2025, Vol. 7, Issue 2, Part C

Objectives: To evaluate the effectiveness of an educational intervention on the knowledge of peptic ulcer disease among nursing students.

Methods: A quasi-experimental one-group pretest-posttest design was adopted among 60 B.Sc. Nursing students selected through purposive sampling from a nursing college in Kolar, Karnataka. Data were collected using a structured, validated knowledge questionnaire consisting of 30 items covering etiology, signs and symptoms, complications, prevention, and management of PUD. Following a pretest, participants attended a 45-minute structured teaching session on PUD. A posttest was conducted after seven days using the same tool. Data were analyzed using descriptive and inferential statistics; paired t-test measured the intervention’s effectiveness, and Chi-square test examined associations with demographic variables.

Results: The mean pretest knowledge score (11.45 ± 2.65) increased significantly to posttest (23.78 ± 3.12), indicating a marked improvement following the intervention (t = 19.72, p < 0.001). No significant associations were found between pretest knowledge and demographic variables.

Conclusion: The structured educational intervention significantly enhanced nursing students’ knowledge of peptic ulcer disease. Incorporating targeted teaching sessions on gastrointestinal disorders into nursing curricula can strengthen students’ competence and patient education skills.