Bridging the Knowledge Gap: Effect of Structured Teaching on Anaemia Prevalance and Prevention Among B.Sc. Nursing Students

Salma  Amin; Humira  Amin; Mohammad Alyas  Shah; Umar Fayaz Lone

Salma Amin Nursing Tutor, Islamic University of Science and Technology, Awantipora, Kashmir
Humira Amin M.Sc. Nursing (Pediatrics), Rajiv Gandhi College of Nursing, Jammu & Kashmir, India
Mohammad Alyas Shah Nursing Tutor, Skylark College of Nursing and Allied Health sciences, Pulwama, Kashmir
Umar Fayaz Lone Nursing Tutor, Florence Paramedical and Nursing College, Anantnag, Kashmir

Keywords: Anemia, Structured Teaching Programme, Knowledge, B.Sc. Nursing Students, Pre-experimental Study

Abstract

Introduction: Anemia is a major public health problem in India, particularly among adolescents and nursing students. Inadequate knowledge about its prevalence and prevention can negatively affect both personal health and future nursing practice.
Method: A pre-experimental one-group pre-test and post-test design was conducted among B.Sc. Nursing students selected through purposive sampling at a selected nursing college in Kashmir. Data were collected using a structured knowledge questionnaire. A structured
teaching programme was administered after the pre-test, followed by a post-test to assess effectiveness.
Result: The findings showed an increase in knowledge scores, with the mean post-test score (23.12) higher than the mean pre-test score (21.81), indicating improvement. A significant association was also found between pre-test knowledge scores and selected demographic
variables.
Discussion: The study concludes that structured teaching programmes are effective in improving knowledge regarding anemia among nursing students. Enhanced knowledge can promote better preventive practices and strengthen their role in health education.

How to cite this article:
Amin S, Amin H, Shah M A, Lone U F. Bridging The Knowledge Gap: Effectiveness of Structured Teaching Program on Anaemia Prevalance and Prevention Among B.sc. Nursing Students. Int J Nurs Midwif Res.2025;12(1&2):30-37.

DOI: https://doi.org/10.24321/2455.9318.202507

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