A Study to Assess the Effectiveness of a Structured Teaching Programme on Knowledge Regarding Vector-Borne Diseases among Nursing Students in Selected Nursing Schools of Chamarajanagar District

Abstract

Background: Vector-borne diseases continue to create a substantial public health burden, particularly in tropical and subtropical settings. Nurses contribute to prevention, early recognition, health education, surveillance, and community participation. Adequate knowledge among nursing students is therefore important before they enter professional practice.

Objectives: The study aimed to assess knowledge regarding vector-borne diseases among nursing students in selected nursing schools of Chamarajanagar district and to determine the effectiveness of a Structured Teaching Programme (STP) in improving their knowledge.

Methods: A quantitative, pre-experimental one-group pre-test and post-test design was used. Sixty nursing students who met the eligibility criteria were selected by convenience sampling. Knowledge was assessed with a structured questionnaire covering causes, transmission, signs and symptoms, diagnosis, treatment, prevention, and control of vector-borne diseases. A Structured Teaching Programme was provided after the pre-test, followed by a post-test. Data were summarized using frequency, percentage, mean, median and standard deviation. The paired t-test was used to compare pre-test and post-test knowledge scores, and chi-square testing was used to examine associations with selected demographic variables.

Results: Before the intervention, 41 students (68.3%) had inadequate knowledge, 19 (31.7%) had moderate knowledge, and none had adequate knowledge. After the Structured Teaching Programme, 42 students (70.0%) demonstrated adequate knowledge, 16 (26.7%) had moderate knowledge, and only 2 (3.3%) remained in the inadequate category. The mean knowledge score increased from 6.70 ± 2.036 in the pre-test to 12.33 ± 2.064 in the post-test, with a mean enhancement of 5.63. The paired t value was 16.554 with 59 degrees of freedom, indicating a statistically significant improvement. Post-test knowledge was significantly associated with age, gender, and year of study, but not with place of residence.

Conclusion: The findings indicate that the Structured Teaching Programme was effective in improving knowledge regarding vector-borne diseases among the nursing students studied. Repeated educational activities, community-based learning, and periodic reinforcement may help maintain knowledge and strengthen the future nurses' contribution to vector-borne disease prevention and control.