M.Sc. Nursing 2nd Year,
*Corresponding Author E-mail: poulamidas96@gmail.com
Recently hypertension is considered as one of the major cause of death and severe complications all over the world. It is generally characterised by a chronic process and runs in families. Gene therapy is an emerging frontier in science that provides a focused approach for treating the genetic causes of hypertension. However, nursing students have insufficient knowledge and recognition of these advanced approaches.
This study aimed to assess how a structured educational intervention could enhance students' knowledge about gene therapy as a treatment for hypertension among third- and fourth-year BSc Nursing students in NIMS, BBSR.
The research followed a pre-experimental, single-group design involving both pre-test and post-test assessments. The setting was in Neelachal Institute of Medical Sciences, school and college of nursing in Bhubaneswar, Odisha. Total 80 numbers of students of BSc Nursing (40 from third year and 40 from fourth year) were selected through purposive sampling technique. To evaluate participants’ knowledge of gene therapy, a 25-item multiple-choice questionnaire was administered. A 60-minute structured teaching programme was delivered through PowerPoint presentations, visual aids, and interactive discussions. The same questionnaire was administered again after seven days of the intervention. Data were analyzed using SPSS version 25, with paired t-test applied to evaluate statistical significance.
The pre-test mean knowledge score was 11.8(SD = 3.2). It was significantly increased to 20.6(SD = 2.7) in the post test. A paired t-test was conducted to compare the scores, which produced a t-value of 16.42 and a p-value below 0.001. It indicates a statistically significant improvement in knowledge following the teaching intervention.
Gene therapy, Hypertension, Nursing students, Teaching programme, Knowledge assessment
