Effectiveness of Educational Pedagogy on Knowledge Regarding Organ Donation among B.Sc. Nursing Students: A Pre-Experimental Study

Abstract

Background: Organ donation and transplantation can be life-saving treatments for people with end-stage organ failure. However, misconceptions, incomplete understanding of brain-stem death, uncertainty about consent and legal procedures, and limited opportunities for structured education can affect willingness to discuss donation. Nursing students are future clinicians and health educators and may help communicate accurate information to patients and families.

Objective: To assess the effect of educational pedagogy on knowledge regarding organ donation among third-year Bachelor of Science in Nursing (B.Sc. Nursing) students at a selected college in Bhopal, Madhya Pradesh.

Methods: A quantitative, pre-experimental, one-group pre-test–post-test design was used. A non-probability convenience sample of 60 third-year B.Sc. Nursing students from Pragyan College of Nursing, Bhopal, participated. Knowledge was assessed using a structured questionnaire. A PowerPoint-based educational presentation was delivered after the pre-test, and the same questionnaire was administered seven days later. The source study reported descriptive statistics, paired comparisons, and chi-square tests.

Results: Before the intervention, 43 students (71.67%) had moderate knowledge, 12 (20.00%) inadequate knowledge, and 5 (8.33%) adequate knowledge. At the post-test, 44 (73.34%) had moderate knowledge, 1 (1.66%) had inadequate knowledge, and 15 (25.00%) had adequate knowledge. The mean score increased from 14.33 (46.03%) to 16.80 (56.93%), a mean difference of 2.47 points. The reported t value was 6.54, significant at p<0.05. Pre-test knowledge was reported to be associated with age, gender, religion, and information source, but not family income.

Conclusion: The findings indicate an improvement in short-term knowledge after a structured educational presentation.