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, Sushmitha H. S — Wed, 02 Sep 2026 00:00:00 +0000

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, Vasanth Kumari Kasturi, KMK Sridhar, Nama Nagamani, Latha T — Wed, 09 Sep 2026 00:00:00 +0000

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.

Journal of Community and Social Health Nursing

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

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