https://matjournals.net/nursing/index.php/JNVI/issue/feed 2026-09-07T09:42:17+00:00 Nursing mat.nursing@matjournals.in Open Journal Systems https://matjournals.net/nursing/index.php/JNVI/article/view/795 2026-09-07T09:42:17+00:00 Ishfaq Ahmad Sheikh ishfaqsheikh358@gmail.com Ulfata Meraj ishfaqsheikh358@gmail.com Iqra Jan ishfaqsheikh358@gmail.com Binishta Mushtaq ishfaqsheikh358@gmail.com Mahreen Mukhtar ishfaqsheikh358@gmail.com Imtiyaz Ahmad ishfaqsheikh358@gmail.com Mahfoza Jan ishfaqsheikh358@gmail.com

<p><strong><em>Background</em></strong><strong><em>: </em></strong><em>Biomedical waste generated during healthcare activities differs from ordinary domestic waste because a proportion may contain infectious, pathological, sharps, pharmaceutical, chemical, or other hazardous materials. If such waste is not segregated, handled, treated, and disposed of appropriately, it may create occupational, infection-control, and environmental risks. Nurses and nursing students encounter biomedical waste during routine clinical activities and therefore require adequate knowledge of safe management principles.</em></p> <p><strong><em>Objective</em></strong><strong><em>:</em></strong><em> To assess biomedical waste management knowledge before and after a structured educational intervention among first-year Post Basic B.Sc. Nursing students and to determine the association between pre-test knowledge and selected demographic variables.</em></p> <p><strong><em>Methods</em></strong><strong><em>: </em></strong><em>A quantitative pre-experimental one-group pre-test–post-test design was used among 30 first-year Post Basic B.Sc. Nursing students at Florence Paramedical and Nursing College, Anantnag. A demographic questionnaire and a 30-item structured knowledge questionnaire were used. The intervention was based on the study topic, relevant literature, non-research sources, and expert input, and used a PowerPoint presentation, interactive discussion, and visual materials. Descriptive statistics and a paired-sample analysis were used to compare knowledge scores.</em></p> <p><strong><em>Results</em></strong><strong><em>: </em></strong><em>The reported pre-test mean knowledge score was 18.53 ± 3.63, and the post-test mean was 22.63 ± 2.48. The reported mean increase was 4.10 points. The paired analysis reported a statistically significant difference between pre-test and post-test scores (t = 10.79, df = 29, p &lt; 0.001). Significant associations were reported between pre-test knowledge and gender, educational status, and source of knowledge, whereas age, residence, and clinical experience were reported as non-significant.</em></p> <p><strong><em>Conclusion</em></strong><strong><em>: </em></strong><em>The findings indicate an improvement in biomedical waste management knowledge following the structured educational intervention. Focused, repeated, and context-specific biomedical waste management education may strengthen nursing students’ preparedness for safe clinical practice. Because the study used a single-group design and a small sample, the findings should be interpreted within the limits of the study setting.</em></p> <p>&nbsp;</p>

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