measure.22

To ensure content validity, the tool along with blue print, criteria checklist,

AV Aids, and health education programme were submitted to 11 experts in the field of

psychiatric nursing and psychiatric social workers, paediatric nursing, psychiatric

doctors, psychologists (Annexure 14). The experts were requested to give their opinion

regarding accuracy, relevancy and appropriateness of content against the criteria

checklist.

There was 100% agreement by experts on 23 items out of the 30 items and they

were retained. Seven items, which had 90% agreement, were modified as per experts‘

suggestions. The final draft of tool was prepared. Then, the tool was again submitted for

validity and this tool got 100% agreement for all the items by experts. A language expert

translated the tool in Kannada (Annexure 8). The validity of translated tool was re-

established by translating it to English by a language expert (Annexure 7).

Pre-testing of the tool

Pre-testing is the process of measuring the effectiveness of an instrument.20 The

purpose is to reveal problems relating to answering, completing and returning the

52
instrument and to point out weakness in the administration, organisation and distribution

of an instrument.

The structured knowledge questionnaire was administered to 12 students in a

selected college in Mangalore to check the feasibility. The average time taken for the

completion of the tool was 30-35 minutes.

Pre-testing of the tool was done on 20th October 2004. The words were

understandable and the tool was found to be feasible and the language was reported to be

clear. (Annexure 1a)

Reliability of the tool

Reliability is defined as the extent to which the instrument yields the same results

on repeated measures; it is then concerned with consistency, accuracy, stability and

homogeneity. 68

The reliability of the tool was established by using the data collected from the 12

students in a selected college in Mangalore, Dakshina Kannada.

The reliability for the knowledge questionnaire was established by using the split

half technique. Karl Pearson‘s co-efficient correlation technique was used to calculate the

reliability. The reliability was found to be 0.785 and tool was found to be highly

significant and reliable. The Spearman Brown Prophecy formula was used for the

reliability of full text (Annexure 19).

53
Final description of the tool

The final tool consisted of two sections

Section 1: Baseline proforma

It consists of items for obtaining information about the selected background

factors such as age, sex, year of study, stream of study, place of stay, type of family,

living status of parents, part time job, monthly pocket money, educational status of

parents, monthly family income and mass media exposure (Annexure 7).

Section 2: Structured Knowledge questionnaire

The knowledge questionnaire included the items covering five areas of knowledge

regarding drug abuse. The areas included were concept of drug abuse (26.66%),

predisposing factors (3.33%), effects (26.66 %), withdrawal symptoms (20%) and

prevention and treatment of drug abuse (23.34%). The items were of multiple-choice type

with more than one correct answer. Each correct response carried a weight age of one

score and incorrect answer scores zero mark (Annexure 9).

Development of health education programme

Health education programme was developed on drug abuse step-wise according to

the objectives planned for the PUC students of selected colleges in Mangalore. It was

prepared based on review of literature and previous modules prepared by other

researchers and investigator‘s own experience.

54
 The steps involved in the development of health education programme are:

1. Review of literature.

2. Discussion with the experts.

3. Preparation of first draft of health education programme (HEP).

4. Development of criteria checklist and content validation of HEP.

5. Pre-testing of HEP.

6. Preparation of final draft of HEP.

Preparation of first draft of HEP

The planned health education programme was developed according to the

objectives of the study. The investigator prepared the overall plan of HEP and AV aids

like slides, LCD projector, Power point containing brief and precise information on drug

abuse.

The developed HEP was given to 11 experts to validate the content of the lesson

plan, AV aids and express their opinion with criteria checklist. They were given the

criteria checklist and asked to put a tick mark against the responses ―Agree,‖ ―Strongly

Agree,‖ or ―Disagree‖ according to their opinion. There was 100% agreement on content

area of HEP with few suggestions for improvement. These suggestions were incorporated

into the final draft of the HEP (Annexure 10).

The health education programme covered the following content areas:

- Definition of drug abuse

- Definition of drug dependence

55
- Definition of drug addiction

- Commonly used dependence producing drugs

- Methods of taking drugs

- Causes of drug abuse

- Effects of drug abuse

- Withdrawal symptoms of drug abuse

- Prevention and treatment of drug abuse

Development of criteria checklist

A 3-point criteria checklist was prepared by the investigator for assessing the

appropriateness, adequacy and accuracy of formulation of objectives, selection of

content, organization of content, AV aids, feasibility and practicability (Annexure 10).

Pre-testing of the HEP

Pre-testing of the HEP was done by administering it to 12 students of PUC

students of a selected college in Mangalore. The students found the HEP easy to

understand, hence the HEP was retained as it was without any change.

Preparation of final draft of HEP

Based on the suggestions of experts after validation and findings of pre-testing,

the final draft of HEP was prepared (Annexure 11).

Pilot study

Pilot study is defined as a small-scale version or trail run of the major study22.

Pilot study was conducted on 24th November 2004 to 30th November 2004 in one of Pre-

56
university colleges in Mangalore, D. K. which was excluded from the final study. This

was in view of avoiding contamination of study population. After obtaining written

permission from the head of the institution (Annexure 2a), the tool was administered to

12 students (6 boys and 6 girls) who fulfilled the sampling criteria. Proper explanation

about study was given to the respondents. After obtaining their consent, the tool was

administered. The respondents were assured of the confidentiality of their identity. It was

conducted in a similar way as final data collection. On the first day, pre-test was

conducted by a structured knowledge questionnaire followed by HEP with the help of

LCD projector. The post-test was conducted on the 7th day using the same questionnaire.

The average time taken to complete the pre-test was 25 minutes, HEP was 45 minutes

and post-test was 20 minutes. The study was found feasible and practicable. No

modifications were made in the tool after the pilot study. The study was found feasible

and practicable. No modifications were made after pilot study. Data analysis was done

using descriptive and inferential statistics. No problems were faced during the pilot study.

The investigator then proceeded for the main study.

Process of data collection

The data collection period was scheduled from 2 nd December 2004 to 14th

December 2004. A formal written permission was obtained from principals of selected

colleges for conducting research study by the investigator before the collection of actual

data (Annexure 3a, 3b, 3c). The investigator visited the selected colleges on the given

date and was introduced to the students by the concerned class teacher. The purpose of

the study was explained to the students and assured the confidentiality of their identity

and responses in order to ensure their co-operation and prompt response. An informed

57
consent was taken from the students (Annexure 15). The pre-test knowledge

questionnaire was administered to the students followed by health education

programmed. HEP was given with the help of power point using LCD projector. The

average time taken by the students to answer the tool was 25-30 minutes. Health

education programme was for 45 minutes.

Post-test was administered to the students using the same tool on the 7th day after

the HEP. The average time taken for the post-test was 20 minutes.

Data collection process was concluded by thanking each student for his or her

participation and co-operation. The data collected was then compiled for data analysis.

Colleges Pre-test and HEP Post-test

College A (Arts) 2.12.04 9.12.04

College B (Science) 6.12.04 13.12.04

College C (Commerce) 7.12.04 14.12.04

Plan for data analysis

Analysis is defined as the process of organising and synthesising data in such a

way that research questions can be answered and hypothesis tested.22 The data obtained

will be analysed using frequency, percentage, mean, median, mean percentage, standard

deviation in terms of descriptive and inferential statistics. Master data sheet would be

prepared by the investigator to analyze the data (Annexure 17).

Section I: Baseline data

Baseline data would be analyzed in terms of frequency and percentage.

58
Section II: Structured knowledge questionnaire

The knowledge scores of the students regarding drug abuse before and after

administration of HEP would be analysed in terms of frequency, percentage, mean,

median, mean percentage and standard deviation and would be presented in the form of

bar diagram, Ogive and pie diagram.

The significant difference between the mean pre-test and post-test knowledge

scores would be determined by computing paired‗t‘ test.

Section III: Association between the pre-test knowledge scores and selected
demographic variables

Association between the pre-test knowledge scores of students and selected

variables such as stream of study, living status of mother, monthly family income,

educational status of parents, mass media exposure would be tested by using chi-square

test. The results would be depicted in the form of tables and figures.

Summary

This chapter dealt with the research methodology adapted for this study. An

evaluative approach with one group pre-test post-test design and disproportionate

stratified random sampling technique was used. The sample population, development of

tool, content validity, reliability, pilot study, process of data collection, plan for data

analysis are also discussed in this chapter. The study was conducted in three colleges of

Mangalore.

The following chapter deals with the results of the study.

59
 5. RESULTS

This chapter deals with the analysis and interpretation of the data obtained from

the responses of 120 pre-university college students of selected colleges of Mangalore

through a structured knowledge questionnaire regarding drug abuse.

The purpose of data analysis is to translate information collected during the

course of the study into interpretable form so that research questions could be answered.

Data gathered were analysed using descriptive and inferential statistics. The analysis of

data was done, interpreted in the light of the objectives and hypothesis formulated for the

study.

Objectives of the study

1. To assess the knowledge of college students on drug abuse before and after

administration of health education programme.

2. To prepare and validate the health education programme.

3. To find the association between the selected demographic variables and pre-test

knowledge score towards drug abuse.

Analysis is defined as the process of organising and synthesizing data in such a

way that research questions can be answered and hypothesis tested 22. Interpreting the

findings is most challenging and least structured step in the research finding, which

requires the investigator to be creative69.

60
 In order to analyse and interpret the data in an intelligible form, the data were first

coded on a master sheet (Annexure 17) and data were analysed based on the objectives of

the study using descriptive and inferential statistics.

Organisation of findings

The data collected were organised and presented under the following headings:

Section I : Sample characteristics.

Section II : Effectiveness of HEP in terms of gain in knowledge scores.

Section III : Association between pre-test knowledge scores and selected demographic

variables.

Section IV : Frequency and percentage distribution of agreement by experts on Items

in criteria checklist for evaluating health education programme

Section 1: Sample characteristics

This part deals with the data pertaining to the demographic profile of the respondent.

The demographic data is analysed using descriptive statistics.

The data obtained from 120 students are analysed using descriptive statistics and

is presented in terms of frequency and percentage. The sample characteristics include

age, sex, year of study, stream of study, religion, place of stay, type of family, living

status of parents, part time job, monthly pocket money and educational status of parents,

family income and mass media exposure.

61
 Table 1: Frequency and percentage distribution of students according

to baseline characteristics

N=120

Sl. Variables Frequency Percentage

No.
1 Age (in years)
16-18 105 88.00
18-20 15 12.00
20-22 0 0.00
2 Sex
Male 60 50.00
Female 60 50.00
3 Year of study
First year PUC 60 50.00
Second year PUC 60 50.00
4 Stream of study
Arts 40 33.33
Science 40 33.33
Commerce 40 33.33
5 Religion
Hindu 98 81.66
Muslim 10 8.33
Christian 12 10.00
6 Place of stay
Home 107 89.00
Hostel 9 8.00
Paying guest 0 0.00
Relative‘s house 4 3.00

62
Table 2: Frequency and percentage distribution of students according to baseline
characteristics
N=120

Sl. Variables Frequency Percentage

No.
7 Family set up
7.1 Type of family
Nuclear family 66 55.00
Joint family 30 25.00
Single parent family 24 20.00
7.2 Living status of parent
Father - Alive 108 90.00
- Dead 12 10.00
Mother - Alive 108 90.00
- Dead 12 10.00
8 Part time job
Yes 20 16.33
No 100 83.33
9 Monthly pocket money
Below Rs. 200 80 66.66
Rs. 200-400 21 17.50
Rs. 400-600 9 7.50
Rs. 1000-2000 6 5.00
Above Rs. 2000 4 3.33
10 Educational status of parents
10.1 Father
No formal schooling 8 6.66
Primary school 19 15.83
Middle school 8 6.66
High school 37 30.80
College/University 48 40.00
10.2 Mother

63
No formal schooling 11 9.16
Primary school 23 19.16
Middle school 9 7.50
High school 40 33.33
College/University 37 30.80

64
Table 3: Frequency and percentage distribution of students according to baseline
characteristics

N=120

Sl. Variables Frequency Percentage

No.
11 Monthly family income
Above 3000-5000 55 45.83
Above 5001-7000 18 15.00
Above 7001-9000 12 10.00
Above 9001 35 29.16
12 Mass media exposure News
paper/Magazine
Very often 14 11.66
Some times 77 64.16
Rarely 19 15.83
Never 10 8.33
13 Mass media exposure
Radio/Television
Very often 15 12.50
Sometimes 68 56.66
Rarely 25 20.83
Never 12 10.00

65
Age

Data presented in Table 1 and Figure 6 show that majority (87.5%) of students

were within the age group of 16-18 years, only (12.5%) of students were within the age

group of 18-20 years.

87.50%

16-18 years
18-20 years

12.50%

Figure 6: Pie diagram showing distribution of subjects according to age

Sex

The subjects consisted of equal number of males and females students (50%) as

depicted in bar diagram Figure 7 and Table 1.

70 Male
50 50 Female
60

50
Percentage

40

30

20

10

0
Male Female

66
 Figure 7: Pyramid diagram showing distribution of subjects according to the sex

Year of study

Table 1 shows that the subjects consisted of equal number of students from first

year and second year PUC (50%).

Stream of study

The subjects consisted of equal number of students from Arts, Science and

Commerce group about 33.33% each as shown in Figure 8 and Table 1.

33.33%
33.33% Arts
33.33% Science
Commerce

Figure 8: Pie diagram showing distribution of subjects according to the stream of study

67
Religion

Majority (81.66%) subjects belonged to Hindu religion. The remaining were

Muslims (8.33%) and Christians (10%). This data is presented in the form of cylinder

diagram in Figure 9 and Table 1.

100 Hindu
81.66
90 Muslim
80 Christian

70
Percentage

60
50
40
30
8.33 10.00
20
10
0
Hindu Muslim Christian

Figure 9: Cylinder diagram showing distribution of subjects according to the

religion

68
Place of stay

Majority of the subjects (89.16%) were staying in the home, the remaining (7.5%)

were in the hostel and 3.33% in the relative‘s house (Figure 10 and Table 1).

100 89.16
Home
90 Hostel
Relative's house
80
70
Percentage

60
50
40
30
20 7.50
3.34
10
0
Home Hostel Relative's house

Figure 10: Cone diagram showing distribution of subjects according to the

place of stay

Type of family

Of the subjects, 55% belonged to nuclear family, the remaining (25%) were living

in Joint family and (20%) belonged to single parent family as shown in the pie diagram

Figure 11 and Table 2.

69
 20%
55%
Nuclear
Joint
Single parent

25%

Figure 11: Pie diagram showing distribution of subjects according to the type of family

Living status of parents

Majority (90%) of the subjects of father and mother are alive. The remaining 10%

were living with single parent.

Part time job

Majority of the subjects (83.33%) were not doing any part time job. The

remaining (16.33%) were doing part time job. The data is shown in the form of

component diagram Figure 12 and Table 2.

17% Yes
No

83%

Figure 12: Doughnut diagram showing distribution of subjects according to the part
time job

70
Monthly pocket money

Majority of subjects (66.66%) had monthly pocket money below Rs.200, 17.5%

had Rs. 200-400, 7.5% had Rs. 400-600, 5% had Rs. 1000-2000 and 3.33% had above

Rs.2000 as monthly pocket money. Data is presented in Figure 13 and Table 2.

100
90 Below Rs. 200
80 Rs. 200 - 400
66.67 Rs. 400 - 600
70
Rs. 1000 - 2000
Percentage

60 Above Rs. 2000

50
40
30
20 17.50

10 7.50 5.00 3.33

0
Below Rs. Rs. 200 - 400 Rs. 400 - 600 Rs. 1000 - Above Rs.
200 2000 2000

Figure 13: Bar diagram showing distribution of subjects according to monthly

pocket money

Educational status of parents

Education of father

With regard to education of the subjects‘ fathers 40% studied up to college,

30.8% up to high school, 15% up to primary and 6% up to middle school. The remaining

6.66% had no formal schooling (Table 2 and Figure 14).

71
Education of mother

Among mothers 33.33% studied up to high school, 30% up to college, 19.16% up

to primary and 7.5% up to middle school. The remaining 9.16% had no formal schooling

(Table 2 and Figure 14).

50
Father
Mother 40.00
40
33.33
30.83 30.83
Percentage

30

19.17
20
15.83

9.17
10 6.67 6.67 7.50

0
No formal schooling Primary School Middle School High School College/university

Figure 14: Bar diagram-showing distribution of subjects according to the

educational status of parents

72
Monthly family income (Rs)

The family income of 45.83% of the families was in the range of Rs. 3000-5000

per month. Only 15% of the families belonged to the income range of Rs.5001-7001,

Remaining (10%) were belonged to the income range of Rs.7001 to 9000 and 29.16%

had an income above Rs. 9001 per month as shown in the pie diagram (Table 3 and

Figure 15).

45.83%
Rs. 3000 - 5000
Rs. 5001 - 7000
Rs. 7001 - 9000
Above 9000

29.16% 15.00%
10.00%

Figure 15: Pie diagram showing distribution of subjects according to the monthly
family income
Mass media exposure
Newspaper/Magazines
Majority of students (64.16%) were exposed sometimes, 15.83% were exposed

rarely, 8.33% were not at all exposed to newspaper/magazine. The remaining (11.66%)

were exposed very often (Table 3).

Radio/Television
The majority of students (56.66%) were exposed sometimes, 20% rarely and

12.5% very often. The remaining (10%) were not exposed at all (Table 3).

73
Section II: Effectiveness of Health education programme in terms of gain in
knowledge score
This section deals with the analysis and interpretation of the data to evaluate the

effectiveness of HEP on drug abuse for students in terms of gain in knowledge scores.

Data regarding the pre-test and post-test knowledge scores are analysed in terms of

frequency percentage and presented in tables and figures.

Table 4: Frequency, percentage and cumulative frequency distribution of pre-test

and post-test knowledge scores
Pre-test Post-test
Knowledg
e scores Frequenc % Cumulative Frequency % Cumulative
y frequency % frequency %
5-10 5 4.17 4.17 - - -
11-15 28 23.33 27.50 - - -
16-20 27 22.50 50.00 - - -
21-25 38 31.67 81.67 - - -
26-30 22 18.33 100.00 - - -
31-35 - - - 26 21.67 21.67
36-40 - - - 31 25.83 47.50
41-45 - - - 42 35.00 82.50
46-50 - - - 20 16.67 99.17
51-55 - - - 1 0.83 100.00
120 100.00 120 100.0
0

Maximum total scores = 54

Data in Table 4 shows that majority of the respondents (81.66%) had scores

below 26 and only 18.4% had scores between 26-30 and none of them had scores above

30 in pre-test. In the post-test, none of them had scores below 31.On comparing the pre-

test scores with the post-test scores it was found that all the students scored higher in

post-test than the pre-test. This indicates that HEP was effective in increasing the

knowledge scores of students. Data is shown also in the form of Ogive in Figure 16.

74
 100
90 Pre-test

Cumulative Percentage
80
Post-test
70
60
50
40
30
20
M = 20.5 M = 41.0
10
0
0 5 10 15 20 25 30 35 40 45 50 55 60
Knowledge Scores

Figure 16: Ogive representing pre and post-test knowledge score of students on drug
abuse
The post-test Ogive lies right to the pre-test Ogive over the entire range, showing

that the post-test knowledge scores were consistently higher than the pre-test knowledge

scores. Difference between pre-test and post-test knowledge scores are shown by distance

separating two curves which ranges from 20.5-41.0 indicating the gain in knowledge

score after administration of health education programme. All the students achieved

higher scores in the post-test.

The total knowledge scores obtained by the students were arbitrarily graded as

follows.

Excellent (41-55) Scores i.e., 80-100%

Good (31-40) Scores i.e., 60-79%

Average (21-30) Scores i.e., 50-59%

Poor (10-20) Scores i.e., 40-49%

75
 Excellent and good are considered as adequate knowledge, average and poor are

considered as inadequate knowledge.

Table 5: Grading of pre and post-test knowledge scores of students

Grade Range Pre-test Post-test
Frequency % Frequency %
Excellent 41-55 0 0.0 63 52.5
Good 31-40 0 0.0 57 47.5
Average 21-30 60 50.0 0 0.0
Poor 10-20 60 50.0 0 0.0

Data in Table 5 shows that majority of students (52.5%) had scores ranging

between (41-55) in post-test whereas in the pre-test none of them had scored above 30.

Data also presented in cone diagram in Figure 17.

100
90 Pre-test
80 Post-test
70
Percentage

60 52.50 50.00
47.50
50
50.00

40
30
20
10 0.00 0.00 0.00 0.00
0
Excellent Good Average Poor

Figure 17: Cone diagram showing distribution of sample according to the grading
of knowledge scores

76
Table 6: Range, mean, median and standard deviation of pre-test and post-test
knowledge scores on drug abuse
N=120

Knowledge Range Mean Media SD

scores n

Pre-test 10-29 19.95 20.5 5.365

Post-test 31-52 40.30 41.0 4.876

Maximum score = 54
Data in table 3 show that the respondents‘ post-test knowledge scores range (31-

52) was higher than their pre-test knowledge score range (10-29). The data in table also

depict that the mean post-test knowledge scores (= 40.3) is apparently higher than the

mean pre-test knowledge scores (= 19.95). The SD of pre-test (SD=5.365) is more

dispersed than their post-test SD (SD=4.876).

Table 7: Mean knowledge score of pre-test and post-test according to the student‟s
stream of study
Mean knowledge
College and stream of scores Mean
study difference
Pre-test Post-test
College A (Arts) 17.55 42.45 24.900
College B (Science) 25.15 42.13 16.975
College C (Commerce) 17.15 36.33 19.175
Data in Table 7 show that highest gain in knowledge score after HEP among 3

colleges; the college A (Arts) is 24.9 and lowest gain in college B (Science) is 16.975

than the college C (Commerce) Figure 18.

77
 60.00 Pre-test
42.45 Post-test
50.00 42.13
36.33
Percentage
40.00
25.15
30.00
17.55 17.15
20.00

10.00

-
College A College B College C
(Arts) (Science) (Commerce)

Figure 18: Bar diagram showing distribution of mean knowledge scores of the
sample according to the stream of study

Table 8: Area wise pre and post-test knowledge scores of students on drug abuse
Mean % knowledge Mean Mean Mean %
Max. score % % possible -
Area
Scores actual possible actual
Pre-test Post-test
gain gain gain
Concept 17 31.51 76.02 44.51 68.49 23.98
Predisposing 6 24.72 65.27 40.55 75.28 34.78
factors
Effects 8 48.54 90.10 41.56 51.46 9.90
Withdrawal 13 32.50 66.15 33.65 67.50 33.85
symptoms
Prevention and 10 49.91 76.00 26.09 50.09 24.00
treatment

Maximum scores = 54

78
 Data in Table 8 and Figure 19 show that the mean percentage pre-test score

(49.91%) is highest in the area of prevention and treatment of drug abuse and (24.72%) is

the least in the area of predisposing factors of drug abuse. Mean percentage post-test is

maximum (90.10%) in the area of effects of drug abuse and least (65.27%) in the area of

predisposing factors of drug abuse.

Mean difference between possible gain and actual gain percentage is calculated

and is found to be least in the area of effects of drug abuse (9.9%) (i.e., 51.46-41.56)

indicating that maximum gain in knowledge was in this area. Data also presented in the

bar diagram in Figure 19.

100 90.10 Pre-test

90 Post-test
76.02 76.00
80
65.27 66.15
70
Percentage

60
48.54 49.91
50
40 31.51 32.50
24.72
30
20
10
-
Concept Predisposing Effects Withdrawal Prevention &
factors symptoms treatment
Figure 19: Bar diagram showing area-wise distribution of mean percentage pre and
post-test knowledge scores on drug abuse

79
Table 9: Area wise pre and post-test knowledge scores of students on drug abuse in
different colleges (3 colleges)
Mean percentage knowledge scores
Concept Pre- Effects Withdrawa Prevention
Area of drug disposing l symptoms and
abuse factors treatment
College A Pre-test 28.82 22.91 38.13 27.30 46.00
(Arts)
Post-test 83.97 79.16 87.18 72.30 70.00
College B Pre-test 36.47 32.91 62.50 43.65 60.75
(Science)
Post-test 78.08 65.83 92.81 70.57 84.00
College C Pre-test 28.67 18.33 44.68 26.35 41.50
(Commerce)
Post-test 66.02 50.83 90.63 55.96 74.00
Data in Table 9 show that mean percentage knowledge scores highest gain after

HEP in the area of concept of drug abuse (83.97) in college A (Arts) and in the area of

effects (92.81) in college B (Science) and (90.625) in college C (commerce) Figure 20

and 21.

100
College A
90 College B
80 College C
62.50

60.75
70
Percentage

46.00

60
43.65
44.68
38.13
36.47

41.50
32.91

50
28.82

27.30
28.67

40
22.91

26.35
18.33

30
20
10
0
Concept Predisposing Effects Withdrawal Prevention &
factors symptoms treatment

Figure 20: Bar diagram showing area-wise distribution of mean percentage of pre-
test knowledge scores on drug abuse in 3 different colleges

80
 College A

92.81
87.18
College B

90.93
100

83.97

84.00
79.16
College C

78.08
90

72.30
70.57

74.00
70.00
65.83
80

66.02
70

55.96
Percentage

50.83
60
50
40
30
20
10
0
Concept Predisposing Effects Withdrawal Prevention &
factors symptoms treatment

Figure 21: Bar diagram showing area-wise distribution of mean percentage of post-
test knowledge scores on drug abuse in 3 different colleges

Significance of difference between the mean pre-test and mean post-test

knowledge scores on drug abuse
In order to find out the significance of the difference between the mean pre-test

and post-test knowledge scores on drug abuse, paired ‗t‘ test was computed and data are

presented in Table 10. To test the statistical difference between the pre-test and post-test

knowledge scores on drug abuse null hypothesis H 01 was stated.

H01: The mean post-test knowledge scores of students on drug abuse is not

significantly higher than the mean pre-test knowledge scores at 0.05 level.

81
Table 10: Mean, mean difference, standard deviation and „t‟ value between pre-test
and post-test knowledge scores
N=120
Mean knowledge
scores Mean
Group SD SE(d) df „t‟ value
difference
Pre-test Post-test
PUC 19.95 40.3 20.3 5.916 0.539 119 37.744*
students
t(119)=1.98, P≤0.05, * significant

Data in Table 10 show that the mean post-test knowledge scores (40.3) is higher

than the mean pre-test knowledge scores (19.95). The computed‗t‘ value showed that

there is a significant difference between the pre and post-test mean knowledge scores

(‗t‘(119)=37.744, P ≤ 0.001). Hence null hypothesis H01 is rejected and research

hypothesis is accepted. This indicates that the health education programme is effective in

increasing the knowledge scores on drug abuse of pre-university college students.

Table 11: Area wise paired„t‟ test showing the significant difference between pre-
test and post-test knowledge scores on drug abuse
N=120
Mean knowledge
scores Mean
Area SD SE(d) df „t‟ value
difference
Pre-test Post-test
Concept 5.358 12.925 7.567 2.553 0.233 119 32.467*
Predisposing 1.483 3.916 2.430 1.586 0.144 119 16.783*
factors
Effects 3.883 7.208 3.325 1.638 0.149 119 23.235*
Withdrawal 4.225 8.600 4.375 2.127 0.194 119 22.531*
symptoms
Prevention & 4.991 7.600 2.730 1.668 0.152 119 17.928*
treatment

t(119)=1.98, P≤0.05, * significant

82
 Paired‗t‘ test used to test the significance of difference between the pre and post-

test knowledge scores of students in all the areas.

Data in Table 11 show that‗t‘ value in all the five areas is significant at P≤0.001

level. Hence the null hypothesis H01 is rejected and research hypothesis is accepted. This

shows that health education programme on each area was effective in increasing the

knowledge scores of pre-university college students.

Section III: Association between the pre-test knowledge score of pre-university

college students and selected demographic variables:

This section deals with findings of the association between the pre-test knowledge

scores and selected demographic variables. The mean pre-test knowledge scores obtained

by the students were found to be 19.95. The number of subjects who were above mean

and below mean were identified and grouped according to the demographic variables

such as: age of the students, sex, year of study, stream of study, religion, place of stay,

type of family, living status of the parents, part time job, monthly pocket money,

educational status of the parents, monthly family income, mass media exposure.

To test the association between pre-test knowledge scores and selected variables

the following null hypothesis was formulated.

H02: There is no significant association between the pre-test knowledge scores of

students and selected demographic variables such as age, sex, year of study,

stream of study, religion, place of stay, type of family, living status of the parents,

part time job, monthly pocket money, educational status of the parents; monthly

family income, mass media exposure at 0.05 level of significance.

83
Table 12: Chi-square test showing the association between pre-test knowledge scores and
selected demographic variables
Pre-test knowledge
Sl. scores Level of
Variables χ2 df
No. significance
< mean > mean
1 Age (in years)
16-18 46 59
0.043 1 **
18-20 7 8
2 Sex
Male 25 35
0.135 1 **
Female 27 33
3 Year of study
First year PUC 25 35
0.304 1 **
Second year PUC 28 32
4 Stream of study
Science 1 39
Arts 24 16 43.03 2 *
Commerce 28 12
5 Religion
Hindu 44 54
Muslim 5 5 18.65 2 *
Christian 4 8
6 Place of stay
Home 48 59
Hostel 4 5 9.63 2 *
Relatives house 2 2
7 Type of family
Nuclear family 10 27
Joint family 15 15 7.12 2 *
Single parent family 29 24
8 Living status of parents
Father - Alive 46 62
1.085 1 **
- Dead 7 5

84
 Mother - Alive 45 63
4.848 1 *
- Dead 9 3
9 Part time job
Yes 12 8
2.439 1 **
No 41 59

85
 Pre-test knowledge
Sl. scores Level of
Variables χ2 df
No. significance
< mean > mean
10 Monthly pocket money
Below Rs.200 38 42
Rs.200-400 7 14 **
3.56 4
Rs.400-600 3 6
Rs.1000-2000 2 4
Above Rs.2000 3 1
11 Educational status of
parents
Father
No formal schooling 2 6
Primary school 14 5
Middle school 3 5 21.65 4 *
High school 23 14
College/University 11 37
Mother
No formal schooling 8 3
Primary school 16 7
Middle school 5 4 26.9 4 *
High school 18 22
College/University 4 33
12 Monthly family income
Above 3000-5000 31 24
Above 5001-7000 6 12 *
14.91 3
Above 7001-9000 8 4
Above 9000 7 28
13 Mass media exposure
News paper/Magazine
Very often 5 9
Some times 37 40 *
7.67 3
Rarely 4 15
Never 7 3
Radio/Television
Very often 9 6
Some times 30 38 11.22 3 *
Rarely 6 19
Never 9 3

86
 df(1) = 3.84, P < 0.05, ** not significant, * Significant
df(2) = 5.99, P < 0.05
df(3) = 7.185, P < 0.05
df(4) = 9.49, P<0.05
1. Finding association between stream of study and pre-test knowledge scores

Calculated χ2 value 43.03, tabled value at 2df P < 0.05% level of significance is

5.99. The calculated value is greater than the tabled value at 0.05% level of significance.

So null hypothesis is rejected and research hypothesis is accepted. It shows that there is

significant association between the stream of study and pre-test knowledge scores of the

students (Table 12)

2. Association between religion and pre-test knowledge scores

Calculated χ2 value 18.65, tabled value at 2df P < 0.05% level of significance is

5.99. So null hypothesis is rejected and research hypothesis is accepted. It shows that

there is significant association between the religion and pre-test knowledge scores of

students at 0.05 level of significance (Table 12).

3. Association between place of stay and pre-test knowledge scores of students

Calculated χ2 value 9.63, tabled value at 2df P < 0.05% level of significance is

5.99. So null hypothesis is rejected and research hypothesis is accepted. There is a

significant association between place of stay and pre-test knowledge scores of the

students at 0.05 level of significance (Table 12).

87
4. Association between type of family and pre-test knowledge scores of students

Calculated χ2 value 7.12, tabled value at 2df P < 0.05% level of significance is

5.99. So null hypothesis is rejected and research hypothesis is accepted. Hence, there is a

significant association between type of family and pre-test knowledge scores at 0.05 level

of significance (Table 12).

5. Association between living status of mother and pre-test knowledge scores

Calculated χ2 value 4.848, tabled value at 1df P < 0.05% level of significance is

3.84. So null hypothesis is rejected and research hypothesis is accepted. Hence there is a

significant association between living status of mother and pre-test knowledge scores of

the students at 0.05 level of significance (Table 12).

6. Association between educational status of parents and pre-test knowledge

scores

Calculated χ2 value of father (21.65), mother (26.9) respectively, tabled value at

4df, P < 0.05% level of significance is 9.49. So null hypothesis is rejected and research

hypothesis is accepted. Hence there is a significant association between educational status

of parents and pre-test knowledge scores of students at 0.05 level of significance (Table

12).

7. Association between monthly family income and pre-test knowledge scores

Calculated χ2 value 14.91, tabled value at 3df, P<0.05% level of significance is

7.185. So null hypothesis is rejected and research hypothesis is accepted. Hence there is a

88
significant association between monthly family income and pre-test knowledge scores of

students at 0.05 level of significance (Table 12).

8. Association between mass media exposure and pre-test knowledge scores

Calculated χ2 value (7.67) and (11.22) respectively tabled value at 3df P<0.05%

level of significance is 7.185. So null hypothesis is accepted. Hence there is a significant

association between mass media exposure and pre-test knowledge scores of students at

0.05 level of significance (Table 12).

However, the calculated χ2 value of other variables such as age of the students,

sex and year of study, living status of father, part time job, and monthly pocket money

were found not significant at 0.05% level of significance. These findings suggest that

there was no significant association between these variables and the pre-test knowledge

scores of students (Table 12).

89
 Table 13: Frequency and percentage distribution of agreement by experts on Items
in criteria checklist for evaluating health education programme
N = 11
Partially agree with
Criteria Agree fully Dis-
suggestions
agree
Frequency % Frequency %
1. Formation of objectives
a Comprehensive enough for PUC 11 100% - - -
students.
b Realistic of achieving objectives 11 100% - - -
which are in terms of college students
behavioural outcome.
2. Selection of content
a Provide accurate information. 11 100% - - -
b Adequate as per objectives. 11 100% - - -
c Based on level of understanding of 11 100% - - -
college students.
3. Organisation of content
a Logical sequence. 9 81% 2 19% -
b. Continuity of presentation 9 81% 2 19% -
c Integration of content. 11 100% - - -
4. Teaching aids: LCD (power point)
a Simple and understandable. 11 100% - - -
b Appropriate 11 100% - - -
c Relevant 11 100% - - -
d Easy to follow 11 100% - - -
e In sequence 10 90% 1 10% -
5. Feasibility/Practicability
a Teaching programme acceptable to 11 100% - - -
college students
b Teaching programme is to college 11 100% - - -
students level of understanding
c Teaching programme is conventional 11 100% - - -
to handle and conduct.
d Teaching programme is interesting to 11 100% - - -
college students.
e Teaching programme economical 9 81% 19% - -
system of cost, efforts and time.

90
 Evaluations of health education programme by 11 experts with 100% agreement

with some minor suggestions show that health education programme is adequate for pre-

university college students.

Summary

This chapter dealt with the analysis and interpretation of data collected from 120

Pre-university college students from selected colleges in Mangalore. Descriptive and

inferential statistics were used for analysis. It was found that after analysis, the pre-test

knowledge scores of students ranged from (10-29), (31-52) respectively. The mean post-

test knowledge scores (= 40.3) was higher than their mean pre-test knowledge scores

was found to be significantly higher than the pre-test knowledge score. The ‗t‘ value

computed t = 37.744; P ≤ 0.05 showed a significant difference suggesting that the health

education programme was statistically effective in increasing the knowledge of students

on drug abuse. The baseline characteristics are explained using frequency and percentage

represented graphically. Actual gain scores helped to identify area-wise maximum gain in

knowledge. Chi-square was used to find out the association between pre-test knowledge

scores and selected variables such as, stream of study, religion, place of stay, type of

family, living status of mother, educational status of parents and monthly family income

and mass media exposure was found to have a significant association.

91
 6. DISCUSSION

This chapter discusses the major findings of the study and reviews them in terms

of results from other studies. The aim of the study was to develop and implement health

education programme to improve knowledge of college students on drug abuse and its

adverse effects by conducting a health education programme. The effectiveness of the

programme was evaluated by assessing the knowledge of students before and after the

health education through administering pre-test, post-test structured knowledge

questionnaire

Objectives of the study

1. To assess the knowledge of college students on drug abuse before and after

administration of health education programme.

2. To prepare and validate the health education programme.

3. To find the association between the selected demographic variables and pre- test

knowledge scores towards drug abuse.

Hypothesis

The study attempted to test the following hypotheses, which were tested at 0.05 level

of significance.

H1: The mean post-test knowledge scores of students on drug abuse will be

significantly higher than their mean pre-test knowledge scores.

H2: There will be significant association between the pre-test knowledge scores of the

students and selected demographic variables.

92
Major findings of the study

I. Sample characteristics

1. Majority (87.5%) of the subjects were within the age group of 16-18 years. Only

(12.5%) were within the age group of 18-20 years.

2. The sample consisted of equal number of males and females (50%).

3. The sample consisted of equal number of students from first year and second year

PUC. (50%).

4. The sample consisted of equal number of students from Arts, Science and

Commerce group (33.33%).

5. Maximum samples (81.66%) belonged to Hindu religion. 8.33% were Muslim

and 10% were Christians.

6. The majority (89.16%) of students were staying at home. Only 7.5% stayed in the

hostel and 3.33% stayed in the relative‘s home.

7. Majority (55%) of the students belonged to nuclear family. 25% belonged to joint

family only 20% of the students were belonged to single parent family.

8. The maximum (90%) of the students‘ parents were alive and only 20% students

had a single parent (father 10%, mother 10%).

9. Majority (83.33%) of the students did not have part time job. Only 16.33% were

having part time job.

93
10. The majority (66.66%) of students were getting below Rs. 200 as pocket money.

Only 17.5% got Rs. 200-400 and 7.5% were getting Rs. 400-600, 5% got Rs.

1000-2000 and only 3.33% were getting above Rs. 2000 as pocket money.

11. With regard to the education of the fathers, 40% had collegiate education. Only

30.8% had high school, 15.83% had primary school and only 6.66% each were

had middle school and no formal education. Majority (33.33%) of the students‘

mothers had high school education. Only 30.8% were had collegiate education,

19.6% had primary education, only 9.16% were had no formal education and

7.5% had a middle school education.

12. Family income of 45.83% students was in the range of Rs. 3000-5000. Only 29%

of students‘ family income fell in the range of above Rs. 9000 and 15% in the

range of Rs. 5001-7000 and 10% of the students‘ family income was in the range

of Rs. 7001 to Rs. 9000.

13. Majority (64.16%, 56.66%) of the students had exposure sometimes to drug

related information in Newspaper/Magazines and Radio/TV. Only (11.66%,

12.5%) were exposed very often, (15.83%, 20.83%) were rarely exposed and the

remaining (8.33%, 10%) students were never exposed to drug related information

in Newspaper/Magazine and Radio/TV.

II Knowledge of college students regarding drug abuse

Pre-test students‘ knowledge score was below 30 whereas in the post-test the

knowledge scores were above 31.

94
1 Majority of the respondents (52.5%) had excellent knowledge scores (80-100%)

in the post-test as compared to the pre-test where majority (50%) obtained

average knowledge scores (50-59%).

2 Respondents‘ post-test knowledge scores range (31-52) was higher than their pre-

test knowledge scores range (10-29).

3 The mean post-test knowledge score (= 40.3) was significantly higher than their

mean pre-test knowledge score ( = 19.95) suggesting that the health education

programme was adequately effective in increasing the knowledge of students on

drug abuse in all the concerned content areas.

4 Mean knowledge score of pre and post-test according to stream of study show that

the highest gain was in Arts students i.e. mean difference is 24.9 than Commerce

students i.e., mean difference is 19.175. The lowest gain was in Science students

i.e., mean difference is 16.975 than Commerce students after the health education

programme

The mean percentage of pre-test knowledge score was the highest (49.91%) in the

area of prevention and treatment of drug abuse and least (24.72%) in the area of

predisposing factors of drug abuse.

The mean percentage of post-test scores was maximum (90.10%) in the area of

effects of drug abuse and least (65.27%) in the area of pre-disposing factors of drug

abuse.

95
 Maximum gain was in the area of effects of drug abuse as the mean difference

between means percentage, possible gain, and mean percentage actual gain was least

in this area (9.9%), (i.e., 51.46-41.56).

Comparison of pre-test and post-test knowledge scores of Pre-University college

students on drug abuse

Comparison of pre-test and post-test knowledge scores of students on drug abuse

was done with the inferential statistics. A paired ‗t‘ test was computed and the results are

shown as follows.

Pre-test and mean post-test knowledge scores on drug abuse the significance of
difference between the mean.

The mean difference between the post-test and pre-test knowledge scores of

students on drug abuse was found to be significant (t (119) = 37.744, P≤0.05). Hence the

null hypothesis H01 was rejected and the research hypothesis was accepted.

In areas of concept of drug abuse, predisposing factors, effects, withdrawal

symptoms and prevention and treatment of drug abuse the gain in knowledge scores were

found to be significant (t (119)=32.467, 16.783, 23.235, 22.531, 17.928, P≤0.05)

respectively suggesting that the health education programme was effective in increasing

the knowledge of students in all these areas.

Association between pre-test knowledge scores and selected variables

The Chi-square test computed between knowledge and selected variables revealed

that there was a significant association between the knowledge and selected variables

such as stream of study, religion, place of stay, type of family, living status of mother,

educational status of parents, monthly family income and mass media exposure.

96
Calculated value of χ2 is (43.03, 18.65, 9.63, 7.12, 4.848, 21.65, 26.9, 14.91, 7.67, 1122)

respectively which are more than the tabled value at 0.05 level of significance; so, null

hypothesis H01 was rejected and research hypothesis was accepted.

There was no association between pre-test knowledge scores and rest of the

variables such as: age, sex, year of study, living status of father, part time job, monthly

pocket money. Findings of the study are discussed in terms of objectives and hypothesis

that one formulated during the beginning of the study.

Sample characteristics

In this study majority (87.5%) of the samples were in the age group of 16-18

years. Maximum (81.6%) of samples belonged to Hindu religion. Most of the samples

(89.16%) were staying at home. Majority (55%) of samples belonged to nuclear family.

Maximum (90%) of students were living with their parents. Most of the students

(83.33%) did not have part time job. Majority (66.66%) of students were getting below

Rs. 200 as a pocket money, maximum (64.16%, 56.66%) students were exposed

sometimes to drug related information in Newspaper/Magazine and Radio/TV.

Knowledge of college students towards drug abuse

Post-test knowledge score range (31-52) was significantly higher than their pre-

test knowledge scores range (10-29). The mean post-test knowledge scores

(= 40.3) were higher than their mean pre-test knowledge score (= 19.95).

These findings are consistent with the findings of other studies that were

conducted among college students to evaluate the effectiveness of health education

97
programme. They found that health education programme was effective in enhancing the

knowledge on safe motherhood among female adolescents. 28

Another study conducted among 964 school students also showed that the mean

post-test knowledge scores were significantly higher than their mean pre-test knowledge

scores indicating that awareness programme was effective in enhancing knowledge in

three subjects also .18

One more study conducted among school children with Bronchial Asthma also

showed that the effectiveness of health education programme (t 29=14.42, P≤0.056) which

revealed mean post-test knowledge scores were significantly higher than their mean pre-

test scores. Their study revealed a significant increase in post-test knowledge scores of

students t119=37.774, P≤0.05 after the administration of health education programme.

These findings support the findings of the present study 27

All these findings reveal the usefulness of the health education programme for

college students to update their knowledge.

The present study results revealed that though college students possess some

knowledge of drug abuse, majority of them have inadequate knowledge. This is similar to
15
the findings of the study conducted by other researchers. It was found that college

students‘ knowledge of drug abuse in general was inadequate. In the present study it was

found that students‘ knowledge was maximum in the area of effects of drug abuse

whereas in the previous study it was in the area of prevention. It was noted that students‘

knowledge was minimum in the area of ―effects of drug abuse‖ 15. In the present study,

knowledge of students was mi nimum in the area of predisposing factors.

98
Association between pre-test knowledge scores and selected variables

The findings of the study revealed that there is significant association between

pre-test knowledge scores and family income (χ2=14.91, P≤0.05). This finding is

consistent with a previous study17 that showed there is a significant association between

knowledge and family income.

Other studies revealed that there is significant relationship between knowledge

and parental education .15 The present study also reveals the same findings.

No significant association was found between knowledge and other variables age,

sex, year of study, monthly pocket money, part time job, living status of father. This

finding was consistent with a study that assessed the knowledge about psychoactive

substance abuse among college students and to determine relationship of knowledge and

selected variables .4

Summary

This chapter discussed the significant findings of the study in relation to other

studies. Earlier studies conducted by other researchers also showed that educational

programmes are helpful in increasing the knowledge of student. The next chapter deals

with the conclusions drawn based on the findings of this study.

99
 7. CONCLUSION

Drug abuse has become a subject of global significance; drugs are the apt

weapons for fighting ailments, but their improper use may lead to innumerable drug

induced illnesses and dependence. Drug abuse is considered to be the most serious

problem facing the country because it affects drug users, their families and the society as

a whole.

Adolescent drug abuse is an important public health concern and in the past two

decades there have been dramatic changes and increase in the demand for interventions to

address substance abuser problems among adolescents.

Prevention is better than cure, and this is very much true of drug abuse. Our

college campuses should be made the right place where they imbibe healthy values. The

personality of youth is shaped as he passes through the portals of schools and colleges. It

needs health workers and teachers to strive for preventing and controlling of drug use

among college students.

The health education programme for students on drug abuse could help them to

keep their personality and optimal health.

Assessment of knowledge on drug abuse among the Pre-University college

students and teaching/educating them about drug abuse is the main concept of the study.

This will help the student to gain knowledge on drug abuse in the areas concerned.

Majority of the PUC students‘ knowledge on drug abuse was inadequate before

the health education programme was introduced. Hence, the health education programme

100
among PUC students facilitated them to learn more about drug abuse, which is evident in

the post-test knowledge scores.

After the introduction of the health education programme, the post-test measures

showed that there is a significant increase in the knowledge of the students in content

areas of drug abuse.

Stream of study, religion, place of stay, type of family, living status of mother,

educational status of parents, monthly family income and mass media exposure are

significant variables in determining students‘ knowledge of drug abuse.

Age, sex, year of study, living status of father, part time job, and monthly pocket

money are not significant, variables in determining the students‘ knowledge of drug

abuse.

Thus it is concluded that the health education programme is highly effective in

imparting the knowledge on drug abuse for college students.

Nursing implications

The findings of the present study have implications in the field of nursing

education, nursing research, community health practice and nursing administration and

general education. Education curriculum planners and administrators may use the

information obtained to integrate drug misuse education programme into the education as

well as training programmes. More studies are needed to bring out an effective preventive

intervention.

101
Nursing education

Nursing curriculum should lay more emphasis on the problem of drug abuse.

Nurse educators should have responsibility in upgrading the knowledge of students on

drug abuse and its prevention and control of drug abuse by orienting them to the de-

addiction centre during clinical postings. In-service and continuing education

programmes can be organised for the purposes of prevention and control and also need to

be planned and implemented for the nurses working in hospitals, communities and

schools.

Nursing research

The study throws light on students‘ knowledge regarding drug abuse and its

prevention and control. There is a lot of scope for exploring this area. More and more

research can be carried out on the students‘ knowledge on drug abuse to save the life of

students, to keep their health in an optimal way, to prevent injuries and death. So the

body of knowledge is the key factor, this can be explored by increasing research studies

in the field of drug abuse.

Nursing practice

Today‘s children‘s are tomorrow‘s citizens. One indication for a nation‘s

achievement is to assess the level of health and welfare of its children. Nurses play an

important role in preventive aspect than curative aspect. The study findings imply that

there is need for regular health education programme to be carried out by hospital nurses,

public health nurses and school health nurses to create awareness among students in the

102
school and colleges. Nurses should also involve in organisation of counselling sessions

for the students as well as public on drug abuse and its prevention and control.

Nursing administration

In collaboration with Education Department, nursing administrators should take

the initiative in organising in-service and continuing education programme for the nurses

regarding drug abuse and its prevention and control. This study also implies on the

appropriate teaching learning materials to be prepared and made available for nurses to

create awareness of drug abuse among the people.

General education

School and college curriculum may include drug education to bring awareness

among students. Seminars and discussions on the ill-effects of drug abuse need to be

organised in schools and colleges. Short-term courses can be organised for teachers to

improve their knowledge of drug abuse.

Counselling services need to be started in schools and colleges. Short-term

courses for parents need to be conducted by educational institutions for early

identification of drug abuse.

Limitations of the study

1. The study sample was confined to only pre-university college students who are

having Science, Arts or Commerce as their optional subjects.

2. A structured questionnaire was used to collect information on knowledge

regarding drug abuse; the responses were, therefore restricted.

103
3. The study did not have a control group. The investigator had no control over the

events that took place between pre-test and post-test.

4. No attempt was made to follow-up to measure the retention of knowledge after

the post-test.

Suggestions

1. The subject on problems associated with drug abuse can be integrated into the

curriculum in schools and colleges.

2. The health professionals could arrange continuing educational programmes on

drug abuse in the colleges and community.

3. Public libraries in schools and colleges should have resource materials on drug

abuse related problems.

4. The college teachers, community leaders and health workers should be oriented

and sensitised to drug abuse problems.

Recommendations

1. A similar study may be repeated on a larger sample covering the entire student

population in colleges of Karnataka as well as others parts of the country.

2. A similar study can be conducted among school students.

3. An experimental study can be undertaken with a control group.

4. A comparative study may be undertaken on professional and non-professional

students to compare their knowledge towards drug abuse.

104
5. A study may be carried out on a large sample of college and school students to

determine the drug abuse practices among them.

6. A study may be undertaken to evaluate the effectiveness of SIM on drug abuse for

college students‘ knowledge. The present tool can be successfully used.

Summary

This chapter has brought out the various implications of this study and also has

provided suggestions for future studies. Studies of this kind should be an ongoing process

to make the public aware of the harm that drug abuse can lead to. Preventing diseases and

preserving health are the major responsibilities of every health personnel. The next

chapter is the summary of this research project.

105
 8. SUMMARY

The findings of the study proved that college students lacked knowledge on drug

abuse and its adverse effects. Health education provided to them by the investigator was

useful in terms of increasing the knowledge on drug abuse.

On the whole, carrying out the present study was provided an enriching

experience for the investigator to conduct further studies. An evaluatory approach using

one group pre-test-post-test design was used for the study. The conceptual framework

provided a framework on which to base the study. The tool for collecting data and health

education program was developed by the investigator and validated with the help of

experts.

The pilot study helped to improve the confidence of the investigator in conducting

the actual study. Data collection and analysis was done by the investigator himself.

The study assumed that Pre-University college students have some knowledge on

drug abuse and its adverse effects and health education programme could improve the

knowledge of Pre-University College students on drug abuse. The independent variable

of this study was health education programme and dependent variable was knowledge of

students.

The conceptual framework of the present study was based on health belief model

by Rosen stock 1974. The study was evaluative in nature, with one group pre-test, post-

test design. It was to determine the effectiveness of health education programe in terms of

knowledge gain by 120 pre university college students of selected colleges in Mangalore.

106
 The sample comprised of 120 Pre-University College students studying in first

and second year with Arts, Science and Commerce as their optional subjects. Sampling

technique used for this study was multistage disproportionate stratified random sampling.

Personal background proforma was used to collect the sample characteristics and a

structured knowledge questionnaire with 30 items was used to determine the knowledge

of students on drug abuse before and after administering the health education programe.

The tools were validated by experts and reliability also was established by administering

the tool to 12 Pre-University College students. Co-efficient of internal consistency

method by split half technique used to find out the reliability of knowledge questionnaire

(r=0.785) pre-testing of tool was done by administering it to 12 college students.

The experts, prior to the pilot study, ascertained content validity of the tool and

health education programe. Pilot study was conducted on 12 college students who met the

inclusive criteria to confirm the feasibility of the study. No modification were made and

found to be necessary. The main study was conducted from 2.12.2004 to 14.12.2004. The

data obtained were analysed using descriptive and inferential statistics. The frequency

and percentage of knowledge scores were calculated. The effectiveness of HEP was

found out using paired‗t‘ test and association of selected variable with pre-test knowledge

score also assessed using Chi-square test.

The effect of teaching was assessed by conducting a post-test and comparing the

mean knowledge scores before and after the health education programme. The gain

knowledge score was statistically significant at 0.05 level. Therefore, it could be said that

the health education programme was effective for college students in terms of gaining

knowledge on drug abuse. Similar programme could be conducted in a large scale and

107
also to increase the knowledge of the public and thereby prevent drug abuse with general

population.

The results of this study show that there is an urgent need to educate the young

population on drug abuse and its effects. By providing knowledge, many of the ill-effects

can be prevented and health professionals can contribute to build up a healthy society.

108
 9. BIBLIOGRAPHIC REFERENCES

1 Anis Ahmed, Sen AK. Prevalence of drug abuse among students of Jamia Milia

Islamia: A Survey report. Disability and Impairments 1998; 12 (1): 31-39.

2 World Health Organization. International Substance abuse Day. Nursing Journal

of India June 26th1992; LXXXIII (5): 130.

3 Meena, Khanna P, Vohra AK, Rajput R. Prevalence and pattern of alcohol and

substance abuse in urban areas of Rothak city. Indian Journal of Psychiatry 2002;

44(40; 348-352.

4 Sharma RR. Knowledge of psychoactive substance use: disorders among college

students. Nursing Journal of India 2001; 92(2): 29-30.

5 Sabeena J. A study to assess the undergraduate students‘ knowledge of and

attitude towards drug abuse in a selected college of kerala [unpublished Master of

Science in Nursing]. New Delhi: Delhi University; 1993.

6 The I.C.D-10. Classification of mental and Behavioural disorders. Geneva: WHO

publication; 2002.

7 Michael B, Allen F, Harold AP. The DSM IV - Handbook of differential

diagnosis. 1st ed. New Delhi: Jaypee Brothers Medical Publishers Pvt. Ltd.

8 WHO - web page www.who.int/homepage. January 15, 2004.

9 World Health Organization. The extent, pattern and trends of drug abuse in India.

National Survey sponsored by Ministry of Social Justice and Empowerment,

Government of India and United Nations Office on Drugs and Crime, Regional

Office for South Asia. 2004.

109
10 WHO – http://www.int/ssubstance_abuse/facts/global_burden/en/ February 25,

2005.

11 www.ncadd.org. National Council of Alcoholism and Drug Dependence.

January 12, 2004.

12 WHO – http://www.who.int/substance_abuse/facts/psychoactive/en/ February 25,

2005.

13 Sreevani R. A Guide to Mental health and psychiatric Nursing: Jaypee brothers

medical publishers private LTD; 2004.

14 Franklin CA. Modis Medical Jurisprudence and Toxicology. 21st edition

Bombay: N. M. Tripathi (p) LTD; 1988.4(Section II).

15 Gincy. A study to assess knowledge and attitude of adolescence towards

alcoholism in a selected community in Udupi District. [Masters Degree in

Nursing]. University of Manipal; 1999.

16 Sean Esteban McCabe JRK, Christian J, Teter and Henry Wechsker. Non-

medical Use of prescription stimulants among US college students‘ prevalence

and correlates from a national survey. Addiction Jan 2005; 100 (1 page 96).

17 Vasumathi. An explorative study to determine the relationship between

knowledge and attitude towards alcoholism among pre university students

[unpublished]. Mangalore: Rajiv Gandhi university of Health Science; 2001.

18 Sandeep.et al. Awareness and use of substance among high school students.

Indian Journal of Psychiatry 1998; 40:85.

19 Narendranath N, Bhattacharya. Prevalence of alcohol abuse in selected Medical

Colleges of Calcutta city. Indian Journal of Psychiatry 1993; 35(2): 12-13.

110
20 Treece FW, Treece JW. Elements of Research in Nursing. St.Louis: The C. V.

Mosby Company; 1982.

21 Potter, Perry. Basic nursing: Essentials for practice. 5th ed. New Delhi: Mosby

Publishers; 2004.

22 Polit DF, Hunger BP. Nursing Research Principles And Methods. Philadelphia:

J. B. Lippincott Co; 1995.

23 Sreevani R et al. Effectiveness of planned teaching programme regarding adverse

effects of tobacco smoking on knowledge gain of Xth standard students in a

selected school of Kolar district. International conference: ISPN Feb 2005; 46.

24 Griffin K W, Botvin GJ, Nichols TR, Doyle MM. Long-term follow-up effects of

a school based drug abuse prevention programme on adolescent risky driving.

Journal of Prev Sci. 2004; 5(3); 207-12.

25 Ahmed NL, Ahmed NS, Bennett CR, Hinds JE. Impact of a Drug Abuse

resistance education program in preventing the initiation of cigarette smoking in

fifth-and sixth-grade students. Natl Med Assoc 2002; 94(4); 249-5.

26 Autry K, Finke W, Hail A, Kemper D, Kersey S, Ritter M et al. Survival against

Drugs. Education for school age. JCAPN 2002; 15(4); 163-169.

27 Emerensia X. Effectiveness of a planned teaching programme on Personal

hygiene for children between 10-12 years in a selected school of Tamilnadu

[unpublished]. Tamilnadu: Rajiv Gandhi University of Health Science; 2001.

28 Elizabeth Baby. Effectiveness of a planned teaching programme on First Aid for

students in a selected high school in Mangalore [unpublished]. Mangalore: Rajiv

Gandhi University of Health Science; 2001.

111
29 Botvin GJ, Griffin KW, Diaz T, Ifill-Williams M. Drug abuse prevention among

minority adolescents. Journal of Prev Sci.2001; 2(1); 1-9.

30 Ross C, Richard L, Potvin L. One year outcome evaluation of an alcohol and drug

abuse prevention programme in a Quebec high school. Can J Public Health 1998;

89(3); 166-70.

31 Shope JT, Copeland, Kemp ME, Lang SW. Twelfth grade follow-up of the

effectiveness of a middle school based substance abuse prevention programme.

Journal of Drug Education 1998; 28(3): 185-97.

32 Shope JT, Copeland LA, Marcoux BC, kemp .ME. Effectiveness of a school-

based substance abuse prevention programme. Journal of Drug Educ 1996; 26 (4):

323-37.

33 LjubotinaD, Galic J, Jukic V, Prevalence and risk factors of substance use among

Urban adolescents. Croat Med J 2004 Feb; 45(1); 88-98.

34 Deo, Anilkumar, Lamsal, Shyam. Factors contributing to drug abuse among street

adolescent in selected areas of Lucknow, India. In: ISPN; Feb 2005; Bangalore.

35 Eneh AU, Stanley PC. Pattern of substance use among Secondary school students

in Rivers state. Niger Journal of Med 2004; 13(1); 36-9.

36 Hancy AS M, Maisous RO, Martin CA andOler MJ. The importance of fulfilling

needs of rural and urban adolescents with substance abuse. JCAPN 2001; 14(11):

32-40.

37 Jennifer A, Epstein GJ, Botvin, Diaz T. Linguistic Acculturation Associated with

higher marijuana and poly drug use among Hispanic adolescents. Substance use

and misuse 2001; 36(4): 477-499.

112
38 Wright P. Experience and knowledge of young people regarding illicit drug, use

1969-99. Addiction 2000; 95(8): 1225-35.H

39 Persley C, Philip, Lynia, Robe. Development of the core alcohol and drug Survey,

initial findings and future directions. Journal of American college Health 1994;

47(2): 57-68.

40 Hollar D, Moore D. Relationship of substance use by students with disabilities to

long-term educational, employment, and social outcomes. Subst Use Misuse

2004; 39(6); 931-62.

41 Girish K, Harish GP, Kumar S, Subhas Babu P, Katte RK. Psychological

problems and substance use in college students. Indian Journal of Psychiatry Jan

2004; 48: 41.

42 Fatoye FO. Psychosocial correlates of substance use amongst secondary school

students in South Western Nigeria. East Afr Med J 2003; 80(3); 154-8.

43 Judith‘s et al J. Earlier Marijuana use and Later problem behaviour in Colombian

youths. Journal of American Acad Child Adolescence. Psychiatry 2003; 42(4).

44 Sutherland, Shepherd JP. Social dimensions of adolescent substance use.

Addiction 2001; 96; 445-58.

45 Harrison G, Pope G, Martin Ionescu-Pioggia, Kimberly W, Pope BA. Drug use

and lifestyle among college undergraduates; a 30 year longitudinal study. Am J

Psychiatry 2001; 158; 1519-1521.

46 Tavares BF, Beria JU, Delima S. Drug use prevalence and school Performance

among adolescents. Journal of Rev Saude Publica 2001; 35(2): 150-8

113
47 Durant RH, Smith JA, Kriter SR, Krowehuk DP. The relationship between early

age of onset of initial substance use and engaging in multiple health risk

behaviours among young adolescents. Arch Pediatr Adolesc Med 1999; 153; 286-

291.

48 David MF, Horwood LJ, Annette L, Beautrails. Cannabis and educational

achievement. Addiction 1998: 1681-1692.

49 Michael TL, Coffey C, Degenhardt L, John B, Carlin, Patton G. A longitudinal

study of the effects of adolescent cannabis use on high school completion.

Addiction 1998:685-692.

50 Philip O, Coffin, Galea S, Ahern S, Andrew C, Leon, Nahor D, Tardiff K.

Opiates, cocaine alcohol combinations in accidental drug overdose deaths in New

York City, 1990-98. Addiction journals 1998,739-47.

51 Samuel SR et al. Drug use patters and infection with sexually transmissible agents

among young adults in a high-risk neighbourhood in New York City. Addiction

1998:159-169.

52 Philip Oliver and Jenny keen. Concomitant drugs of misuse and drug using

behaviour associated with fatal opiate related poisonings in Sheffield, UK, 1997-

2000. Addiction 1998:191-197.

53 Pauline, Elliott D. Alcohol, tobacco and cannabis use among Nova Scotia

adolescents. Implications for prevention and harm reduction. Canadian Medical

Association Journal 1997; 156(10): 1387-93.

54 David MF, Horwood LJ, Swain-Campbell N. Cannabis use and psychosocial

adjustment in adolescent and young adulthood. Addiction 1998:1123-1135.

114
55 Ahmadi J, Maharlooy N, Alishahi M. Prevelence of substance abuse among

nursing Students. Journal of Clinical Nursing; 2004; 13(1); 60-4.

56 Guimaraes JL, Cruz R, Kappann JI, Tosta LA Jr. Psychoactive drug use in school

age adolescents, Brazil. Journal of Rev Saude 2004; 38(1): 130-2.

57 Ahmadi J, Hassani M, Prevalence of substance abuse among Iranian high school

Students. Journal of Addict Behav 2003; 28(2); 375-9.

58 Mohler-kuo ML, Weshsler H. Trends in marijuana and other illicit drug use

among college students; results from 4 Harvard School of Public Health College

Alcohol Study Survey 1993-2001. Journal of American College Health 2003;

52(1): 17-24.

59 Rekve R LM. Drug abuse among high school students in Harmar in 1999. Tidsskr

Nor Laegeforen 2002; 122(25): 2448-51.

60 Fatoye FO. Substance use amongst secondary school students in rural and urban

communities in South-western Nigeria. East. Afr. Med. J 2002; 79(6): 299-305.

61 Zhimin Liu, Weihua Zhou, Zhi Lian, Yue Mu, Zhiji Cai, Jiaqi. The use of

Psychoactive substances among adolescent students in an area in the southwest of

China. Addiction Journal 2001; 96; 247-250.

62 Hazarika NC, Biswas D, RK Phukan, Hazarika D, Mahantha J. Prevalence and

Pattern of substance abuse at Bandardewa. Indian Journal of Psychiatry 2000;

40(3): 262-.266.

63 Hotujac ASM, Hotajac L. Drug use among Croatian students. Coll Antropol 2000;

24(1): 61-8.

115
64 Martinez JM, Lopez N, Alvarez FJ. Illegal drug using trends among Students in a

Spanish university in the last decade-1984-1994. Substance use and misuse 1999;

34(9): 1281-97.

65 Zulfikar Ali RV. Psychoactive substance use among Medical students. Indian

Journal of Psychiatry 1994; 36(3): 138-140.

66 Burns N, Grove SK. The Practice of Nursing Research-Conduct Critique and

Utilization. Philadelphia: W.B.Sawnders Company; 1993.

67 Dane F. Research Methods: California; Brook/Cole publishing company; 1990.

68 Wood G, Haber J. Nursing Research. Philadelphia: C. V. Mosby Company; 1994.

69 Talbot LA. Principles and practice of Nursing Research: Chicago: C.V. Mosby

Company; 1995.

116
 Annexure 1
Letter requesting permission to conduct pre-testing and reliability

117
 Annexure 1a
Letter granting permission to conduct pre-testing and reliability

118
 Annexure 2
Letter requesting permission to conduct the pilot study

119
 Annexure 2a
Letter granting permission to conduct the pilot study

120
 Annexure 3
Letter requesting permission to conduct the main study

121
 Annexure 3a
Letter granting permission to conduct the pilot study

122
 Annexure 3b
Letter granting permission to conduct the main study

123
 Annexure 3c
Letter granting permission to conduct the main study

124
 Annexure 4

Letter requesting opinion and suggestions of experts to validate the tool

and Health education programme
From
Shiva kumara .J
1st Year M.Sc. Nursing
Fr.Muller College of Nursing
Kankanady
Mangalore-575002
To

Respected Sir/Madam,

Subject: Letter requesting opinion and suggestion of experts for establishing content
validity of the research data collection tool

I am a postgraduate student at Fr.Muller College of Nursing. I have selected the

topic ―Impact of health education programme on knowledge of students towards
drug abuse of selected colleges in Mangalore” for dissertation to be submitted to
Rajeev Gandhi University of Health Sciences, Bangalore, as partial fulfillment of Master
in Nursing Degree. Herewith I have enclosed.

1. Objectives &Operational Definitions

2. Tool
3. Criteria Checklist
4. HEP
5. Criteria Checklist

May I request you to kindly go through the content of the tool and give
your valuable suggestions on the relevance and appropriateness of the items and
validate against the criteria given. Anticipating a favourable reply at the earliest.

Thanking You

Yours sincerely
Place
Date Shivakumara J

125
 Annexure 5
Criteria Checklist for validation of the tool
Instructions:
Kindly review the items in structured knowledge questionnaire for assessing
knowledge of college students regarding drug abuse. Kindly give your suggestions
regarding accuracy, relevance and appropriateness of the content. There are two columns,
namely, agree and disagree. Kindly put a tick mark [] against specific column. If there
are any suggestions or corrections please mention in the remark column.

Checklist for the validation of Demographic data

Item Agree Disagree Remarks/Suggestions

1

7
7.1
7.2

7.3

10
10.1
10.2

11

12

13

126
 Checklist for the validation of Knowledge Questionnaire

Item Agree Disagree Remarks/Suggestions

10

11

12

13

14

15

16

17

18

19

20

21

22
127
23

24

25

26

27

28

29

30

Signature of the validator

128
 Annexure 6

BLUE PRINT OF STRUCTURED KNOWLEDGE QUESTIONNAIRE

Sl
No Content Area Objectives
Knowledge Comprehe Application Total(n) %
-nsion
1 Concept of Drug 7 1 -- 8
26.66
abuse
2 Pre- disposing factors 1 -- -- 1 3.33

of Drug abuse
3 Effects of Drug abuse 6 2 8 26.66
--
4 With drawl effect of 2 3 1 6 20

Drug abuse
5 Prevention and 3 1 3 7 23.33

Treatment.
19 7 4 30 100
Total %
63.33 23.33 13.33 100
% %

129
 Annexure 7

STRUCTURED KNOWLEDGE QUESTIONNAIRE FOR ASSESSING THE

KNOWLEDGE OF COLLEGE STUDENTS TOWARDS DRUG ABUSE

PART-I-BASE LINE PROFOMA

CODE NO:

Instructions: Please place a tick mark in the space provided [] whichever choice you
think is right, please answer all items.

1. Age (in years)

16-18 [ ]
18-20 [ ]
20-22 [ ]
2. Sex
Male [ ]
Female [ ]
3. Year of study
First year [ ]
Second year [ ]
4. Stream of study
Science [ ]
Non science (Arts) [ ]
Commerce [ ]
5. Religion
Hindu [ ]
Muslim [ ]
Christian [ ]
Any other [ ]
6. Place of stay.
Home [ ]
Hostel [ ]
Paying guest [ ]
Relatives house [ ]
7. Family set-up
7.1 Type of the family.
Nuclear family [ ]
Joint family [ ]
Single parent family [ ]

130
7.2 Living status of parents
Father-----Alive [ ]
Dead [ ]
Mother----Alive [ ]
Dead [ ]
8 Do you have a part time job?
Yes [ ]
No [ ]
9 What is the monthly pocket money you receive?
Below Rs 200 [ ]
Rs 200-400 [ ]
Rs 400—600 [ ]
Rs 1000-2000 [ ]
Above Rs 2000 [ ]
10 Educational status of parents
10.1 Father
No formal schooling [ ]
Primary school [ ]
Middle school [ ]
High school [ ]
College/ university [ ]
10.2 Mother
No formal schooling [ ]
Primary school [ ]
Middle school [ ]
High school [ ]
College/university [ ]
11. Monthly family income in rupees
Above3000 to 5000 [ ]
Above 5001 to 7000 [ ]
Above 7001 to 9000 [ ]
Above 9001 [ ]

12. How often do you read literature related to drug abuse in

News paper/Magazines?
Very often [ ]
Sometimes [ ]
Rarely [ ]
Never [ ]
13. How often do you listen or watch programmes related to drug
On radio/television?
Very often [ ]
Some times [ ]
Rarely [ ]
Never [ ]

131
 PART-II-KNOWLEDGE QUESTIONNAIRE
Instructions: Please read the questions carefully and select the correct answer by
placing a tick mark [] in the space provided. Please note that question numbers 7,
8,9,19,20,27,30 are with more than one correct answer.

1. Drug abuse is
a) Repeated use of drugs that produce craving. [ ]
b) Use of drugs without the prescription of a medical [ ]
person
c) Use of drugs that is for treatment [ ]
2. Drug Dependence is
a) State of living in the effects of drugs. [ ]
b) State of physical and mental disturbance,
if drug is not taken [ ]
c) All of the above [ ]
3. Drug Addiction is a
a) Moral Weakness [ ]
b) Disease [ ]
c) Habit [ ]
4. The most dangerous addiction is
a) Drug. [ ]
b) Alcohol [ ]
c) All of the above. [ ]
5. An addict is a person whose life is controlled by
a) Prescribed drugs. [ ]
b) Dependence- producing drugs [ ]
c) Sexual act [ ]
6. A person called is drug dependent when there is
a) Drug taking throughout the day [ ]
b) Drug taking everyday [ ]
c) Drug taking occasionally [ ]
7.The drugs which produce dependence are
a) Marijuana, Charas, Hashish, L.S.D, Grass. [ ]
b) Opium, Heroin, Morphine, Smack, Brown sugar [ ]
c) Pethidine, Codeine, Methodone [ ]
d) Cocaine, Coke, Snow, Dexedrine [ ]
e) Ampicillin, Amoxicillin [ ]
g) Luminal, Gardinal, Amital. [ ]
h) Librium, valium, Calmpose [ ]
8. Methods of taking drugs are
a) Swallowing/Drinking [ ]
b) Smoking [ ]
c) Sniffing and Snorting [ ]
d) Inhaling [ ]
e) Injecting [ ]
f) Applying over the skin [ ]

132
9. Reasons which may lead to drug abuse are
a) Friends influence/peer pressure [ ]
b) Disturbed family relations [ ]
c) Stable personality [ ]
d) Curiosity to know the effect [ ]
e) Sufficient pocket money [ ]
f) Films and Heroism [ ]
g) Ill health [ ]
h) Easy availability of drugs [ ]
10. An addict develops loss of appetite and weight due to
a) Dieting [ ]
b) Preference of drug over food [ ]
c) Stomach disturbance [ ]
d) Exercises [ ]
11. Smoking/Chasing of drugs by addicts may lead to
a) Respiratory depression. [ ]
b) Hypertension. [ ]
c) Diabetes. [ ]
12. Drug addiction in females may lead to
a) Obesity (OVERWEIGHT) [ ]
b) Menstrual irregularity. [ ]
c) Diabetes [ ]
d) Hypertension [ ]
13. Addicts who take drugs by injection are more prone to
a) Heart disease [ ]
b) Diabetes [ ]
c) AIDS/Hepatitis [ ]
d) Cancer [ ]
14. Regular use of drugs may lead to
a) Increased sexual pleasure [ ]
b) Decreased sexual pleasure [ ]
c) Impotence/ sexual weakness [ ]
15. Drug addicts are more prone to be
a) Courageous, Honest, and confident. [ ]
b) Liar, Thief, and criminal [ ]
c) Good, moral and religious [ ]
16. Drug addicts have
a) More concentration and high interest [ ]
in studies
b) Less concentration and low interest in studies. [ ]
c) Increased self care activities [ ]
17. Overdose and taking combination of drugs may
a) Reduce pleasure [ ]
b) Kill the abuser [ ]
c) Increase pleasure [ ]

133
18. A drug addict show withdrawal symptoms when
a) The drugs are stopped [ ]
b) The combinations of many drugs are taken [ ]
c) Use of over dosage of drugs [ ]
19. The withdrawal symptoms in drug addicts are
a) Headache, Giddiness. [ ]
b) Nausea and vomiting [ ]
c) Withdrawn behaviour [ ]
d) Sleeplessness. [ ]
e) Sweating and shivering [ ]
f) Sleepy and Drowsy [ ]
g) Body ache [ ]
h) Irritability and Aggression. [ ]
20. The behavioural changes associated with drug abuse are
a) Depression/ Moodiness [ ]
b) Irritability [ ]
c) Withdrawl from family activities [ ]
d) Nausea and vomiting [ ]
e) Body pain [ ]
21. Withdrawal symptoms generally start appearing after
a) 12 Hours [ ]
b) 24 Hours [ ]
c) 48 Hours [ ]
d) 72 Hours [ ]
22. A person having withdrawal symptoms should
a) Take the drug immediately [ ]
b) Go for treatment [ ]
c) Go for rest [ ]
23. Increase in monetary demand and continuous absenteeism in college may be
perceived as
a) Normal in young age [ ]
b) Due to association with drugs [ ]
c) Lack of interest in studies [ ]
24. Everyone should have knowledge of drug abuse to
a) Start experiment on drugs [ ]
b) Prevent self and others from drug abuse [ ]
c) Use of correct dose of drug [ ]
25. To protect oneself from drug addiction he/she should
a) Concentrate on studies, engage in sports and other [ ]
activities
b) Make friendship with those who are in contact [ ]
With drugs
c) Learn more about drugs [ ]
26. A drug abuser should be
a) Punished [ ]
b) Treated [ ]
c) Encouraged. [ ]

134
27. For the treatment of drug addiction there should be
a) Self interest and motivation. [ ]
b) Family support [ ]
c) Friends encouragement [ ]
d) Large sums of money [ ]
28. Minimum duration required to recover from drug addiction
a) 2-3 Weeks [ ]
b) 2-3 Months [ ]
c) 2-3 Years [ ]
29. Treatment of drug addiction can be done at
a) Hospital/De addiction Centers [ ]
b) Home [ ]
c) Religious places [ ]
30. Drug addicts can be treated by
a) Withdrawal of drug slowly [ ]
b) Facilitation of Rehabilitation [ ]
c) Punishing them [ ]

*****************

135
 Annexure 8
ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀzÀ §UÉÎ PÁ¯ÉÃf£À «zÁåyðUÀ¼À CjªÀ£ÀÄß PÀAqÀÄ »rAiÀÄĪÀ ¥Àæ±ÁߪÀ½

UÀÄgÀÄw£À ¸ÀASÉå: ________

¨sÁUÀ 1
¸ÀÆZÀ£É: ¤ªÀÄUÉ ¸ÀjAiÉĤ¸ÀĪÀ GvÀÛgÀzÀ JzÀÄgÀÄ () UÀÄgÀÄvÀÄ ºÁQ. J¯Áè ¥Àæ±ÉßUÀ¼À£ÀÄß GvÀÛj¹
1. ªÀAiÀĸÀÄì (ªÀµÀðUÀ¼À°è)
16 – 18 [ ]
18 – 20 [ ]
20 – 22 [ ]
2. °AUÀ
UÀAqÀÄ [ ]
ºÉtÄÚ [ ]
3. AiÀiÁªÀ ªÀµÀðzÀ°è PÀ°AiÀÄÄwÛÃj?
¥ÀæxÀªÀÄ ªÀµÀð [ ]
¢éwÃAiÀÄ ªÀµÀð [ ]
4. PÀ°PÉAiÀÄ ªÀUÀð
«eÁߣÀ [ ]
ªÁtÂdå ±Á¸ÀÛç [ ]
PÀ¯Á «¨sÁUÀ [ ]
5. zsÀªÀÄð
»AzÀÄ [ ]
ªÀÄĹèA [ ]
PÉæöʸÀÛ [ ]
EvÀgÀ [ ]
6. ªÁ¸À ¸ÁÜ£À
ªÀÄ£É [ ]
ºÁ¸ÉÖ¯ï [ ]
¥ÉìÄAUï UɸïÖ [ ]
¸ÀA§A¢üPÀgÀ ªÀÄ£É [ ]
7. PÀÄlÄA§zÀ gÀZÀ£É
7.1 PÀÄlÄA§zÀ ªÀiÁzÀj
C«¨sÀPÀÛ PÀÄlÄA§ [ ]
«¨sÀPÀÛ PÀÄlÄA§ [ ]
M§â-ºÉvÀÛªÀjgÀĪÀ PÀÄlÄA§ [ ]

136
 7.2 ºÉvÀÛªÀgÀÄ fêÀAvÀªÁVzÁÝgÉAiÉÄÃ?
vÀAzÉ fêÀAvÀªÁVzÁÝgÉ [ ]
fêÀAvÀªÁV®è [ ]
vÁ¬Ä fêÀAvÀªÁVzÁÝgÉ [ ]
fêÀAvÀªÁV®è [ ]
8. ¤ÃªÀÅ CgÉ-PÁ°PÀ ªÀÈwÛAiÀÄ°è¢ÝÃgÁ?
ºËzÀÄ [ ]
E®è [ ]
9. ¤ªÀÄUÉ eÉçÄ-RaðUÉ JµÀÄÖ ºÀt zÉÆgÉAiÀÄÄwÛzÉ?
200 gÀÆ¥Á¬ÄUÀ½VAvÀ PÀrªÉÄ [ ]
200 - 400 gÀÆ¥Á¬ÄUÀ¼ÀÄ [ ]
400 - 600 gÀÆ¥Á¬ÄUÀ¼ÀÄ [ ]
1000 – 2000 gÀÆ¥Á¬ÄUÀ¼ÀÄ [ ]
2000 gÀÆ¥Á¬ÄUÀ½VAvÀ ºÉZÀÄÑ [ ]
10. ºÉvÀÛªÀgÀ «zÁå¨sÁå¸À
10.1 vÀAzÉ
±Á¯ÉUÉ ºÉÆÃV®è [ ]
¥ÁæxÀ«ÄPÀ [ ]
»jAiÀÄ ¥ÁæxÀ«ÄPÀ [ ]
¥ËæqsÀ [ ]
¥ÀzÀ«ÃzsÀgÀ/¸ÁßvÀPÉÆÃvÀÛgÀ [ ]
10.2 vÁ¬Ä
±Á¯ÉUÉ ºÉÆÃV®è [ ]
¥ÁæxÀ«ÄPÀ [ ]
»jAiÀÄ ¥ÁæxÀ«ÄPÀ [ ]
¥ËæqsÀ [ ]
¥ÀzÀ«ÃzsÀgÀ/¸ÁßvÀPÉÆÃvÀÛgÀ [ ]
11. PÀÄlÄA§zÀ ªÀiÁ¹PÀ DzÁAiÀÄ (gÀÆ¥Á¬ÄUÀ¼À°è)
3,000 - 5,000 [ ]
5,001 - 7,000 [ ]
7,001 - 9,000 [ ]
9,001 ªÀÄvÀÄÛ CzÀQÌAvÀ ºÉZÀÄÑ [ ]

137
12. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀzÀ §UÉÎ ªÀÈvÀÛ¥ÀwæPÉ/¤AiÀÄvÀPÁ°PÉUÀ¼À°è ¥ÀæPÀlªÁUÀĪÀ ¯ÉÃR£À-
UÀ¼À£ÀÄß NzÀÄwÛÃgÁ?
AiÀiÁªÁUÀ®Æ [ ]
PÉ®ªÉǪÉÄä [ ]
C¥ÀgÀÆ¥ÀªÁV [ ]
NzÀĪÀÅ¢®è [ ]
13. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀzÀ §UÉÎ gÉÃrÃAiÉÆÃ/zÀÆgÀzÀ±Àð£ÀzÀ°è §gÀĪÀ
PÁAiÀÄðPÀæªÀÄUÀ¼À£ÀÄß PÉüÀÄwÛÃgÁ/£ÉÆÃqÀÄwÛÃgÁ?
AiÀiÁªÁUÀ®Æ [ ]
PÉ®ªÉǪÉÄä [ ]
C¥ÀgÀÆ¥ÀªÁV [ ]
NzÀĪÀÅ¢®è [ ]

¨sÁUÀ 2: ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀzÀ Cj«£À §UÉÎ ¥Àæ±ÁߪÀ½

¸ÀÆZÀ£ÉUÀ¼ÀÄ: ¥Àæ±ÉßUÀ¼À£ÀÄß ¸ÀjAiÀiÁV N¢ ¸ÀjAiÀiÁzÀ GvÀÛgÀªÀ£ÀÄß Dj¹ [] UÀÄgÀÄvÀÄ ºÁQ. ¥Àæ. ¸ÀA.
7, 8, 9, 19, 20, 27 ªÀÄvÀÄÛ 30PÉÌ MAzÀQÌAvÀ ºÉZÀÄÑ ¸Àj GvÀÛgÀUÀ½ªÉ.

1. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£À JAzÀgÉ

a. ¥ÀÅ£ÀB ¥ÀÅ£ÀB ªÀiÁzÀPÀ zÀæªÀåUÀ¼À£ÀÄß vÉUÉzÀÄPÉƼÀÄîªÀÅzÀjAzÀ GAmÁUÀĪÀ ºÀA§® [ ]
b. ªÉÊzÀågÀ ¤zÉÃð±À£À«®èzÉ ªÀiÁvÉæUÀ¼À£ÀÄß ¸Éë¸ÀĪÀÅzÀÄ [ ]
c. aQvÉìAiÀÄ ¸À®ÄªÁV ªÀiÁvÉæUÀ¼À£ÀÄß ¸Éë¸ÀĪÀÅzÀÄ [ ]
2. ªÀiÁzÀPÀ zÀæªÀå C¢üãÀvÉ JAzÀgÉ
a. ªÀiÁzÀPÀ zÀæªÀåUÀ¼À CªÀÄ°£À°ègÀĪÀÅzÀÄ [ ]
b. zÉÊ»PÀ ªÀÄvÀÄÛ ªÀiÁ£À¹PÀ vÉÆAzÀgÉUÉƼÀUÁVgÀĪÀÅzÀÄ [ ]
c. ªÉÄð£À J¯Áè CA±ÀUÀ¼ÀÄ [ ]
3. ªÀiÁzÀPÀ zÀæªÀåzÀ ZÀl JAzÀgÉ
a. £ÉÊwPÀ £ÀÆå£ÀvÉ [ ]
b. gÉÆÃUÀ [ ]
c. C¨sÁå¸À [ ]
4. Cw C¥ÁAiÀÄPÁjAiÀiÁzÀ ZÀl
a. ªÀiÁzÀPÀ zÀæªÀåUÀ¼ÀÄ [ ]
b. ªÀÄzÀå [ ]
c. ªÉÄð£À J¯Áè CA±ÀUÀ¼ÀÄ [ ]

138
5. ªÀiÁzÀPÀ zÀæªÀåzÀ ZÀlPÉÌ §°AiÀiÁzÀªÀgÀ fêÀ£ÀªÀÅ
a. ªÉÊzÀåjAzÀ ¤zÉÃð²vÀ OµÀzsÀUÀ¼À ºÀvÉÆÃnAiÀÄ°ègÀÄvÀÛzÉ [ ]
b. C¢üãÀvÉAiÀÄ£ÀÄßAlĪÀiÁqÀĪÀ ªÀiÁzÀPÀ ªÀ¸ÀÄÛUÀ¼À ºÀvÉÆÃnAiÀÄ°ègÀÄvÀÛzÉ [ ]
c. ¯ÉÊAVPÀvÉAiÀÄ ºÀvÉÆÃnAiÀÄ°ègÀÄvÀÛzÉ [ ]
6. M§â ªÀåQÛAiÀÄÄ AiÀiÁªÁUÀ ªÀiÁzÀPÀ zÀæªÀåUÀ¼À C¢üãÀvÉAiÀÄ°èzÁÝ£É J£ÀߧºÀÄzÀÄ?
a. ¢£À«r ªÀiÁzÀPÀ zÀæªÀå vÉUÉzÀÄPÉƼÀÄîwÛzÀÝgÉ [ ]
b. ¥Àæw ¢£À ªÀiÁzÀPÀ zÀæªÀåUÀ¼À£ÀÄß vÉUÉzÀÄPÉƼÀÄîwÛzÀÝgÉ [ ]
c. C¥ÀgÀÆ¥ÀªÁV ªÀiÁzÀPÀ zÀæªÀåUÀ¼À£ÀÄß vÉUÉzÀÄPÉƼÀÄîwÛzÀÝgÉ [ ]
7. C¢üãÀvÉAiÀÄ£ÀÄßAlĪÀiÁqÀĪÀ ªÀiÁzÀPÀ zÀæªÀåUÀ¼ÀÄ
a. ªÀiÁjdĪÁ£Á, ZÀgÀ¸ï, ºÀ²Ã±ï, J¯ï. J¸ï. r., UÁæ¸ï [ ]
b. D¦üêÀÄÄ, ºÉgÁ¬Ä£ï, ªÀiÁ¦üÃð£ï, ¸Áä÷åPï, ¨Ëæ£ï ±ÀÄUÀgï [ ]
c. ¥Éyr£ï, PÉÆÃqÉÊ£ï, «ÄxÉÆqÉÆãï [ ]
d. PÉÆPÉÊ£ï, PÉÆÃPï, ¸ÉÆßÃ, qÉPÉìræ£ï [ ]
e. DA¦¹°è£ï, CªÉÆÃQì¹°è£ï [ ]
f. ®Æå«Ä£À¯ï, UÁrð£À¯ï, C«Äl¯ï [ ]
g. °©æAiÀĪÀiï, ªÉðAiÀĪÀiï, PÁA¥ÉÇøï [ ]
8. ªÀiÁzÀPÀ zÀæªÀåUÀ¼À£ÀÄß vÉUÉzÀÄPÉƼÀÄîªÀ «zsÁ£ÀUÀ¼ÀÄ
a. £ÀÄAUÀĪÀÅzÀÄ/PÀÄrAiÀÄĪÀÅzÀÄ [ ]
b. zsÀƪÀÄ¥Á£À ªÀiÁqÀĪÀÅzÀÄ [ ]
c. ªÀÄÆV£À ªÀÄÆ®PÀ ¸ÉâPÉƼÀÄîªÀÅzÀÄ [ ]
d. DWÁæt¸ÀĪÀÅzÀÄ [ ]
e. ZÀÄZÀÄѪÀĢݣÀ gÀÆ¥ÀzÀ°è ZÀÄaÑPÉƼÀÄîªÀÅzÀÄ [ ]
f. ZÀªÀÄðPÉÌ ºÀaÑPÉƼÀÄîªÀÅzÀÄ [ ]
9. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀPÉÌ PÁgÀtªÁUÀĪÀ CA±ÀUÀ¼ÀÄ
a. UɼÉAiÀÄgÀ ¥Àæ¨sÁªÀ/¸ÀºÀ¥ÁpUÀ¼À MvÀÛqÀ [ ]
b. PËlÄA©PÀ ¸ÀA§AzsÀUÀ¼À°è vÉÆqÀPÀÄ [ ]
c. zÀÈqsÀ ªÀåQÛvÀé [ ]
d. ªÀiÁzÀPÀ zÀæªÀåUÀ¼À ¥ÀjuÁªÀÄUÀ¼À£ÀÄß w½zÀÄPÉƼÀÄîªÀ PÀÄvÀƺÀ® [ ]
e. eÉÃ§Ä RaðUÉ ¨ÉÃPÁzÀµÀÄÖ ºÀt EgÀĪÀÅzÀÄ [ ]
f. ZÀ®£ÀavÀæUÀ¼ÀÄ ªÀÄvÀÄÛ ¥ÀgÁPÀæªÀÄ vÉÆÃj¹PÉƼÀÄîªÀÅzÀÄ [ ]
g. C£ÁgÉÆÃUÀå [ ]
h. ªÀiÁzÀPÀ zÀæªÀåUÀ¼ÀÄ ¸ÀÄ®¨sÀªÁV ®¨sÀå«gÀĪÀÅzÀÄ [ ]

139
10. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤UÉ ºÀ¹«®è¢gÀĪÀÅzÀÄ ªÀÄvÀÄÛ vÀÆPÀ £ÀµÀÖPÉÌ PÁgÀtUÀ¼ÀÄ
a. ¥ÀxÀå [ ]
b. DºÁgÀQÌAvÀ ªÀiÁzÀPÀ zÀæªÀåUÀ½UÉ ºÉZÀÄÑ ¥ÁæªÀÄÄRåvÉ PÉÆqÀĪÀÅzÀÄ [ ]
c. ºÉÆmÉÖAiÀÄ°è ¨ÁzsɬÄgÀĪÀÅzÀÄ [ ]
d. ªÁåAiÀiÁªÀÄ [ ]
11. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤UÀ¼ÀÄ zsÀƪÀÄ¥Á£ÀzÀ ªÀÄÄSÁAvÀgÀ ªÀiÁzÀPÀzÀæªÀåUÀ¼À£ÀÄß
vÉUÉzÀÄPÉÆAqÀgÉ
a. ±Áé¸ÀPÉÆñÀzÀ vÉÆAzÀgÉ GAmÁUÀÄvÀÛzÉ [ ]
b. C¢üPÀ gÀPÀÛzÉÆvÀÛqÀ GAmÁUÀÄvÀÛzÉ [ ]
c. ªÀÄzsÀĪÉÄúÀ GAmÁUÀÄvÀÛzÉ [ ]
12. ºÉAUÀ¸ÀgÀ°è ªÀiÁzÀPÀzÀæªÀå ªÀå¸À£À¢AzÀ GAmÁUÀĪÀ vÉÆAzÀgÉUÀ¼ÀÄ
a. ¸ÀÆÜ®PÁAiÀÄ [ ]
b. C¤AiÀÄ«ÄvÀ ªÀÄÄlÄÖ [ ]
c. ªÀÄzsÀĪÉÄúÀ [ ]
d. gÀPÀÛzÉÆvÀÛqÀ [ ]
13. ZÀÄZÀÄѪÀĢݣÀ ªÀÄÄSÁAvÀgÀ ªÀiÁzÀPÀ zÀæªÀåUÀ¼À£ÀÄß vÉUÉzÀÄPÉƼÀÄîªÀªÀgÀ°è GAmÁUÀĪÀ
vÉÆAzÀgÉUÀ¼ÀÄ
a. ºÀÈzÉÆæÃUÀ [ ]
b. ªÀÄzsÀĪÉÄúÀ [ ]
c. KAiÀiïØ÷ì/ºÉ¥Áånn¸ï [ ]
d. PÁå£Àìgï [ ]
14. ¤AiÀÄ«ÄvÀ ªÀiÁzÀPÀ zÀæªÀå ¸ÉêÀ£É¬ÄAzÀ
a. ¯ÉÊAVPÀ D¸ÀQÛ ºÉZÀÄÑvÀÛzÉ [ ]
b. ¯ÉÊAVPÀ D¸ÀQÛ PÀrªÉÄAiÀiÁUÀÄvÀÛzÉ [ ]
c. £À¥ÀÅA¸ÀPÀvÀé/¯ÉÊAVPÀ ¤±ÀêQÛ GAmÁUÀÄvÀÛzÉ [ ]
15. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤UÀ¼ÀÄ
a. zsÉÊAiÀÄð±Á°UÀ¼ÀÄ, ¸ÀvÀåªÀAvÀgÀÄ ªÀÄvÀÄÛ «±Áé¸ÀªÀżÀîªÀgÁVgÀÄvÁÛgÉ [ ]
b. ¸ÀļÀÄîUÁgÀgÀÄ, PÀ¼ÀîgÀÄ ªÀÄvÀÄÛ C¥ÀgÁ¢üUÀ¼ÁVgÀÄvÁÛgÉ [ ]
c. M¼ÉîAiÀĪÀgÀÄ, ¤ÃwªÀAvÀgÀÄ ªÀÄvÀÄÛ zsÀªÀÄð±ÀæzÉÞAiÀÄļÀîªÀgÁVgÀÄvÁÛgÉ [ ]
16. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤UÀ¼ÀÄ
a. «zÁå¨sÁå¸ÀzÀ°è ºÉZÀÄÑ KPÁUÀævÉ ªÀÄvÀÄÛ D¸ÀQÛAiÀÄļÀîªÀgÁVgÀÄvÁÛgÉ [ ]
b. «zÁå¨sÁå¸ÀzÀ°è PÀrªÉÄ KPÁUÀævÉ ªÀÄvÀÄÛ D¸ÀQÛAiÀÄļÀîªÀgÁVgÀÄvÁÛgÉ [ ]
c. ºÉZÀÄÑ ¸Àé-DgÉÊPÉ ªÀiÁrPÉÆArgÀÄvÁÛgÉ [ ]

140
17. ªÀiÁzÀPÀ zÀæªÀåUÀ¼À£ÀÄß CwAiÀiÁV ¸Éë¸ÀĪÀÅzÀjAzÀ ªÀÄvÀÄÛ MAzÀÄ ¸À®PÉÌ MAzÀQÌAvÀ
ºÉZÀÄÑ ªÀiÁzÀPÀ zÀæªÀåUÀ¼À£ÀÄß ¸Éë¸ÀĪÀÅzÀjAzÀ
a. ¸ÀÄSÁ£ÀĨsÀªÀ PÀrªÉÄAiÀiÁUÀÄvÀÛzÉ [ ]
b. ªÀå¸À¤AiÀÄÄ ¸ÁAiÀÄĪÀ ¸ÁzsÀåvÉUÀ½ªÉ [ ]
c. ¸ÀÄSÁ£ÀĨsÀªÀ ºÉZÁÑUÀÄvÀÛzÉ [ ]
18. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤AiÀÄÄ ªÀå¸À£ÀªÀ£ÀÄß ©lÄÖ ©qÀĪÀ ®PÀëtUÀ¼À£ÀÄß AiÀiÁªÁUÀ
vÉÆÃj¸ÀÄvÁÛ£É?
a. ªÀiÁzÀPÀ zÀæªÀåUÀ¼À£ÀÄß vÉUÉzÀÄPÉƼÀÄîªÀÅzÀ£ÀÄß ¤°è¹zÁUÀ [ ]
b. MAzÀQÌAvÀ ºÉZÀÄÑ §UÉAiÀÄ ªÀiÁzÀPÀ zÀæªÀåUÀ¼À£ÀÄß vÉUÉzÀÄPÉÆAqÁUÀ [ ]
c. CwAiÀiÁV ªÀiÁzÀPÀ zÀæªÀåUÀ¼À£ÀÄß ¸Éë¹zÁUÀ [ ]
19. ªÀå¸À£ÀªÀ£ÀÄß ©lÄÖ©qÀĪÁUÀ ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤AiÀÄ°è PÀAqÀÄ §gÀĪÀ ®PÀëtUÀ¼ÀÄ
a. vÀ¯É £ÉÆêÀÅ, vÀ¯É ¸ÀÄvÀÄÛªÀÅzÀÄ [ ]
b. ªÁPÀjPÉ ªÀÄvÀÄÛ ªÁAw [ ]
c. CAvÀªÀÄÄðTAiÀiÁVgÀĪÀÅzÀÄ [ ]
d. ¤zÉÝ ¨ÁgÀ¢gÀĪÀÅzÀÄ [ ]
e. ¨ÉªÀgÀĪÀÅzÀÄ ªÀÄvÀÄÛ £ÀqÀÄPÀ [ ]
f. vÀÆPÀrPÉ [ ]
g. ªÉÄÊ £ÉÆêÀÅ [ ]
h. dUÀ¼À PÁAiÀÄĪÀÅzÀÄ ªÀÄvÀÄÛ ªÀÄÄAUÉÆÃ¥À [ ]
20. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£À¢AzÀ £ÀqÀªÀ½PÉAiÀÄ°è GAmÁUÀĪÀ §zÀ¯ÁªÀuÉUÀ¼ÉãÀÄ?
a. T£ÀßvÉ/ªÀÄAPÁVgÀĪÀÅzÀÄ [ ]
b. ªÀÄÄAUÉÆÃ¥À [ ]
c. PËlÄA©PÀ ZÀlĪÀnPÉUÀ½AzÀ zÀÆgÀ«gÀĪÀÅzÀÄ [ ]
d. ªÁPÀjPÉ ªÀÄvÀÄÛ ªÁAw [ ]
e. ªÉÄÊ £ÉÆêÀÅ [ ]
21. ªÀå¸À£ÀªÀ£ÀÄß vÀåf¹zÀ ®PÀëtUÀ¼ÀÄ ¸ÁªÀiÁ£ÀåªÁV JµÀÄÖ ¸ÀªÀÄAiÀÄzÀ £ÀAvÀgÀ PÀAqÀÄ
§gÀÄvÀÛªÉ?
a. 12 UÀAmÉUÀ¼ÀÄ [ ]
b. 24 UÀAmÉUÀ¼ÀÄ [ ]
c. 48 UÀAmÉUÀ¼ÀÄ [ ]
d. 72 UÀAmÉUÀ¼ÀÄ [ ]

141
22. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀªÀ£ÀÄß vÀåf¸ÀĪÀ ®PÀëtUÀ½gÀĪÀ ªÀåQÛAiÀÄÄ
a. vÀPÀët ªÀiÁzÀPÀzÀæªÀåªÀ£ÀÄß vÉUÉzÀÄPÉƼÀî¨ÉÃPÀÄ [ ]
b. aQvÉì ¥ÀqÉzÀÄPÉƼÀî¨ÉÃPÀÄ [ ]
c. «±ÁæAw vÉUÉzÀÄPÉƼÀî¨ÉÃPÀÄ [ ]
23. ºÉZÀÄÑ ºÀt PÉüÀĪÀÅzÀÄ ªÀÄvÀÄÛ ¸ÀgÁUÀªÁV PÁ¯ÉÃfUÉ ºÉÆÃUÀ¢gÀĪÀÅzÀ£ÀÄß K£ÉAzÀÄ
w½zÀÄPÉƼÀÀÄzÀÄ?
a. AiÀi˪À£ÀzÀ°è ¸ÁªÀiÁ£Àå [ ]
b. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£À¢AzÁV [ ]
c. «zÁå¨sÁå¸ÀzÀ°è D¸ÀQ۬Įè¢gÀĪÀÅzÀjAzÀ [ ]
24. ¥ÀæwAiÉƧâjUÀÆ ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀzÀ §UÉÎ CjªÀÅ AiÀiÁPÉ EgÀ¨ÉÃPÀÄ?
a. ªÀiÁzÀPÀ zÀæªÀåUÀ¼À£ÀÄß ¥ÀjÃQë¸À®Ä [ ]
b. vÁ£ÀÄ ªÀÄvÀÄÛ EvÀgÀgÀÄ ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤UÀ¼ÁUÀzÀAvÉ vÀqÉAiÀÄ®Ä [ ]
c. ¸ÀjAiÀiÁzÀ ¥ÀæªÀiÁtªÀ£ÀÄß w½zÀÄPÉƼÀî®Ä [ ]
25. vÀ£ÀߣÀÄß ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£À¢AzÀ gÀQë¹PÉƼÀî®Ä ¥ÀæwAiÉƧâgÀÆ
a. «zÁå¨sÁå¸ÀzÀ ªÉÄÃ¯É ªÀÄ£À¸ÀÄìPÉÆlÄÖ, QæÃqsÉ ªÀÄvÀÄÛ EvÀgÀ ZÀlĪÀnPÉUÀ¼À°è [ ]
vÉÆqÀV¹PÉƼÀî¨ÉÃPÀÄ
b. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤UÀ¼À ¸ÉßúÀ ¸ÀA¥Á¢¸À¨ÉÃPÀÄ [ ]
c. ªÀiÁzÀPÀ zÀæªÀåUÀ¼À §UÉÎ ºÉZÀÄÑ w½zÀÄPÉƼÀî¨ÉÃPÀÄ [ ]
26. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤AiÀÄ£ÀÄß
a. ²Që¸À¨ÉÃPÀÄ [ ]
b. aQvÉì ¤ÃqÀ¨ÉÃPÀÄ [ ]
c. GvÉÃf¸À¨ÉÃPÀÄ [ ]
27. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀPÉÌ aQvÉì ¤ÃqÀ®Ä
a. ¸Àé-EZÉÒ ªÀÄvÀÄÛ ¥ÉæÃgÀuɬÄgÀ¨ÉÃPÀÄ [ ]
b. PÀÄlÄA§zÀ ¨ÉA§®«gÀ¨ÉÃPÀÄ [ ]
c. ¸ÉßûvÀgÀ GvÉÛÃd£À«gÀ¨ÉÃPÀÄ [ ]
d. vÀÄA¨Á ºÀt«gÀ¨ÉÃPÀÄ [ ]
28. ªÀiÁzÀPÀ zÀæªÀåzÀ ZÀl¢AzÀ UÀÄt ºÉÆAzÀ®Ä ¨ÉÃPÁUÀĪÀ PÀ¤µÀ× CªÀ¢ü
a. 2 - 3 ªÁgÀUÀ¼ÀÄ [ ]
b. 2 - 3 wAUÀ¼ÀÄUÀ¼ÀÄ [ ]
c. 2 - 3 ªÀµÀðUÀ¼ÀÄ [ ]

142
29. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀPÉÌ aQvÉì ¤ÃqÀ§ºÀÄzÁzÀ ¸ÀܼÀUÀ¼ÀÄ
a. D¸ÀàvÉæ [ ]
b. ªÀÄ£É [ ]
c. zsÁ«ÄðPÀ ¸ÀܼÀ [ ]
30. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤UÀ½UÉ aQvÉì ¤ÃqÀĪÀ «zsÁ£À
a. ¤zsÁ£ÀªÁV ªÀiÁzÀPÀ zÀæªÀå vÉUÉzÀÄPÉƼÀÄîªÀÅzÀ£ÀÄß ¤°è¸ÀĪÀÅzÀÄ [ ]
b. ¥ÀǪÀð ¹ÜwUÉ ªÀÄgÀ¼À®Ä ¸ÀºÁAiÀÄ ªÀiÁqÀĪÀÅzÀÄ [ ]
c. ²Që¸ÀĪÀÅzÀÄ [ ]

143
 Annexure 9

Key Answers for Part-II knowledge Questionnaire

Items No Correct Response Maximum score.

1 a 1
2 b 1
3 b 1
4 a 1
5 b 1
6 a 1
7 a, b,c, d,g,h 6
8 a, b,c, d,e 5
9 a, b, d,e,f,h 6
10 b 1
11 a 1
12 b 1
13 c 1
14 c 1
15 b 1
16 b 1
17 b 1
18 a 1
19 a,b,d,e,g,h 6
20 a ,b,c 3
21 a 1
22 b 1
23 b 1
24 b 1
25 a 1
26 b 1
27 a,b,c 3
28 b 1
29 a 1
30 a,b 2

144
 Annexure 10

Criteria rating scale for evaluation and validating the health education
programme and visual aids on drug abuse

Dear Sir/Madam

Please go through the criteria listed below which have been formulated for
evaluating and validating the planned teaching programme on drug abuse. There are four
response columns in the checklist.

Column I: Strongly Agree

: Put the tick mark against the column if you think

that the content is appropriate.

Column II: Agree

: Put the tick mark against the column if you think

that the content is satisfactory.

Column III: Disagree

: Put the tick mark against the column if you think that the
content is irrelevant.

Remark Column: When the responses are made column II and III,
the evaluator‘s comments are requested in the remark
column

The evaluator is requested to go through the content of the each lesson and
express their opinion by marking against the specific column in the criteria checklist.

Your expert opinion and kind cooperation will be highly appreciated.

145
SL Criteria I II III Remarks
No
I Formulation of objectives
1. Comprehensive enough for the college
students
2. Realistic to achieve the objectives are in terms
of college students behavioral outcomes
Selection of content
II 1. Content provides accurate information as per
the objectives
2. Content is adequate as per the objectives
3. Content is according to the level of
understanding of college students.
Organization of content
III 1. Logical sequence
2. Continuity of presentation
3. Integration of the content

IV
Teaching Aids
(Slides and LCD projector)
1. Simple and understandable
2. Appropriate
3. Relevant
4. Easy to follow
5. In sequence

V Feasibility /practicability
1. The teaching programme is acceptable to the
college students
2. The teaching programme is to the college
students level of understanding.
3. The teaching programme is conventional to
handle and conduct
4. The teaching programme is interesting to the
college students
5. The teaching programme is economical in
terms of cost efforts and time.
VI Any other suggestions

Signature
Designation

146
 Annexure 11

Shivakumara J. Mrs. Chanu Bhattacharya

IInd Yr M.Sc.Nursing HOD Dept Of Psychiatric
FMCON Nursing
FMCON

147
 Health education programme on drug abuse

Title : Impact of health education programme on knowledge of students

towards drug abuse in selected colleges of Mangalore.

Topic : Health education on drug abuse.

Group Pre-University College students.

Place : Selected P. U. colleges in Mangalore.

Duration : 45 Minutes.

Method of : Lecture-cum-discussion
Teaching

A-V Aids : Slides, LCD Projector, Black-board.

:
Previous knowledge Pre University College students have some knowledge on drug abuse and its management.

148
 CENTRAL OBJECTIVES:

On completion of health education session the P. U. college students will acquire knowledge on drug abuse and its effects. It will
motivate them and others to lead a healthy life which helps in preventing the consumption of drug, hence helping each other in peer
group activities

SPECIFIC OBJECTIVE:

On completion of this education programme students will ,

 define the term drug abuse

 define drug-dependence
 define drug addiction
 enumerate the causes /reasons for taking drugs
 enlist commonly used and major dependence producing drugs
 list down the methods of taking drug
 discuss on the effects of drug abuse
 mention the withdrawal effects of drug abuse
 explain the preventive measures of drug abuse
 describe the treatment of drug abuse

149
Specific Teaching&
Objectives Time Content Learning A-V aids Evaluation
activities

INTRODUCTION
College students
will be able to, 3mts A drug is any substance that produces a Introduction
therapeutic or non-therapeutic effect in the body and through
modifies one or more of its functions. Man has long used narration about
psychoactive drugs not only to enhance pleasure and drug abuse.
relieve discomfort but also facilitate the achievement of
social, religious and ritualistic aims. The account of use
and abuse of drugs including cannabis, opium, morphine,
Brown sugar, cocaine, pethidine, charas etc causes in the
modification of behavioural pattern of the people in the
society. The word drug addiction, drug addict dropped
from scientific use instead, drug abuse, drug-dependence,
harmful use are the terms used in the present
nomenclature.
Define the term DEFINITION
drug abuse 2mts Drug abuse is a repeated use of drugs that produce craving Explains with Slide No. 8 What do you
or illegal taking of drugs for non medical reasons is called the help of showing the mean by drug
drug abuse. slide. definition abuse?
Define drug Students listen.
dependence 2mts Drug dependence refers to long term, compulsive drug
use, perhaps with attempts to stop but repeatedly returning Explains with
to drugs, otherwise it leads to the state of physical and the help of Define the
mental disturbance if drug is not taken. slide. Slide No. 8 term drug
Drug dependent is a person whose life is controlled by showing the dependence?
dependence producing drugs and should take drug definition
throughout the day otherwise it leads to physical and
mental disturbance.

150
Define drug
addiction The term drug addiction indicates a severe condition of Explaining and What is drug
2mts drug abuse and usually it is considered as a disease. The discussing with addiction?
drug addict is a person whose life is controlled by students. Explaining with
dependence producing drugs the help of slide
Enumerate Explaining and No. 8 List down the
the causes 3mts CAUSES/ REASONS FOR TAKING DRUGS discussing with causes of
/Reasons for  Friends influence the help of taking drugs?
 Peer pressure slide. Students Slide No.
taking drugs will be 9&10showing
 Modeling
 Easy availability of drugs participating in various cause s
discussion of taking drugs
 Curiosity to know the effect
 Disturbed family relationship
 Family history of drug abuse
 Films and heroism
 Frustration
 To relieve tension
 For pleasure and fun
 To show off
 Low esteem
 Failure in examination and love affairs
 Early initiation to alcohol and tobacco
 Poor impulse control
 Poor stress management skills
 poor social and family support Explaining and Which are the
3mts COMMONLY USED AND MAJOR DEPENDENCE discussing with commonly
PRODUCING DRUGS. students. asking used and
questions and major
Enlist
commonly  Opioids students dependence
 Cannabis answering the Explaining with producing
used and questions help of slide drugs?
 Cocaine

151
major  LSD (Lysergic acid diethyl amide) No. 11 to 38.
dependence  Heroin
producing  Marijuana
drugs  Sedatives
 Charas
 Hashish
 Smack
 Coke
 Snow
 Brown sugar
 Codeine
 Methadone
 Pethidine
 Morphine. Listed with the
2mts help of slide. What are the
METHODS/ ROUTES OF TAKING DRUGS Asking methods of
questions and taking drugs?
 Oral route - Swallowing and drinking students
 Smoking answering the
 Sniffing and Snorting question Slide No. 39-
List down the
 Inhaling to51 showing
methods of 8mts  Injections. Discussing and methods of Which are the
taking drugs asking taking drugs. effects of drug
EFFECTS OF DRUG ABUSE.
 Fatigue-Repeated health problems questions abuse?
 Red and glazed eyes students will be
 A long lasting cough participating in
the discussion
Discuss on  Personality change
Slides No. 52
 Sudden mood changes
the to 65 showing
 Low self esteem
Effects of various effects
 Irritability of drug abuse.
drug abuse.

152
 Irresponsible behavior
Poor judgment
Depression
Lack of interest
Negative attitude
Dangerously increased Students listen
Heart rate and blood pressure.
 Hepatitis or Aids through the needle sharing
 Violent, erratic or paranoid behaviour
 Hallucinations
 Sleeplessness
 Tremors
 Liver, lung, kidney impairment
 Sudden death due to overdose
 Respiratory depression
 Menstrual irregularity in females
 Weight gain due to drug over food
 Impotence/ sexual weakness
 Lying
 Stealing
 Criminal
5mts  Decreased concentration
WITHDRAWAL EFFECTS OF DRUG ABUSE. Explaining and What are the
discussing. withdrawal
The onset of withdrawal effects occurs typically Students will be effects of drug
12—24 hours but usually appearing after 12 hours of drug participating in abuse?
taken. During this situation abuser should be hospitalized discussion
for treatment.
Withdrawal effects are
Slide No. 66 to
 Watery eyes 68 showing

153
  Running nose various
 Yawning withdrawal
Mention the  Loss of appetite effects of drug
withdrawal  Tremors abuse.
 Panic cramps
effects of
 Nausea, chills and sweating
drug abuse  Hyperactivity
 Insomnia
 Apathy Students listen
 Depression
 Disorientation
 Papillary dilation
 Diarrhoea
 Hypertension
 Increased body temperature
 Muscle cramps Generalized body ache
 Anorexia
 Vomiting and nausea
 Agitation
 Fatigue
 Headache and giddiness.
5mts
PREVENTION OF DRUG ABUSE Discussing the How will you
In order to prevent the taking of illegal drugs by the preventive prevent drug
students: - measures with abuse?
1. Should keep away from drugs and should not be students.
carried away by the influence of mass media such as Students
T.V channels and movies which indirectly promote participating in
bad habits. the discussion.
2. Should be discouraged from all the types of drugs and
publicize the harmful effect of drugs.

154
 3. Should be courageous enough to face day to day Slide No. 69 to
problems 72 showing
4. Should have a mass awareness programme to have a various
clear knowledge on drug abuse and its ill effects and preventive
also avoiding contact with people who are using measures of
illegal drugs. drug abuse.
5. Should know healthy ways to handle peer pressure
through yoga, meditation, relaxation, and spirituality.
6. Should develop good habits, which engage their time
in a useful manner rather than spending with bad
Explain the company.
preventive 7. Seek counseling for anxiety, depression and other
measures of mental health problems. If it cannot be tolerated by
drug abuse. you.
TREATMENT OF DRUG ABUSE
5mts Goals: Explaining and Explain the
 To help them to stop using drugs discussing the treatment of
 To decrease the toxic effects of the drugs being treatment of drug abuse?
used drug abuse.
 To prevent the relapse. Students listen
Drug abuser should be treated to keep them healthy and to and answer for
reduce the effects of drug abuse and also he may need the questions.
multiple courses of treatment.
For treating drug abuser the person should have
Self interest
Motivation
Family support Slide No.
Friend‘s encouragement. 73&74 showing
Drug abuser can be treated in the hospital with de the various
addiction center. Drug addiction treatment may require 2 preventive
to 3 months duration. measures.
Drug addicts can be treated slowly by withdrawing drugs

155
 and then facilitating the rehabilitation service can bring out
the patient from drug addiction.

SUMMARY
3mts Well, so far we have discussed about definition of drug
abuse, drug dependence, drug addiction and commonly
used and major dependence producing drugs, causes,
Describe the methods of taking drugs, effects withdrawal symptoms and
treatment of treatment, prevention of drug abuse.
drug abuse
CONCLUSION
The drug abuse has become a global significance .So it is
necessary to have a clear knowledge on drug abuse Concluding the
prevention and treatment as well as complete stoppage of topic by the
use of drugs by the students process of
EVALUATION OF EDUCATIONAL PROGRAMME recapitulation.
1. What do you mean by drug abuse?
2. Define the term drug dependence?
3. What is drug addiction?
4. Which are the commonly used and major
dependence producing drugs?
5. What are the methods of taking drugs?
6. List down the causes of drug abuse?
7. Which are the effects of drug abuse?
8. What are the withdrawal effects of drug abuse?
9. How will you prevent drug abuse?
10. Explain the treatment of drug abuse?

156
BIBLIOGRAPHY
BOOKS:
1. Gupta, popovic Gupta: Addiction: Jay pee brothers:
Medical publishers New Delhi: 45-82.
2. Abuja Niraj: A short text book of psychiatry 4th
Edition: Jay pee brothers; Medical publishers
New Delhi 31-50.
3. Michael Gender, Dennis Gath, Richard mayon:
Oxford text book of psychiatric; oxford
University press 2000 New Delhi: 461—481.
4. Bhatia M.S; Essentials of psychiatry: CBS
Publishers& Distribution 3rd edition New Delhi
: 8.1-8.24
ONLINE SOURCES
1. http:/www.helpguide.org/mental/alcohol
2. http://jobsearchtech.about.com
3. http://www.ca.org
4. http: www.na.org.

157
 Annexure - 12

ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀzÀ §UÉÎ

DgÉÆÃUÀå ²PÀët PÁAiÀÄðPÀæªÀÄ

158
 ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀzÀ §UÉÎ DgÉÆÃUÀå ²PÀët PÁAiÀÄðPÀæªÀÄ

²gÉÆãÁªÉÄ : ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀzÀ §UÉÎ ªÀÄAUÀ¼ÀÆj£À DAiÀÄÝ PÁ¯ÉÃdÄUÀ¼À «zÁåyðUÀ¼À w¼ÀĪÀ½PÉAiÀÄ ªÉÄÃ¯É DgÉÆÃUÀå ²PÀët
PÁAiÀÄðPÀæªÀÄzÀ ¥ÀjuÁªÀÄ
«µÀAiÀÄ : ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀzÀ §UÉÎ DgÉÆÃUÀå ²PÀët
¥ÀAUÀqÀ : ¥ÀzÀ« ¥ÀǪÀð PÁ¯ÉÃf£À «zÁåyðUÀ¼ÀÄ
¸ÀܼÀ : ªÀÄAUÀ¼ÀÆj£À DAiÀÄÝ ¥ÀzÀ« ¥ÀǪÀð PÁ¯ÉÃdÄUÀ¼ÀÄ
¸ÀªÀÄAiÀÄ : 45 ¤«ÄµÀUÀ¼ÀÄ

PÀ°¸ÀĪÀ «zsÁ£À : ¥ÀæªÀZÀ£À ªÀÄvÀÄÛ ZÀZÉð

zÀȱÀå-±ÁæªÀå ¸ÁzsÀ£ÀUÀ¼ÀÄ : ¸ÉèöÊqï, ¥ÉÇæeÉPÀÖgï, PÀjºÀ®UÉ
¥ÀǪÀð eÁÕ£À : ¥ÀzÀ« ¥ÀǪÀð�
PÁ¯ÉÃf£À «zÁåyðUÀ½UÉ ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀ ªÀÄvÀÄÛ CzÀgÀ ¤ªÀðºÀuÉAiÀÄ §UÉÎ C®à ¸Àé®à w¼ÀĪÀ½PÉ
EgÀÄvÀÛzÉ

ªÀÄÆ® GzÉÝñÀ
DgÉÆÃUÀå ²PÀët PÁAiÀÄðPÀæªÀÄzÀ §½PÀ ¥ÀzÀ« ¥ÀǪÀð PÁ¯ÉÃf£À «zÁåyðUÀ¼ÀÄ ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀ ªÀÄvÀÄÛ CzÀgÀ zÀĵÀàjuÁªÀÄUÀ¼À §UÉÎ w¼ÀĪÀ½PÉ
¥ÀqÉAiÀÄÄvÁÛgÉ. EzÀjAzÀ CªÀgÀÄ DgÉÆÃUÀåPÀgÀ fêÀ£À £ÀqɸÀ®Ä ¥ÉæÃgÉæ¸À®àqÀĪÀÅzÀjAzÀ ªÀiÁzÀPÀ zÀæªÀå ¸ÉêÀ£É vÀqÉUÀlÖ®àlÄÖ eÉÆvÉUÁgÀgÉÆA¢V£À
ZÀlĪÀnPÉUÀ¼À°è M§âjUÉƧâgÀÄ ¸ÀºÁAiÀĪÁUÀÄvÁÛgÉ.

159
¤¢ðµÀÖ GzÉÝñÀUÀ¼ÀÄ: ²PÀët PÁAiÀÄðPÀæªÀÄzÀ§½PÀ «zÁåyðUÀ¼ÀÄ F PɼÀV£ÀªÀÅUÀ¼À£ÀÄß ªÀiÁqÀ®Ä ±ÀPÀÛgÁUÀÄvÁÛgÉ:
 ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀªÀ£ÀÄß ¤gÀƦ¸ÀĪÀÅzÀÄ
 ªÀiÁzÀPÀ zÀæªÀå CªÀ®A§£ÉAiÀÄ£ÀÄß ¤gÀƦ¸ÀĪÀÅzÀÄ
 ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀªÀ£ÀÄß ¤gÀƦ¸ÀĪÀÅzÀÄ
 ªÀiÁzÀPÀ zÀæªÀå ¸ÉêÀ£ÉAiÀÄ PÁgÀtUÀ¼À£ÀÄß £ÀªÀÄÆ¢¸ÀĪÀÅzÀÄ
 ¸ªÀiÁ£ÀåªÁV G¥ÀAiÉÆÃV¸À®àqÀĪÀ ªÀÄvÀÄÛ ¥ÀæªÀÄÄRªÁzÀ CªÀ®A§£ÉAiÀÄ£ÀÄßAlĪÀiÁqÀĪÀ ªÀiÁzÀPÀ zÀæªÀåUÀ¼À£ÀÄß ¥ÀnÖ ªÀiÁqÀĪÀÅzÀÄ
 ªÀiÁzÀPÀ zÀæªÀå ¸ÉêÀ£ÉAiÀÄ�«zsÁ£ÀUÀ¼À£ÀÄß ¥ÀnÖ ªÀiÁqÀĪÀÅzÀÄ
 ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀzÀ ¥ÀjuÁªÀÄUÀ¼À£ÀÄß ZÀað¸ÀĪÀÅzÀÄ
 ªÀiÁzÀPÀ zÀæªÀå ¸ÉêÀ£ÉAiÀÄ£ÀÄß ©lÄÖ ©qÀĪÁUÀ GAmÁUÀĪÀ ¥ÀjuÁªÀÄUÀ¼À£ÀÄß ºÉüÀĪÀÅzÀÄ
 ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀªÀ£ÀÄß vÀqÉUÀlÄÖªÀ «zsÁ£ÀUÀ¼À£ÀÄß «ªÀj¸ÀĪÀÅzÀÄ
 ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀzÀ aQvÉìAiÀÄ£ÀÄß «ªÀj¸ÀĪÀÅzÀÄ

160
 ¤¢ðµÀÖ ¸ÀªÀÄAiÀÄ «µÀAiÀÄ PÀ°AiÀÄĪÀ- zÀæ±Àå ±ÁæªÀå ªÀiË®åªÀiÁ¥À£À
GzÉÝñÀUÀ¼ÀÄ PÀ°¸ÀĪÀ ¸ÁzsÀ£ÀUÀ¼ÀÄ
ZÀlĪÀnPÉ
¥ÀzÀ« ¥ÀǪÀð 3 ¥Àæ¸ÁÛªÀ£É ªÀiÁzÀPÀ zÀæªÀåzÀ
PÁ¯ÉÃf£À ¤«ÄµÀ zÀħð¼ÀPÉAiÀÄ
zÉúÀzÀ ªÉÄÃ¯É gÉÆÃUÀ ¤ªÁgÀPÀ CxÀªÁ gÉÆÃUÀ
«zÁåyðUÀ¼ÀÄ F ¤ªÁgÀPÀªÀ®èzÀ ¥ÀjuÁªÀÄ ©Ãj MAzÀÄ CxÀªÁ ºÉZÀÄÑ «ªÀgÀuÉAiÉÆA¢UÉ
PɼÀV£ÀªÀÅUÀ¼À£ÀÄß PÁAiÀÄðUÀ¼À£ÀÄß §zÀ¯Á¬Ä¸ÀĪÀ ¥ÀzÁxÀðªÀ£ÀÄß ªÀiÁzÀPÀ zÀæªÀå ¥Àæ¸ÁÛªÀ£É
ªÀiÁqÀ®Ä J£ÀÄßvÉÛêÉ. ªÀÄ£ÀıÀå£ÀÄ C£Á¢ � PÁ®¢AzÀ®Æ ¸ÀÄSÁ£ÀĨsÀªÀ
±ÀPÀÛgÁUÀÄvÁÛgÉ ºÉÆAzÀ®Ä ªÀÄvÀÄÛ C¸ËRåªÀ£ÀÄß ºÉÆÃUÀ¯Ár¸À®Ä ªÀiÁvÀæªÀ®è
¸ÁªÀiÁfPÀ, zsÁ«ÄðPÀ ºÁUÀÆ ¸ÁA¥ÀæzÁ¬ÄPÀ UÀÄj ¸Á¢ü¸À®Ä
PÀÆqÁ ªÀÄ£ÉÆÃvÉÛÃdPÀ ªÀ¸ÀÄÛUÀ¼À£ÀÄß G¥ÀAiÉÆÃV¹zÁÝ£É.
PÁå£À©¸ï, N¦AiÀÄÄA, ªÀiÁ¦üÃð£ï, ¨Ëæ£ï ±ÀÄUÀgï, PÉÆÃPÉãï,
¥Éyr£ï, ZÀgÁ¸ï ªÀÄÄAvÁzÀ ªÀiÁzÀPÀ zÀæªÀåUÀ¼À zÀÄgÀÄ¥ÀAiÉÆÃUÀªÀÅ
ªÀÄ£ÀıÀå£À ¸Àé¨sÁªÀzÀ ªÉÄÃ¯É ¥ÀjuÁªÀÄ ©ÃgÀÄvÀÛzÉ. ¥Àæ¸ÀÄÛvÀ
ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£À ªÀÄvÀÄÛ ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤ JA§
±À§ÝUÀ¼À£ÀÄß ©lÄÖ ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀ, ªÀiÁzÀPÀ zÀæªÀå
CªÀ®A§£É, C¥ÁAiÀÄPÁj G¥ÀAiÉÆÃUÀ ªÀÄÄAvÁzÀ ±À§ÝUÀ¼ÀÄ
G¥ÀAiÉÆÃV¸À®àqÀÄvÀÛªÉ.
ªÀiÁzÀPÀ zÀæªÀå 2 ¤gÀÆ¥ÀuÉ: gÉÆÃUÀ ¤ªÁgÀPÀªÀ®èzÀ PÁgÀtUÀ½UÉÆøÀÌgÀ PÁ£ÀÆ£ÀÄ ¸ÉèöÊqï£À ¤gÀÆ¥ÀuÉAiÀÄ£ÀÄß ªÀiÁzÀPÀ zÀæªÀå
zÀÄgÀÄ¥ÀAiÉÆÃUÀzÀ ¤«ÄµÀ ¨Á»gÀªÁV ¸Éë¸ÀĪÀ ªÀÄvÀÄÛ ¯Á®¸ÉAiÀÄ£ÀÄßAlĪÀiÁqÀĪÀ ªÀÄÄSÁAvÀgÀ vÉÆÃj¸ÀĪÀ zÀÄgÀÄ¥ÀAiÉÆÃUÀ
¤gÀÆ¥ÀuÉ ªÀiÁzÀPÀ zÀæªÀåUÀ¼À ¸ÉêÀ£ÉAiÉÄà ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀ. «ªÀgÀuÉ ¸ÉèöÊqï JAzÀgÉãÀÄ?

161
 ¤¢ðµÀÖ ¸ÀªÀÄAiÀÄ «µÀAiÀÄ PÀ°AiÀÄĪÀ- zÀæ±Àå ±ÁæªÀå ªÀiË®åªÀiÁ¥À£À
GzÉÝñÀUÀ¼ÀÄ PÀ°¸ÀĪÀ ¸ÁzsÀ£ÀUÀ¼ÀÄ
ZÀlĪÀnPÉ
ªÀiÁzÀPÀ zÀæªÀå 2 ªÀiÁzÀPÀ zÀæªÀå CªÀ®A§£É JAzÀgÉ ¢üÃWÀð PÁ°Ã£À, ¸ÉèöÊqï£À ¤gÀÆ¥ÀuÉAiÀÄ£ÀÄß ªÀiÁzÀPÀ zÀæªÀå
CªÀ®A§£ÉAiÀÄ ¤«ÄµÀ PÀqÁØAiÀĪÁzÀ ªÀiÁzÀPÀ zÀæªÀå ¸ÉêÀ£É, ¸ÉêÀ£ÉAiÀÄ£ÀÄß ¤°è¸À®Ä ªÀÄÄSÁAvÀgÀ vÉÆÃj¸ÀĪÀ CªÀ®A§£É
¤gÀÆ¥ÀuÉ ¥ÀæAiÀÄvÀߥÀlÖ°è zÉÊ»PÀ ªÀÄvÀÄÛ ªÀiÁ£À¹PÀ PÉÆëèsɬÄAzÀ wgÀÄV «ªÀgÀuÉ ¸ÉèöÊqï JAzÀgÉãÀÄ?
ªÀiÁzÀPÀ zÀæªÀå ¸ÉêÀ£ÉAiÀÄ£ÀÄß ¥ÀÅ£ÀgÁªÀwð¸ÀĪÀÅzÀÄ.
ªÀiÁzÀPÀ zÀæªÀå CªÀ®A©vÀ ªÀåQÛAiÀÄ fêÀ£ÀªÀÅ
CªÀ®A§£ÉAiÀÄ£ÀÄßAlĪÀiÁqÀĪÀ ªÀiÁzÀPÀ zÀæªÀåUÀ½AzÀ
¤AiÀÄAwæ¸À®àqÀÄvÀÛzÉ. ¢£À«rà ªÀiÁzÀPÀ zÀæªÀå ¸Éë¸À¢zÀÝgÉ
zÉÊ»PÀ ªÀÄvÀÄÛ ªÀiÁ£À¹PÀ PÉÆëèsÉAiÀÄÄAmÁUÀÄvÀÛzÉ.
ªÀiÁzÀPÀ zÀæªÀå 3 ªÀiÁzÀPÀ zÀæªÀå ¸ÉêÀ£ÉUÉ PÁgÀtUÀ¼ÀÄ ¸ÉèöÊqï£À ªÀiÁzÀPÀ zÀæªÀå ªÀiÁzÀPÀ zÀæªÀå
¸ÉêÀ£ÉAiÀÄ ¤«ÄµÀ ªÀÄÄSÁAvÀgÀ ¸ÉêÀ£ÉAiÀÄ ««zsÀ ¸ÉêÀ£ÉAiÀÄ
 ¸ÉßûvÀgÀ ¥Àæ¨sÁªÀ
PÁgÀtUÀ¼À£ÀÄß «ªÀgÀuÉ ªÀÄvÀÄÛ PÁgÀtUÀ¼À ¸ÉèöÊqï PÁgÀtUÀ¼À
£ÀªÀÄÆ¢¸ÀĪÀÅzÀÄ  eÉÆvÉUÁgÀgÀ MvÀÛqÀ «zsÁyðUÀ¼ÉÆqÀ£É vÉÆÃj¸ÀĪÀÅzÀÄ ¤gÀÆ¥ÀuÉ
 C£ÀÄPÀgÀuÉ ZÀZÉð
 ªÀiÁzÀPÀ zÀæªÀåUÀ¼ÀÄ ¸ÀÄ®¨sÀªÁV ®¨sÀå«gÀĪÀÅzÀÄ
 ¥ÀjuÁªÀĪÀ£ÀÄ w½zÀÄPÉƼÀÆîªÀ PÀÄvÀƺÀ®
 PËlÄA©PÀ ¸ÀA§AzsÀUÀ¼À°è PÉÆëèsÉ

162
 ¤¢ðµÀÖ ¸ÀªÀÄAiÀÄ «µÀAiÀÄ PÀ°AiÀÄĪÀ- zÀæ±Àå ±ÁæªÀå ªÀiË®åªÀiÁ¥À£À
GzÉÝñÀUÀ¼ÀÄ PÀ°¸ÀĪÀ ¸ÁzsÀ£ÀUÀ¼ÀÄ
ZÀlĪÀnPÉ
 ZÀ®£À avÀæ ªÀÄvÀÄÛ »ÃgÉÆìĸÀA
 D±Á¨sÀAUÀ
 ªÀiÁ£À¹PÀ GzÉéÃUÀ ¤ªÁgÀuÉ
 ¸ÀÄSÁ£ÀĨsÀªÀ ºÉÆAzÀ®Ä ªÀÄvÀÄÛ vÀªÀiÁµÉUÁV
 EvÀgÀgÀ ªÀÄÄAzÉ ºÉZÀÄÑUÁjPÉ vÉÆÃj¹PÉƼÀî®Ä
 QüÀjªÉÄ
 ¥ÀjÃPÉëAiÀÄ°è C£ÀÄwÛÃtð£ÁUÀĪÀÅzÀÄ ªÀÄvÀÄÛ ªÀÄÄjzÀ ¥ÉæêÀÄ
¸ÀA§AzsÀUÀ¼ÀÄ
 aPÀÌA¢£À°è PÀÄrvÀ ªÀÄvÀÄÛ zsÀƪÀÄ¥Á£ÀzÀ C¨sÁå¸À
 ªÀiÁ£À¹PÀ DªÉÃUÀzÀ ªÉÄÃ¯É ºÀvÉÆÃn¬Ä®è¢gÀĪÀÅzÀÄ
 ªÀiÁ£À¹PÀ MvÀÛqÀ ¤¨sÁ¬Ä¸ÀĪÀ P˱À®å«®è¢gÀĪÀÅzÀÄ
 ¸ÁªÀiÁfPÀ ªÀÄvÀÄÛ PËlÄA©PÀ DzsÁgÀ«®è¢gÀĪÀÅzÀÄ

163
 ¤¢ðµÀÖ ¸ÀªÀÄAiÀÄ «µÀAiÀÄ PÀ°AiÀÄĪÀ- zÀæ±Àå ±ÁæªÀå ªÀiË®åªÀiÁ¥À£À
GzÉÝñÀUÀ¼ÀÄ PÀ°¸ÀĪÀ ¸ÁzsÀ£ÀUÀ¼ÀÄ
ZÀlĪÀnPÉ
CªÀ®A§£ÉAiÀÄ- 3 CªÀ®A§£ÉAiÀÄ£ÀÄßAlĪÀiÁqÀĪÀ ¸ÁªÀiÁ£Àå ªÀÄvÀÄÛ ªÀÄÄRå «ªÀgÀuÉ ªÀÄvÀÄÛ ¸ÉèöÊqï£À CªÀ®A§£ÉAiÀÄ-
£ÀÄßAlĪÀiÁqÀĪÀ ¤«ÄµÀ ªÀiÁzÀPÀ zÀæªÀåUÀ¼ÀÄ «zÁåyðUÀ¼ÉÆqÀ£É ¸ÀºÁAiÀÄ¢AzÀ £ÀÄßAlĪÀiÁqÀĪÀ
¸ÁªÀiÁ£Àå ªÀÄvÀÄÛ  N¦AiÀiÁ¬ÄqïUÀ¼ÀÄ ZÀZÉð. «ªÀgÀuÉ ¸ÁªÀiÁ£Àå ªÀÄvÀÄÛ
ªÀÄÄRå ªÀiÁzÀPÀ ªÀÄÄRå ªÀiÁzÀPÀ
 PÁå£À©¸ï
zÀæªÀåUÀ¼À ¤gÀÆ¥ÀuÉ zÀæªÀåUÀ¼ÀÄ
 PÉÆÃPÉãï AiÀiÁªÀŪÀÅ?
 J¯ï. J¸ï. r.
 ºÉgÉÆìģï
 ªÀiÁjdĪÁ£Á
 £ÉÆêÀÅ ¤ªÁgÀPÀUÀ¼ÀÄ
 ZÀgÀ¸ï
 ºÀ²Ã±ï
 ¸Áä÷åPï
 PÉÆÃPï
 ¸ÉÆßÃ
 ¨Ëæ£ï ±ÀÄUÀgï
 PÉÆÃqÉãï
 «ÄxÀqÉÆãï
 ¥Éyr£ï
164
 ¤¢ðµÀÖ ¸ÀªÀÄAiÀÄ «µÀAiÀÄ PÀ°AiÀÄĪÀ- zÀæ±Àå ±ÁæªÀå ªÀiË®åªÀiÁ¥À£À
GzÉÝñÀUÀ¼ÀÄ PÀ°¸ÀĪÀ ¸ÁzsÀ£ÀUÀ¼ÀÄ
ZÀlĪÀnPÉ
 ªÀiÁ¦üð£ï
ªÀiÁzÀPÀ zÀæªÀå 2 ªÀiÁzÀPÀ zÀæªÀå ¸ÉêÀ£ÉAiÀÄ «zsÁ£ÀUÀ¼ÀÄ ¥Àæ±ÉÆßÃvÀÛgÀ ªÀiÁzÀPÀ zÀæªÀå ªÀiÁzÀPÀ zÀæªÀå
¸ÉêÀ£ÉAiÀÄ ¤«ÄµÀ  ¨Á¬ÄAiÀÄ ªÀÄÄSÁAvÀgÀ ¸ÉêÀ£É - £ÀÄAUÀĪÀÅzÀÄ ªÀÄvÀÄÛ ¸ÉêÀ£ÉAiÀÄ ¸ÉêÀ£ÉAiÀÄ
«zsÁ£ÀUÀ¼À£ÀÄß ¥ÀnÖ PÀÄrAiÀÄĪÀÅzÀÄ «zsÁ£ÀUÀ¼À£ÀÄß «zsÁ£ÀUÀ¼ÀÄ
ªÀiÁqÀĪÀÅzÀÄ  zsÀƪÀÄ¥Á£À vÉÆÃj¸ÀĪÀ AiÀĪÀŪÀÅ?
¸ÉèöÊqï
 DWÁæt¸ÀĪÀÅzÀÄ
 ZÀÄZÀÄѪÀÄzÀÄÝ
ªÀiÁzÀPÀ zÀæªÀå 8 ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀzÀ ¥ÀjuÁªÀÄUÀ¼ÀÄ ZÀZÉð ªÀÄvÀÄÛ ªÀiÁzÀPÀ zÀæªÀå ªÀiÁzÀPÀ zÀæªÀå
ªÀå¸À£ÀzÀ ¤«ÄµÀ  DAiÀiÁ¸À - ¥ÀÅ£ÀgÁªÀwð¸ÀĪÀ DgÉÆÃUÀå ¸ÀªÀĸÉåUÀ¼ÀÄ ¥Àæ±ÉßUÀ¼À£ÀÄß ªÀå¸À£ÀzÀ §UÉÎ ªÀå¸À£ÀzÀ
¥ÀjuÁªÀÄUÀ¼À §UÉÎ  PÀtÄUÀ¼ÀÄ PÉA¥ÀUÁUÀĪÀÅzÀÄ PÉüÀĪÀÅzÀÄ ¸ÉèöÊqïUÀ¼À£ÀÄß ¥ÀjuÁªÀÄUÀ¼ÉãÀÄ?
ZÀZÉð vÉÆÃj¸ÀĪÀÅzÀÄ
 ¢üÃWÀðPÁ°Ã£À PɪÀÄÄä
 ªÀåQÛvÀézÀ §zÀ¯ÁªÀuÉ
 ªÀiÁ£À¹PÀ ¹ÜwAiÀÄ §zÀ¯ÁªÀuÉ
 ªÀÄÄAUÉÆÃ¥À
 ¨ÉÃeÁªÁ¨ÁÝj
 AiÀiÁªÀÅzÉà ¤zsÁðgÀ vÉUÉzÀÄPÉƼÀî®Ä C¸ÀªÀÄxÀðªÁUÀĪÀÅzÀÄ
 T£ÀßvÉ
 ¤gÀÄvÁìºÀ
165
 ¤¢ðµÀÖ ¸ÀªÀÄAiÀÄ «µÀAiÀÄ PÀ°AiÀÄĪÀ- zÀæ±Àå ±ÁæªÀå ªÀiË®åªÀiÁ¥À£À
GzÉÝñÀUÀ¼ÀÄ PÀ°¸ÀĪÀ ¸ÁzsÀ£ÀUÀ¼ÀÄ
ZÀlĪÀnPÉ
 IÄuÁvÀäPÀ ªÀÄ£ÉÆèsÁªÀ
 ºÀÈzÀAiÀÄ §rvÀ ªÀÄvÀÄÛ gÀPÀÛzÉÆvÀÛqÀzÀ°è «¥ÀjÃvÀ KjPÉ
 ¸ÀÆfUÀ¼À£ÀÄß ZÀÄaÑPÉƼÀÄîªÀÅzÀjAzÀ ºÉ¥Ánn¸ï ªÀÄvÀÄÛ
KAiÀiïØ÷ì PÁ¬Ä¯ÉUÀ¼ÀÄ §gÀĪÀÅzÀÄ
 »A¸ÁvÀäPÀ, C¤²ÑvÀ ªÀÄvÀÄÛ ¨sÀæªÉÄAiÀÄ ¸Àé¨sÁªÀ
 ¨sÀæªÉÄ
 ¤zÁæ»Ã£ÀvÉ
 £ÀqÀÄPÀ
 ¦vÀÛd£ÀPÁAUÀ, ±Áé¸ÀPÉÆñÀ ªÀÄvÀÄÛ ªÀÄÆvÀæ¦AqÀUÀ¼À z˧ð®å
 CwAiÀiÁzÀ ªÀiÁzÀPÀ zÀæªÀå ¸ÉêÀ£É¬ÄAzÀ ªÀÄÈvÀÄå
 G¹gÁlzÀ vÉÆAzÀgÉ
 ¹ÛçÃAiÀÄgÀ°è C¤AiÀÄ«ÄvÀ ªÀÄÄlÄÖ
 zÉúÀzÀ vÀÆPÀzÀ°è ºÉZÀѼÀ
 £À¥ÀÅA¸ÀPÀvÉ
 ¸ÀļÀÄî ºÉüÀĪÀÅzÀÄ
 PÀ¢AiÀÄĪÀÅzÀÄ
 C¥ÀgÁ¢ü ªÀÄ£ÉÆèsÁªÀ
 KPÁUÀævÉAiÀÄ PÉÆgÀvÉ
166
 ¤¢ðµÀÖ ¸ÀªÀÄAiÀÄ «µÀAiÀÄ PÀ°AiÀÄĪÀ- zÀæ±Àå ±ÁæªÀå ªÀiË®åªÀiÁ¥À£À
GzÉÝñÀUÀ¼ÀÄ PÀ°¸ÀĪÀ ¸ÁzsÀ£ÀUÀ¼ÀÄ
ZÀlĪÀnPÉ
ªÀiÁzÀPÀ zÀæªÀå 8 ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀªÀ£ÀÄß ©lÄÖ ©qÀĪÁUÀ DUÀĪÀ «ªÀgÀuÉ ªÀÄvÀÄÛ ªÀiÁzÀPÀ zÀæªÀå ªÀiÁzÀPÀ zÀæªÀå
ªÀå¸À£ÀªÀ£ÀÄß ©lÄÖ ¤«ÄµÀ ¥ÀjuÁªÀÄUÀ¼ÀÄ ZÀZÉð. ªÀå¸À£ÀªÀ£ÀÄß ©lÄÖ ªÀå¸À£ÀªÀ£ÀÄß ©lÄÖ
©qÀĪÁUÀ DUÀĪÀ ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀªÀ£ÀÄß ©lÄÖ ©qÀĪÁUÀ GAmÁUÀĪÀ ©qÀĪÁUÀ ©qÀĪÁUÀ
¥ÀjuÁªÀÄUÀ¼À£ÀÄß ¥ÀjuÁªÀÄUÀ¼ÀÄ 12 jAzÀ 24 UÀAmÉUÀ¼À £ÀAvÀgÀ PÁt¹PÉƼÀÄîvÀÛªÉ GAmÁUÀĪÀ GAmÁUÀĪÀ
¥ÀnÖ ªÀiÁqÀĪÀÅzÀÄ DzÀgÉ ¸ÁªÀiÁ£ÀåªÁV ªÀiÁzÀPÀ zÀæªÀå ¸Éë¹zÀ 12 UÀAmÉUÀ¼ÉƼÀUÉ ¥ÀjuÁªÀÄUÀ¼À ¥ÀjuÁªÀÄUÀ¼ÀÄ
PÁt¹PÉƼÀÄîvÀÛªÉ. EAxÀ ¸ÀAzÀ¨sÀðzÀ°è ªÀå¸À¤UÉ aQvÉì ¤ÃqÀ®Ä §UÉÎ ¸ÉèöÊqï AiÀiÁªÀŪÀÅ?
D¸ÀàvÉæUÉ ¸ÉÃj¸À¨ÉÃPÀÄ. ¥ÀjuÁªÀÄUÀ¼ÀÄ »ÃVªÉ:
 PÀtÄÚUÀ¼À°è ¤ÃgÀÄ §gÀĪÀÅzÀÄ
 ªÀÄÆV£À°è ¹A§¼À ¸ÀÄjAiÀÄĪÀÅzÀÄ
 DPÀ½PÉ
 ºÀ¹«®è¢gÀĪÀÅzÀÄ
 £ÀqÀÄPÀ
 G¼ÀÄPÀÄ
 ªÁPÀjPÉ, ZÀ½ ªÀÄvÀÄÛ ¨ÉªÀgÀĪÀÅzÀÄ
 CwAiÀiÁzÀ ZÀlĪÀnPÉ
 ¤zÉݬĮè¢gÀĪÀÅzÀÄ
 GzÁ¹Ã£ÀvÉ
 T£ÀßvÉ
 PÀtÄÚUÀÄqÉØUÀ¼ÀÄ zÉÆqÀØzÁUÀĪÀÅzÀÄ

167
 Cw¸ÁgÀ

168
 ¤¢ðµÀÖ ¸ÀªÀÄAiÀÄ «µÀAiÀÄ PÀ°AiÀÄĪÀ-PÀ°¸ÀĪÀ zÀæ±Àå ±ÁæªÀå ªÀiË®åªÀiÁ¥À£À
GzÉÝñÀUÀ¼ÀÄ ZÀlĪÀnPÉ ¸ÁzsÀ£ÀUÀ¼ÀÄ
 gÀPÀÛzÉÆvÀÛqÀ ºÉZÁÑUÀĪÀÅzÀÄ
 zÉúÀzÀ GµÀÚvÉ ºÉZÁÑUÀĪÀÅzÀÄ
 ¸ÁßAiÀÄÄUÀ¼À ¸É¼ÉvÀ ªÀÄvÀÄÛ ªÉÄʬÄrà £ÉÆêÁUÀĪÀÅzÀÄ
 DAiÀiÁ¸À
 vÀ¯É £ÉÆêÀÅ ªÀÄvÀÄÛ vÀ¯É¸ÀÄvÀÄÛªÀÅzÀÄ
ªÀiÁzÀPÀ zÀæªÀå 5 ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀªÀ£ÀÄß vÀqÉUÀlÄÖªÀÅzÀÄ «zÁåyðUÀ¼ÉÆqÀ£É ªÀiÁzÀPÀ zÀæªÀå ªÀiÁzÀPÀ zÀæªÀå
ªÀå¸À£ÀzÀ ¤«ÄµÀ «zÁåyðUÀ¼ÀÄ ªÀiÁzÀPÀ zÀæªÀåUÀ¼À£ÀÄß vÉUÉzÀÄPÉƼÀîzÀAvÉ ¤ªÁgÀuÉÆÃ¥ÁAiÀÄUÀ¼À ªÀå¸À£ÀzÀ ªÀå¸À£ÀªÀ£ÀÄß ºÉÃUÉ
¤ªÁgÀuÉÆÃ¥ÁAiÀÄ- vÀqÉAiÀÄ®Ä §UÉÎ ZÀZÉ𠤪ÀgÀuÉÆÃ¥ÁAiÀÄUÀ¼À vÀqÉUÀlÖ§ºÀÄzÀÄ?
UÀ¼À£ÀÄß 1. ªÀiÁzÀPÀ zÀæªÀåUÀ½AzÀ zÀÆgÀ«gÀ¨ÉÃPÀÄ ªÀÄvÀÄÛ n« ªÀÄvÀÄÛ §UÉÎ ¸ÉèöÊqïUÀ¼À£ÀÄß
«ªÀj¸ÀĪÀÅzÀÄ ZÀ®£ÀavÀæUÀ¼ÀAxÀ ¸ÀªÀÄƺÀ ªÀiÁzÀåªÀÄUÀ¼ÀÄ PÉlÖ vÉÆÃj¸ÀĪÀÅzÀÄ
C¨sÁå¸ÀUÀ¼À£ÀÄß GvÉÛÃf¸ÀĪÀÅzÀjAzÀ CªÀÅUÀ½AzÀ
zÀÆgÀ«gÀ¨ÉÃPÀÄ.
2. J¯Áè §UÉAiÀÄ ªÀiÁzÀPÀ zÀæªÀåUÀ½AzÀ CªÀgÀ£ÀÄß
zÀÆgÀ«j¹ ªÀiÁzÀPÀ zÀæªÀåUÀ¼À zÀĵÀàjuÁªÀÄUÀ¼À §UÉÎ
w¼ÀĪÀ½PÉ ¤ÃqÀ¨ÉÃPÀÄ.
3. zsÉÊAiÀÄð±Á°UÀ¼ÁV zÉÊ£ÀA¢£À ¸ÀªÀĸÉåUÀ¼À£ÀÄß
JzÀÄj¸À¨ÉÃPÀÄ.
4. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£À ªÀÄvÀÄÛ CzÀgÀ zÀĵÀàjuÁªÀÄUÀ¼À
§UÉÎ ¸ÁªÀÄÆ»PÀ w¼ÀĪÀ½PÉ ¤ÃqÀĪÀ PÁAiÀÄðPÀæªÀÄUÀ¼À£ÀÄß
£Àqɹ ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤UÀ¼À ¸ÀA¥ÀPÀð ¹UÀzÀAvÉ
ªÀiÁqÀ¨ÉÃPÀÄ

169
 ¤¢ðµÀÖ ¸ÀªÀÄAiÀÄ «µÀAiÀÄ PÀ°AiÀÄĪÀ-PÀ°¸ÀĪÀ zÀæ±Àå ±ÁæªÀå ªÀiË®åªÀiÁ¥À£À
GzÉÝñÀUÀ¼ÀÄ ZÀlĪÀnPÉ ¸ÁzsÀ£ÀUÀ¼ÀÄ
5. AiÉÆÃUÀ, zsÁå£À, «±ÁæAw ªÀÄvÀÄÛ DzsÁåvÀäzÀAxÀ
DgÉÆÃUÀåPÀgÀ «zsÁ£ÀUÀ½AzÀ eÉÆvÉUÁgÀgÀ MvÀÛqÀªÀ£ÀÄß
¤¨sÁ¬Ä¸À®Ä PÀ°AiÀĨÉÃPÀÄ.
6. PÉlÖªÀgÀ ¸ÀºÀªÁ¸À ªÀiÁr ¸ÀªÀÄAiÀÄ PÀ¼ÉAiÀÄĪÀÅzÀQÌAvÀ
M¼ÉîAiÀÄ ºÀªÁå¸ÀUÀ¼À£ÀÄß ¨É¼É¸À®Ä ¸ÀªÀÄAiÀÄ
«¤AiÉÆÃV¸À¨ÉÃPÀÄ.
7. DvÀAPÀ, T£ÀßvÉ ªÀÄÄAvÁzÀ ªÀiÁ£À¹PÀ vÉÆAzÀgÉUÀ½UÉ
vÀdÕjAzÀ ¸À®ºÉ ¥ÀqÉAiÀĨÉÃPÀÄ.
ªÀiÁzÀPÀ zÀæªÀå 5 ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀPÉÌ aQvÉì ªÀiÁzÀPÀ zÀæªÀå ««zsÀ ªÀiÁzÀPÀ zÀæªÀå
ªÀå¸À£ÀPÉÌ ¤«ÄµÀ UÀÄj: ªÀå¸À£ÀPÉÌ aQvÉìAiÀÄ£ÀÄß ¤ªÁgÀuÉÆÃ¥ÁAiÀÄUÀ¼À£ÀÄ ªÀå¸À£ÀzÀ
aQvÉìAiÀÄ£ÀÄß  ªÀå¸À¤AiÀÄÄ ªÀiÁzÀPÀ zÀæªÀå ¸ÉêÀ£ÉAiÀÄ£ÀÄß ¤°è¸À®Ä «ªÀj¸ÀĪÀÅzÀÄ ªÀÄvÀÄÛ vÉÆÃj¸ÀĪÀ ¸ÉèöÊqï aQvÉìAiÀÄ£ÀÄß
«ªÀj¸ÀĪÀÅzÀÄ ¸ÀºÁAiÀÄ ªÀiÁqÀĪÀÅzÀÄ ZÀZÉð £ÀqɸÀĪÀÅzÀÄ. «ªÀj¹.
 ªÀiÁzÀPÀ zÀæªÀå¢AzÁUÀĪÀ zÀĵÀàjuÁªÀÄUÀ¼À£ÀÄß PÀrªÉÄ
ªÀiÁqÀĪÀÅzÀÄ
 ¥ÀÅ£ÀgÁªÀvÀð£ÉAiÀÄ£ÀÄß vÀqÉAiÀÄĪÀÅzÀÄ
ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤AiÀÄ£ÀÄß DgÉÆÃUÀåªÁVqÀ®Ä ªÀÄvÀÄÛ
ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀzÀzÀ ¥ÀjuÁªÀÄUÀ¼À£ÀÄß PÀrªÉÄ
ªÀiÁqÀ®Ä aQvÉì ¤ÃqÀ¨ÉÃPÀÄ. CªÀjUÉ ºÀ®ªÁgÀÄ ¨Áj
aQvÉìAiÀÄ CUÀvÀå«gÀ§ºÀÄzÀÄ. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤UÉ aQvÉì
¤ÃqÀ®Ä CªÀ¤UÉ ¸Àé-EZÉÒ, ¥ÉæÃgÉÃ¥ÀuÉ, PÀÄlÄA§zÀ
DzsÁgÀ ªÀÄvÀÄÛ UɼÉAiÀÄgÀ ¥ÉÇæÃvÁìºÀ«gÀ¨ÉÃPÀÄ.

170
 ¤¢ðµÀÖ ¸ÀªÀÄAiÀÄ «µÀAiÀÄ PÀ°AiÀÄĪÀ-PÀ°¸ÀĪÀ zÀæ±Àå ±ÁæªÀå ªÀiË®åªÀiÁ¥À£À
GzÉÝñÀUÀ¼ÀÄ ZÀlĪÀnPÉ ¸ÁzsÀ£ÀUÀ¼ÀÄ
ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤UÉ r-JrPÀë£ï PÉÃAzÀæ«gÀĪÀ
D¸ÀàvÉæAiÀÄ°è aQvÉì ¤ÃqÀ§ºÀÄzÀÄ. F aQvÉìAiÀÄÄ 2 jAzÀ
3 wAUÀ¼ÀÄ £ÀqɸÀ¨ÉÃPÁUÀÄvÀÛzÉ.
ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À¤UÉ ¤zsÁ£ÀªÁV ªÀiÁzÀPÀ zÀæªÀåªÀ£ÀÄß
PÀrªÉÄUÉƽ¹ PÀæªÉÄÃt ¥ÀÅ£ÀªÀð¸Àw MzÀV¸À¨ÉÃPÀÄ.
3 ¸ÁgÁA±À
¤«ÄµÀ E°èAiÀĪÀgÉUÉ £ÁªÀÅ ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀzÀ
¤gÀÆ¥ÀuÉ, ªÀiÁzÀPÀ zÀæªÀå CªÀ®A§£É, ªÀiÁzÀPÀ zÀæªÀå
ªÀå¸À£À ªÀÄvÀÄÛ ¸ÁªÀiÁ£ÀåªÁV G¥ÀAiÉÆÃV¸À®àqÀĪÀ ªÀÄvÀÄÛ
¥ÀæªÀÄÄR CªÀ®A§£ÉAiÀÄ£ÀÄßAlĪÀiÁqÀĪÀ ªÀiÁzÀPÀ
zÀæªÀåUÀ¼ÀÄ, PÁgÀtUÀ¼ÀÄ, ªÀiÁzÀPÀ zÀæªÀå vÉUÉzÀÄPÉƼÀÄîªÀ
«zsÁ£ÀUÀ¼ÀÄ, ªÀiÁzÀPÀ zÀæªÀåUÀ¼À ¸ÉêÀ£ÉAiÀÄ£ÀÄß ©lÄÖ
©qÀĪÁUÀ PÀAqÀÄ §gÀĪÀ ®PÀëtUÀ¼ÀÄ, aQvÉì ªÀÄvÀÄÛ
ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀzÀ ¤ªÁgÀuÉAiÀÄ §UÉ ZÀað¹zɪÀÅ.

¸ÀªÀiÁ¦Û ¸ÀAQë¥ÀÛ «ªÀgÀuÉAiÀÄ

ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀªÀÅ «±ÀéªÁå¦AiÀiÁVzÉ. ªÀÄÆ®PÀ «µÀAiÀĪÀ£ÀÄß
«zÁåwðUÀ½UÉ EzÀgÀ ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀzÀ ¸ÀªÀiÁ¦ÛUÉƽ¸ÀĪÀÅzÀÄ.
¤ªÁgÀuÉ ªÀÄvÀÄÛ CzÀgÀ aQvÉìAiÀÄ §UÉÎ w¼ÀĪÀ½PÉ ¤Ãr
ªÀiÁzÀPÀ zÀæªÀå ¸ÉêÀ£ÉAiÀÄ£ÀÄß ¸ÀA¥ÀÇtðªÁV ¤°è¸ÀĪÀAvÉ
ªÀiÁqÀĪÀÅzÀÄ CUÀvÀå.

171
 ¤¢ðµÀÖ ¸ÀªÀÄAiÀÄ «µÀAiÀÄ PÀ°AiÀÄĪÀ- zÀæ±Àå ±ÁæªÀå ªÀiË®åªÀiÁ¥À£À
GzÉÝñÀUÀ¼ÀÄ PÀ°¸ÀĪÀ ¸ÁzsÀ£ÀUÀ¼ÀÄ
ZÀlĪÀnPÉ
²PÀët PÁAiÀÄðPÀæªÀÄzÀ ªÀiË®åªÀiÁ¥À£À
1. ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀ JAzÀgÉãÀÄ?
2. ªÀiÁzÀPÀ zÀæªÀåzÀ CªÀ®A§£É JAzÀgÉãÀÄ?
3. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£À JAzÀgÉãÀÄ?
4. ªÀiÁzÀPÀ zÀæªÀå CªÀ®A§£ÉAiÀÄ£ÀÄßAlĪÀiÁqÀĪÀ
¸ÁªÀiÁ£ÀåAiÀĪÁzÀ ªÀÄvÀÄÛ ªÀÄÄRå ªÀiÁzÀPÀ zÀæªÀåUÀ¼ÁªÀŪÀÅ?
5. ªÀiÁzÀPÀ zÀæªÀå ¸ÉêÀ£ÉAiÀÄ «zsÁ£ÀUÀ¼ÁªÀŪÀÅ?
6. ªÀiÁzÀPÀ zÀæªÀåUÀ¼À zÀÄgÀÄ¥ÀAiÉÆÃUÀPÉÌ PÁgÀtUÀ¼ÉãÀÄ?
7. ªÀiÁzÀPÀ zÀæªÀåUÀ¼À zÀÄgÀÄ¥ÀAiÉÆÃUÀzÀ ¥ÀjuÁªÀÄUÀ¼ÉãÀÄ?
8. ªÀiÁzÀPÀ zÀæªÀå ªÀå¸À£ÀªÀ£ÀÄß ©lÄÖ ©qÀĪÁUÀ GAmÁUÀĪÀ
¥ÀgjuÁªÀÄUÀ¼ÉãÀÄ?
9. ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀªÀ£ÀÄß ºÉÃUÉ vÀqÉUÀlÖ§ºÀÄzÀÄ?
10. ªÀiÁzÀPÀ zÀæªÀå zÀÄgÀÄ¥ÀAiÉÆÃUÀPÉÌ EgÀĪÀ aQvÉìAiÉÄãÀÄ?

172
 Annexure 13

A.V. Aids - Slides

Refer FINAL.PPT

179
 Annexure 14

List of Experts Who Validated the Tool and HEP

1. Psychiatric Nursing

1. Rev. Dr. Sr. Alphonsa Ancheril Ph.D (N)

Professor
Department of psychiatric Nursing
Fr. Muller College of Nursing
Mangalore

2. Dr. Mrs. K. Lalitha Ph.D (N)

Additional professor
Dept. of Neuropsychiatric Nursing
NIMHANS
Bangalore.

3. Dr. Nagarajaiah Ph.D (N)

Assistant Professor
Department of Nursing
NIMHANS
Bangalore.

4. Mrs. Irene Veigas M.Phil (N)

Principal
Sahyadri College of Nursing
Mangalore

5. Mrs. Susan Anand

Principal
Yenapoya College of Nursing
Mangalore

6. Mrs. Theraza Mathias

Professor
M.V.S.T. College of Nursing
Mangalore.
7. Mrs. Mallika
Principal
Laxmi Memorial College of Nursing
Mangalore

2. Psychiatrist

1. Dr. Sathish Rao D.P.M, MD (Psychiatry)

Associate professor
Dept.of Psychiatry
Fr.Muller Medical College

180
 Mangalore.

2. Dr. Ravish Tunga D.P.M, MD (Psychiatry)

Associate Professor
Dept. of Psyciatry
KMC Mangalore.

3. Psychologist

1. Dr.Vijay Ph.D (Psychology)

Professor
Laxmi Memorial College of Nursing
Mangalore

4. Psychiatric Social Worker

1 Ms. Mariella D‘Souza M.Phil, (N)

Sec.Gr.Lecturer in PSW
Dept of Psychiatry
KMCH
Attavar, Mangalore

5. Peadiatric Nursing
1. Mrs. Prema D‘Souza
Additional professor
Department of peadiatric Nursing
Fr. Muller College of Nursing
Mangalore.

181
 Annexure – 15

Letter requesting participation in the study.

Dear Respondent

I am a postgraduate student of Father Muller College of Nursing. As a partial

fulfilment of Master of Nursing degree I am conducting a research study. “Impact of
health education programme on knowledge of students towards drug abuse in
selected colleges of Mangalore”.
The Purpose of my study is to prepare health education programme on Drug
abuse for college students. Therefore, I request you to respond to the questionnaire.
Your answers will be kept confidential and will be used only for the purpose of the
study.

Thank you for your participation

Yours faithfully

Date

Place Shivkumara. J

182
 Annexure – 16
Letter granting ethical clearance

183
 Annexure – 17

Master Data Sheet

Refer MASTER DATA SHEET.XLS

184
 Annexure – 18

Statistical formulae used in the study

1. Karl Pearson‘s correlation coefficient

Σ (x – x) (y – y)
r=
Σ (x –x)2 Σ (y – y)2

2. Spearman Brown Prophecy formula

2r
r1 =
1+r
r = Correlation coefficient computed on split halves

r1 = The estimated reliability of the entire test

3. Chi-square formula

N (AD – BC)2
χ2 =
(A+B) (C+D) (A+C) (B+D)

(O1 – E1)2
2
χ =Σ
E1

185
4. Paired ‗t‘ test formula

d
t=
sd / n

d= mean of difference of pre-test and post-test score

n= No. of paired observations

sd = standard deviation of differences of pre-test and post-test

knowledge scores

Σ (d – d)2
sd =
n-1

Σ (d – d)2 = Σ d2 – n (d)2

186