EFFECT OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE REGARDING SELF-CARE MANAGEMENT OF PCOS AMONG THE STUDENTS OF DEGREE COLLEGES

Author Name: 1. Mrs. Rupali Ladke, 2. Ms. Shabina Inamdar, 3. Ms. Mayuri Jadhav, 4. Ms. Jerlin P. Oommen, 5. Ms. Jisha N.J , 6. Ms. Jissy George, 7. Ms. Arzoo Karbelkar

Volume/Issue: 07/03

Country: India

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/09.2026-32867598/UIJIR

Affiliation:

1. Assistant Professor, Sadhu Vaswani College of Nursing, Pune, Maharashtra, India
2. Tutor, Sant Dnyaneshwar Medical Education School of Nursing, Pune, Maharashtra, India
3. Staff Nurse, Shamayels Polyclinic, Kuwait
4. Staff Nurse, Terna Hospital, Phase II, Nerul (West), Navi Mumbai, Maharashtra
5. Staff Nurse, Saudi Arabia
6. Staff Nurse, Mater Dei Hospital, Malta
7. Staff Nurse, Wockhardt Hospital, Mumbai Central, Maharashtra, India

ABSTRACT

Introduction: Polycystic Ovary Syndrome (PCOS) is one of the most common endocrine and reproductive disorders affecting women of reproductive age, with an estimated global prevalence ranging from 2.2% to 26%. It is characterized by hyperandrogenism, menstrual irregularities, chronic anovulation, and polycystic ovaries, and is associated with long-term metabolic, cardiovascular, and psychological complications. The rising prevalence of PCOS has become a significant public health concern, particularly among adolescents and young women, largely due to changing lifestyles and limited awareness. In India, despite the increasing burden of PCOS, many women remain undiagnosed or seek medical care only after experiencing infertility or other complications. Insufficient knowledge regarding the causes, symptoms, risk factors, and preventive measures contributes to delayed diagnosis and management. Therefore, improving awareness about PCOS is essential for promoting early detection, timely intervention, and the prevention of long-term health consequences. Objectives The study was aimed at assessing the knowledge regarding self-care management of PCOS among the students preintervention and after the planned teaching and to associate the knowledge score of students with their selected demographic variables. Methodology: Quasi experimental pre-test and post-test design, 30 BSc Nursing students from selected Nursing colleges were enrolled by non-probability convenience sampling. Pre-test was administered on day one and planned teaching was given to the participants and after seven days post test was conducted. Result: The findings revealed that the mean knowledge score of students increased significantly from 8.36 ± 2.29 in the pre-test to 14.83 ± 2.12 in the post-test following the structured teaching programme. The difference was statistically significant (Z = -6.468, p < 0.05), indicating the effectiveness of the intervention. In the post-test, 66.67% of students demonstrated very good knowledge and 20% achieved excellent knowledge, whereas none had poor or average knowledge. A significant association was observed between pre-test knowledge scores and participants' age and year of study, while no significant association was found with healthcare profession, personal history of PCOS, or family history of PCOS. Conclusion: The structured teaching programme was effective in significantly improving students' knowledge regarding self-care management of Polycystic Ovary Syndrome (PCOS). Enhancing awareness through educational interventions can promote early recognition, adoption of healthy lifestyle practices, and timely management of PCOS among young women.

Key words: Polycystic Ovary Syndrome (PCOS), Structured Teaching Programme, Self-Care Management, Knowledge, Nursing Students and Health Education