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@article{209584,
        author = {Ms. Rutuja Babarao Sontakke},
        title = {Effect Of Structure Teaching Method (STM) Regarding Hypnobirthing Therapy Among Nursing Students In Nursing College In Vidharbha Region, Maharashtra},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {13},
        number = {5},
        pages = {2743-2750},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=209584},
        abstract = {Background = Hypnobirthing therapy is a childbirth preparation approach that incorporates relaxation, controlled breathing, visualization, positive affirmations, and self-hypnosis to help women manage fear, anxiety, stress, and perceived pain during labour. Knowledge of complementary approaches such as hypnobirthing is important for nursing students because nurses play an essential role in providing holistic and woman-centred maternity care. Structured Teaching Method (STM) provides systematic and organized learning and may improve students’ knowledge and understanding of hypnobirthing therapy.
Aim = To assess the effectiveness of Structured Teaching Method regarding knowledge of hypnobirthing therapy among nursing students studying in a selected nursing college in the Vidarbha region of Maharashtra.
Methods = A quantitative research approach was adopted. The study included 60 nursing students, with 30 students in the experimental group and 30 in the control group, from a selected nursing college in the Vidarbha region of Maharashtra. The study used non-probability convenient sampling. A structured knowledge questionnaire was used for data collection, and the intervention was provided to the experimental group through Structured Teaching Method. Pre-test and post-test knowledge scores were assessed. Descriptive statistics and inferential statistics, including paired t-test, independent t-test and chi-square test, were used for data analysis. Statistical significance was considered at p < 0.05.
Results = The findings demonstrated a significant improvement in knowledge following the intervention. In the experimental group, the mean pre-test knowledge score was 14.33 ± 4.237, which increased to 25.00 ± 4.017 in the post-test, with a statistically significant paired t value of 16.754 (p = 0.0001). In the control group, the mean pre-test score was 13.20 ± 4.072, increasing to 21.47 ± 6.124 in the post-test (t = 7.228, p = 0.0001).
Comparison of post-test scores showed that the experimental group had a higher mean knowledge score (25.00 ± 4.017) than the control group (21.46 ± 6.124). The difference was statistically significant (t = 2.822, p = 0.0009), indicating that Structured Teaching Method was effective in improving knowledge regarding hypnobirthing therapy.  Significant associations were reported between post-test knowledge and age (p = 0.026) and marital status (p = 0.002), whereas gender, educational qualification, area of residence, religion, and previous attendance at a hypnobirthing programme were not statistically significant.},
        keywords = {Hypnobirthing therapy; Structured Teaching Method; Nursing students; Knowledge; Maternity nursing; Childbirth education; Nursing education; Vidarbha; Maharashtra.},
        month = {October},
        }