A study to assess the effectiveness of structured teaching program regarding hazards of smart phone dependency among late adolescent of the selected college in Bilaspur (C.G.)

Author Name: Dr. Payal Sharma1 and Mrs. Ajeeta Panna2*

Volume: 02/02

Country: India

DOI NO.: 11.2023-61555522 DOI Link: https://doi-ds.org/doilink/07.2024-64648691/GIJNR

Affiliation:

1. Research Supervisor, (Department-Mental Health Nursing), Malwanchal University, index city, NH- 59A, Nemawar Road, Indore, Madhya Pradesh, India.
2. Ph.D. Scholar, (Department-Mental Health Nursing), Malwanchal University, index city, NH- 59A, Nemawar Road, Indore, Madhya Pradesh, India.

ABSTRACT

Introduction: Technology has simplified our lives with gadgets like smartphones, but they also pose physical and mental health risks. Excessive smartphone use, especially among children, leads to dependency and non-productive activities. The WHO defines addiction as a dependence that provides relief or stimulation, including both Substance Addiction (e.g., drugs) and Behavioral Addiction (e.g., smartphone use). Method and Material: This study adopted a quantitative research approach using a pre-experimental one-group pre-test and post-test design. Conducted at C.M.D College Bilaspur, the study involved 60 first-year students selected through non-probability purposive sampling. Participants were first-year students willing to participate, using personal smartphones, and available during data collection. A structured questionnaire assessed their knowledge, and a checklist evaluated the level of smartphone dependency. The instruments were developed based on a literature review and expert consultation. A pilot study tested the feasibility and reliability of the tools, confirmed through the split-half method and Cronbach's alpha, ensuring the study's reliability. Results: Data from 60 college students indicated a significant increase in post-test knowledge about smartphone hazards, with 73.3% of participants demonstrating good knowledge after the intervention. There was a significant association between knowledge and factors such as age, gender, number of phones in the family, type of phone, and the family's earning member at the 0.05 level of significance. Additionally, 50% of the participants were found to be severely dependent on smartphones. Conclusion: The structured teaching program effectively increased knowledge about the hazards of smartphone use among late adolescents. Addressing specific socio-demographic factors can enhance educational interventions, potentially reducing smartphone dependency in this age group.

Key words: Effectiveness, Structured Teaching Program, Hazards, Smart Phone, Dependency, Late Adolescent.