INTRODUCTION Maternal mortality remains one of the most intimidating health challenges in our country and reduction in the same has been one of the focus areas of work. National Rural Health Missions (NRHM) goal is to reduce MMR to 100 per 1,00,000 live births by 2012. Sample Registration Systems (SRS) estimates that 9% of all maternal mortality is due to unsafe abortions. One of the key contributing factors for this situation is the lack of knowledge and skills among health care personnelsin primary health care system to provide high 1quality Emergency Obstetric Care (EmOC) and MTP services. The latest worldwide estimates show that 289 000 maternal deaths occurred across the world in 2013. A 65% decrease in maternal mortality rate (MMR) has recorded in India from 1990 to 2013, it still contributed the major proportion, (17%; 250000 deaths) of maternal deaths in the world in 2013. The unpredictability of many direct obstetric complications which cause maternal mortality means that they present as 3emergency situations during the intrapartum period. Access to interventions targeted at this intrapartum period is crucial to saving maternal lives and reducing mortality. The WHO, UNICEF and United Nations Population Fund (UNFPA) have classied these interventions into emergency obstetric care (EmOC) signal functions—seven basic (BEmOC) and two 4,5comprehensive (CEmOC). Whereas it is recognised that all these EmOC functions may be performed by a physician, nurse or midwife, all of whom are dened as skilled birth attendants, the advanced CEmOC function of caesarean section (CS) generally lies in the domain of obstetricians.5 In India in particular, BEmOC skills have also become largely concentrated in the hands of obstetricians due to the neglect 6of the midwifery cadre over the past many decades. Universal Health Coverage (UHC) for all has been set as one of the sustainable development goals the world needs to attain by 2030.8 Universal access to health services, in all its three dimensions, physical accessibility, services accep tability and nancial affordability, is a prerequisite for Universal Coverage. Universal Coverage would build on 7access by ensuring actual receipt of services. Reduction in the number of maternal deaths requires, besides essential obstetric care, timely access to effective, reasonably priced, and appropriate emergency obstetric care (EmOC) services when complications arise. Universally, EmOC has broadly been categorized into two groups__basic and comprehensivebased on the performance of certain signal 9,11functions. Basic EmOC includes administration of injectable antibiotics, oxytocics, and sedatives/ anti- convulsants, removal of retained products, performance of 10manual removal of placenta, and assisted vaginal delivery. In addition to these six signal functions, comprehensive EmOC also includes blood transfusion and caesarean section. In this context, the present study was conducted in to assess the knowledge regarding EmOC services among nursing students at SGT University, Gurugram. MATERIAL AND METHODS A non- experimental descriptive research design was used. Total of 50 nursing studentsstudying in SGT University, Gurugram who met the inclusion criteria were selected using convenient sampling technique. The tools for study consist of demographic variables and structured knowledge questio nnaire which consists of 30 multiple choice questions. Reliability of the knowledge questionnaire was established by kr 20and it was found to be 0.83. Data collection was done in the month of January, 2020. The data was analysed and interpreted in terms of objectives of the study. Descriptive and inferential statistics were utilized for the data analysis. A p- ASSESS KNOWLEDGE REGARDING EMERGENCY OBSTETRIC CARE (EMOC) : PILOT STUDY Original Research Paper Sunil Kumar Dular* Research Scholar, Shri JJT University, Jhunjhunu (Rajasthan). Associate Professor, Faculty Of Nursing, SGT University, Gurugram *Corresponding Author X 7GJRA - GLOBAL JOURNAL FOR RESEARCH ANALYSIS Nursing Since immemorial, complications arising from pregnancy, childbirth and postpartum is not exceptional. Most health professionals in the hospitals encounter women with obstetric complications or emergencies in their day- to- day delivery of health care services. AIMS AND OBJECTIVES: The objectives of the study were to assess the knowledge regarding emoc services among nursing students and to determine the association of knowledge scores with selected demographic variables. MATERIALS AND METHODS: Descriptive research design was used to assess knowledge regarding EmOc among 50 nursing students studying at SGT University, Gurugram who met the inclusion criteria were selected using convenient sampling technique. Structured knowledge questionnaire including 30 items was administerd to nursing students. Reliability of the knowledge questionnaire was tested by Kr20 and it was found to be 0.83 RESULTS: The ndings of the study indicated that nearly half (46%) of students were in the age group of 22-24 years, 42% of them were pursuing Post Basic BSc Nursing programme. Nearly half (56%) of the students were in second year, majority (86%) of them were following Hindu religion. Majority (86%) of the students were female, most (70%) of them were residing in urban area and for 42% of them, the source of health information was health professionals. Mean knowledge score regarding EmOc among nursing students was 15.86± 5.53.44% of them hadmoderate knowledge regarding EmOc. Study ndings also revealed that the association of knowledge scores with age, educational course, year of study, religion of the student and source of health information was found to be statistically signicant at 0.05 level of signicance. CONCLUSION: Demographic variables age, educational course, year of study, religion of the student and source of health information had signicant difference on knowledge score regarding EmOc among nursing students. ABSTRACT KEYWORDS : VOLUME-9, ISSUE-2, FEBRUARY-2020 • PRINT ISSN No. 2277 - 8160 • DOI : 10.36106/gjra Dr. Annu Kaushik Director-Nursing Cloudnine Hospitals, India Jyoti Shokeen Lecturer, Faculty of Nursing, SGT University, Gurugram 8 X GJRA - GLOBAL JOURNAL FOR RESEARCH ANALYSIS value ≤ 0.05 was considered as signicant for the present study. INCLUSION CRITERIA The participants who were meeting the following criteria were included in study. Ÿ Present on the day of data collection. Ÿ Willing to participate in study. EXCLUSION CRITERIA Ÿ Participants who are not willing to participate in study were excluded from the study. ETHICAL CONSIDERATION Ethical permission was obtained from ethical committee Faculty of Nursing, SGT University, Budhera, Gurugram in accordance with the guidelines of ICMR 2006. The written informed consent was obtained from each study participants before conducting the study. FINDINGS The ndings of the study indicated that nearly half (46%) of students were in the age group of 22-24 years, 42% of them were pursuing Post Basic BSc Nursing programme. Nearly half (56%) of the students were in second year, majority (86%) of them were following Hindu religion. Majority (86%) of the students were female, most (70%) of them were residing in urban area and for 42% of them, the source of health information was health professionals. Mean knowledge score regarding EmOc among nursing students was 15.86± 5.53. 14% of them were having good knowledge regarding EmOc followed by 44% as having moderate knowledge and remaining 42% as having poor knowledge. Study ndings also revealed that the association of knowledge scores with age, educational course, year of study, religion of the student and source of health information was found to be statistically signicant at 0.05 level of signicance. DISCUSSION Findings of the present study revealed that 14% of them were having good knowledge regarding EmOc followed by 44% as having moderate knowledge and remaining 42% as having poor knowledge. These ndings are consistent with the ndings of a study conducted by University of Medical Sciences, Ondo, Nigeria where it was found that only 13% of the respondents scored high in knowledge of EmOc whereas 41% were low in knowledge. Findings of the present study revealed that most (70%) of them were residing in urban area. These ndings are consistent with the ndings of a study conducted by Ngoran Grace Bongban in Kenya where it was found that 71.7% of them were residing in urban area and remaining 22.3% in rural area of residence. CONCLUSION Demographic variables age, educational course, year of study, religion of the student and source of health information had signicant difference on knowledge score regarding EmOc among nursing students. SOURCE OF FUNDING : Self nanced LIMITATION The study conned to 50nal year nursing students studying at SGT University, Gurugram. NURSING IMPLICATIONS NURSING EDUCATION The study has a signicant implication in nursing education and other elds. Staff nurses and nursing students can give teaching programmes regarding better utilization of EmOc services. Nursing Student can also give teaching programmes regarding availability of EmOc services. NURSING PRACTICE Nurses are backbone of health care set up of any country.The Nursing knowledge has gone many evolution in recent past .The expanded roles of professional Nurse emphasize the implication which include promotive ,preventive, curative and rehabilitative aspects. NURSING RESEARCH A very few interventional studies have been conducted regarding EmOc services. New evidences based information becomes available every level on this subjects. It is vital that student researchers update their knowledge constantly and are always willing to examine and alter their practice in the light of new published evidences. NURSING ADMINISTRATION Nursing Administrator may use the study nding to improve the utilisation and availability of EmOc services. The Concept of extended role of nurse offer many opportunities for a nurse administrator to improve the knowledge regardingEmOc services among staff nurses in community setting. RECOMMENDATIONS Ÿ A similar study can be replicated on a larger sample size to validate the ndings and generalisations can be made. Ÿ A similar study can be conducted to assess knowledge and skills regarding EmOc among staff nurses in selected hospital, Gurugram, Haryana. Ÿ Comparative study can be done between staff nurses working in private or Government Hospital. Ÿ Interventional study can be done by planning some sort of training program on EmOc services. Table No.1 Frequency and percentage distribution of students in terms of selected demographic variables (N= 50) VOLUME-9, ISSUE-2, FEBRUARY-2020 • PRINT ISSN No. 2277 - 8160 • DOI : 10.36106/gjra S.No. Demographic variables Frequency Percentage 1. Age in years a) 18-20 b) 20-22 c) 22 – 24 d) >24 5 15 23 07 10 30 46 14 2. Educational course a) General Nursing Midwifery b) B.Sc. Nursing c) P.B.B.Sc. Nursing d) M.ScNursing 10 09 21 10 20 18 42 20 3. Year of study a) First year b) Second year c) Third year d) Fourth year 0 28 15 07 0 56 30 14 4. Religion of the student a) Hindu b) Muslim c) Sikh d) Others 43 02 03 02 86 04 06 04 5. Gender of student a) Male b) Female 07 43 14 86 6. Area of residence a) Rural b) Urban 15 35 30 70 Table 2. Frequency and Percentage distribution of students in terms of knowledge score Maximum score= 30 Minimum= 0 Figure 1. Frequency and Percentage distribution of students in terms of knowledge score Table No 3. Range Mean, Median, Standard Deviation and Mode of knowledge scores of nursing students Table 4. ANOVA and 't' value showing association of knowledge score with selected demographic variables N= 50 TABLE 5. Post-hoc test showing mean difference in association of knowledge score and demographic variable (Age) N= 50 *The mean difference is signicant at the 0.05 level. TABLE 6. Post-hoc test showing mean difference in associ ation of knowledge score and demographic variable (Educational Course) N=50 *The mean difference is signicant at the 0.05 level. TABLE 7. Post-hoc test showing mean difference in associ ation of knowledge score and demographic variable (Year of study) N=50 *The mean difference is signicant at the 0.05 level. TABLE 8. Post-hoc test showing mean difference in associ ation of knowledge score and demographic variable (Religion of the student) N=50 *The mean difference is signicant at the 0.05 level. TABLE 9. Post-hoc test showing mean difference in associ ation of knowledge score and demographic variable (Source of health information) N=50 X 9GJRA - GLOBAL JOURNAL FOR RESEARCH ANALYSIS VOLUME-9, ISSUE-2, FEBRUARY-2020 • PRINT ISSN No. 2277 - 8160 • DOI : 10.36106/gjra 7. Source of health information a) Newspaper/Magazine b) Radio/ Television c) Friends/ Relatives d) Health professionals 13 09 07 21 26 18 14 42 Level of knowledge Score Range f(%) Good 24-30 7 (14) Moderate 15-23 22 (44) Poor 0-14 21 (42) Variable n Obtained Range Mean +_ SD Median Mode Knowledge score 50 7-28 15.86 +_ 5.53 15 15 S. No. Demographic variable Mean +_ SD F/t value df p-value 1. Age in years a) 18-20 b) 20-22 c) 22 – 24 d) >24 10.60 ± 4.98 15 ± 2.39 16.43 ± 5.80 19.57 ± 7.39 3.113 3/46 0.035* 2. Educational course a) General Nursing Midwifery b) B.Sc. Nursing c) P.B.B.Sc. Nursing d) M.ScNursing 12.40 ± 2.87 13.78 ± 4.17 15.14 ± 2.88 22.70 ± 7.33 11.304 3/46 0.000* 3. Year of study a) First year b) Second year c) Third year d) Fourth year 0 17.89 ± 6.05 12 ± 3.02 16 ± 2.76 6.859 2/47 0.002* 4. Religion of the student a) Hindu b) Muslim c) Sikh d) Others 15.67 ± 5.34 26.50 ± 0.707 12.33 ± 4.16 14.50 ± 0.707 3.344 3/46 0.027* 5. Gender of student a) Male b) Female 15.29 ± 2.87 15.95 ± 5.87 0.293 48 0.104NS 6. Area of residence a) Rural b) Urban 14.87 ± 3.83 16.29 ± 6.12 0.828 48 0.081NS 7. Source of health information a) Newspaper/Magazine b) Radio/ Television c) Friends/ Relatives d) Health professionals 16 ± 4.61 11.78 ± 3.15 13.71 ± 3.72 18.24 ± 6.25 3.846 3/46 0.015* Variable Category Mean difference p-value Age 18-20 vs 20-22 -4.40 0.369 18-20 vs 22-24 -5.83 0.120 18-20 vs 24 and above -8.97 0.025* 20-22 vs 22-24 -1.43 0.840 20-22 vs 24 and above -4.57 0.235 22- 24 vs 24 and above -3.13 0.509 Variable Category Mean difference p-value Educational Course General Nursing Midwifery vs BSc Nursing -1.37 0.900 General Nursing Midwifery vs PBBSc Nursing -2.74 0.363 General Nursing Midwifery vs MSc Nursing -10.30 0.000* BSc Nursing vs PBBSc Nursing -1.365 0.85 BSc Nursing vs MSc Nursing -8.92 0.000* PBBSc Nursing vs MSc Nursing -7.55 0.000* Variable Category Mean difference p- value Year of study Second year vs third year 5.89 0.002* Second year vs fourth year 1.89 0.643 Third year vs fourth year -4.00 0.195 Variable Category Mean difference p-value Religion of the student Hindu vs Muslim -10.82 0.029* Hindu vs Sikh 3.34 0.703 Hindu vs others 1.17 0.989 Muslim vs Sikh 14.16 0.022* Muslim vs others 12.0 0.109 Sikh vs others -2.16 0.968 Variable Category Mean difference p-value *The mean difference is signicant at the 0.05 level. 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