Journal of Community and Social Health Nursing

A Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge Regarding Prevention of Digital Eye Strain Among Higher Secondary Students of Wazir Janki Nath Memorial Higher Secondary School of Jammu

Pinky Bhandari — 2026-10-09

Background: Prolonged screen time on digital devices causes digital eye strain among higher secondary students, who often lack adequate knowledge regarding preventive practices and proper screen habits.

Objective: To evaluate the effectiveness of a structured teaching programme on knowledge regarding digital eye strain prevention among higher secondary students, and to identify associations with socio-demographic variables.

Methodology: A pre-experimental, one-group pre-test post-test study was conducted among 80 purposively selected students (Classes 11 and 12) at Wazir Janki Nath Memorial Higher Secondary School, Jammu. Data were collected using a validated 25-item self-structured knowledge questionnaire before and after the structured teaching programme.

Results: In the pre-test, 76.3% of students had poor knowledge, with a mean score of 8.28 ± SD (33.12%). Post-intervention, 90% achieved good knowledge, raising the mean score to 20.40 ± SD (81.6%). The mean knowledge gain was 12.13 (48.48%), and a paired t-test value of 20.07 demonstrated high statistical significance (p < 0.001). Pre-test knowledge was significantly associated with resident area (p = 0.002) and maternal qualification (p = 0.035).

Conclusion: The structured teaching programme was highly effective in upgrading students' knowledge. Integrating targeted health education into school curricula is vital to promote healthy digital habits and mitigate screen-induced ocular fatigue in adolescents.

Knowledge Regarding Breast Self-Examination and Perceived Barriers to Its Practice Among Female Nursing Students in North India: A Descriptive Cross-Sectional Study

Emmanuel Onyinye Veronica — 2026-10-12

Background: Breast cancer is one of the most frequent and lethal cancers in women worldwide, and early detection still has a significant role to play in increasing survival. Breast self-examination (BSE) is a simple, low-cost technique that promotes breast awareness, and nursing students, as future health educators, need adequate knowledge and confidence to model and teach this behavior to the women they will serve. However, knowledge does not necessarily lead to practice, as sociocultural, psychological, and skill-related barriers may intervene.

Objective: The study was conducted to assess the level of knowledge regarding BSE, to describe the reported practice of BSE and perceived barriers and to find the association between level of knowledge and selected demographic characteristics among female nursing students.

Methods: A descriptive cross-sectional design was used. A total of 123 female nursing students pursuing B.Sc. Nursing, General Nursing and Midwifery and Post Basic B.Sc. Nursing were selected by non-probability convenience sampling from a university in Greater Noida, India. Data were collected using a structured 10-item knowledge questionnaire and an 8-item five-point Likert perceived-barriers checklist.

Results: Poor knowledge was found in 34.1% of 123 participants, average knowledge in 45.5% and good knowledge in 20.3% (M = 5.58, SD = 2.15), despite 93.5% of the participants having had prior formal BSE training. Concerning practice, 43.9% practiced BSE regularly, 43.9% occasionally, and 12.2% never. The mean perceived-barrier score was moderate (M = 23.8, SD = 8.05). The most endorsed barriers were uncertainty about correct technique (48.0%) and low confidence (38.2%). Knowledge level was significantly associated with academic program (p =.019), year of study (p =.008) and family history of breast cancer (p <.001) but not with age, marital status or previous training (p >.05).

Conclusion: Previous BSE training was not adequate to ensure knowledge or confidence. The barriers to regular practice identified were skill and confidence issues, not time or general awareness. This points out the necessity of structured hands-on BSE training integrated throughout the nursing curriculum.

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

Manjula M — 2026-09-02

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.

Improving Community Health Literacy Through Multimodal Nurse-Led Educational Interventions: A SQUIRE 2.0-Compliant Quality Improvement Initiative at a Tertiary Care Teaching Institution in India

S. K. Mohanasundari — 2026-09-09

Background: Health literacy is recognized as a critical determinant of health outcomes and healthcare utilization. Individuals with inadequate health literacy often face difficulties in understanding health information, accessing healthcare services, adhering to treatment recommendations, and engaging in preventive health behaviors. Healthcare institutions and nursing professionals play a vital role in strengthening health literacy through evidence-based educational interventions. Despite increasing emphasis on patient-centered care, gaps in community awareness regarding preventive healthcare, maternal and child health, nutrition, vaccination, cancer screening, mental health, and emergency response remain substantial, particularly in low- and middle-income countries.

Methods: A quality improvement initiative guided by the Plan–Do–Study–Act (PDSA) framework was implemented by the Health Literacy Club, College of Nursing, AIIMS Bibinagar, from June 2025 to May 2026. Fifteen multimodal educational interventions were conducted across outpatient departments, inpatient units, community settings, and community radio platforms. Process and outcome indicators included the number of activities conducted, participant reach, educational methods utilized, and community engagement.

Interventions: The interventions included awareness sessions, role plays, demonstrations, screening camps, educational video displays, and radio broadcasts focusing on substance abuse prevention, breastfeeding promotion, ORS therapy, suicide prevention, breast cancer awareness, cardiopulmonary resuscitation (CPR), newborn care, nutritional deficiencies, food hygiene, HPV vaccination, and common health issues.

Results: A total of 15 interventions were conducted during the project period. Direct participation exceeded 790 individuals, while community radio programs reached an estimated audience of over 2,000 listeners. The initiative achieved complete implementation of planned activities and successfully integrated health literacy promotion into nursing education and healthcare delivery processes.

Conclusions: The Health Literacy Club model demonstrated feasibility, sustainability, and effectiveness in promoting community health awareness through multimodal educational strategies. Nurse-led health literacy initiatives can serve as scalable approaches to strengthen preventive healthcare and community engagement within tertiary healthcare institutions.

Improving Hand Hygiene Knowledge Through Structured Teaching Among Primary School Students in Gulhariya, Gorakhpur, Uttar Pradesh

Nanak Chand Suman — 2026-10-05

Background: Hand hygiene is a basic preventive practice that can interrupt the spread of infectious agents in schools and communities. Primary school children are an important population for health education because hygiene habits are formed during childhood. The present study evaluated whether a structured teaching programme could improve knowledge regarding hand hygiene among primary school students in Gulhariya, Gorakhpur, Uttar Pradesh.

Methods: A pre-experimental one-group pre-test and post-test design was used. Forty primary school students were selected through purposive sampling. Baseline information was obtained using a structured knowledge questionnaire. A structured teaching programme covering the meaning and importance of hand hygiene, indications for handwashing, hand-hygiene methods, steps of handwashing, materials required and infection prevention was delivered using lecture, demonstration and audio-visual aids for approximately 30–40 minutes. A post-test was conducted seven days later. Descriptive statistics, a paired t-test, and chi-square analysis were used according to the study plan.

Results: Before the intervention, 29 students (72.5%) had inadequate knowledge and 11 (27.5%) had moderate knowledge; no participant had adequate knowledge. Following the programme, 20 students (50%) had moderate knowledge and 20 (50%) had adequate knowledge, with none remaining in the inadequate category. The mean score increased from 9.1 (SD 4.93) to 21.175 (SD 5.3), giving a mean difference of 12.8. The calculated t value was 26.22 with 39 degrees of freedom and was reported as statistically significant at the 0.05 level. Residence was the only selected demographic factor reported to have a significant association with pre-test knowledge; no selected demographic factor showed a significant association with post-test knowledge.

Conclusion: The structured teaching programme was associated with a marked improvement in hand-hygiene knowledge among the participating primary school students. Regular, age-appropriate health education may be incorporated into school health activities, while larger studies with behavioural and longer-term outcomes are needed.