Background
Polycystic Ovarian Syndrome (PCOS) is a common endocrine and metabolic disorder affecting women of reproductive age. It is characterized by a combination of reproductive, hormonal, and metabolic abnormalities and may have important consequences for menstrual health, fertility, body weight, psychological well-being, and long-term metabolic health. Nursing professionals have an important role in health education, early recognition, lifestyle counselling, referral, and support for women experiencing PCOS. Consequently, nursing students need adequate knowledge regarding its concept, pathology, clinical manifestations, diagnosis, management, and lifestyle modification. Conventional teaching methods may not always provide sufficient opportunities for students to visualize complex physiological and pathological processes. Video-Assisted Teaching (VAT) integrates visual and auditory information and may improve comprehension and retention.
Aim
The study aimed to evaluate the effectiveness of Video-Assisted Teaching on knowledge regarding PCOS among Basic B.Sc. Nursing Semester-II students and to determine the association between pre-test knowledge and selected demographic variables.
Methods
A quantitative evaluative approach with a one-group pre-test post-test pre-experimental design was adopted. Sixty Basic B.Sc. Nursing Semester-II students from selected nursing colleges in Vadodara were selected through simple random sampling. Data were collected using a structured tool consisting of a socio-demographic profile and a 30-item multiple-choice knowledge questionnaire covering the concept, pathology, manifestations, diagnostic aspects, and lifestyle management of PCOS. A 30-minute Video-Assisted Teaching programme was subsequently administered. Pre-test and post-test scores were analyzed using descriptive statistics and a paired t test. Chi-square analysis was used to examine associations between pre-test knowledge and selected demographic variables.
Results
Of the 60 participants, 96.66% were aged 18–20 years, all participants were female and belonged to a science stream, and 98.33% were unmarried. Two-thirds (66.66%) resided in urban areas, while mass media was the reported source of information for 55% of participants. None had previously attended formal PCOS training, workshops, or conferences. In the pre-test, 8 (13.33%) students had poor knowledge, 42 (70%) had average knowledge, and 10 (16.66%) had good knowledge. Following Video-Assisted Teaching, no student remained in the poor-knowledge category, 13 (21.66%) had average knowledge, and 47 (78.33%) demonstrated good knowledge. The pre-test mean score was 16.45 ± 4.50, while the source reports a post-test mean of 24.07, representing a mean gain of 8.03 marks. The paired t value was 16.08 at 59 degrees of freedom, exceeding the reported tabulated value of 2.00 at the 0.05 level. The study therefore reported a statistically significant improvement in knowledge following VAT.
Conclusion
Video-Assisted Teaching was found to be an effective educational strategy for improving knowledge regarding PCOS among Basic B.Sc. Nursing Semester-II students. The marked shift from average and poor knowledge toward good knowledge following the intervention supports the incorporation of structured multimedia teaching into nursing education.
Polycystic Ovarian SyndromeVideo-Assisted TeachingNursing StudentsKnowledgeNursing EducationPCOSPre-testPost-test.
Background
Polycystic Ovarian Syndrome (PCOS) is a common endocrine and metabolic disorder affecting women of reproductive age. It is characterized by a combination of reproductive, hormonal, and metabolic abnormalities and may have important consequences for menstrual health, fertility, body weight, psychological well-being, and long-term metabolic health. Nursing professionals have an important role in health education, early recognition, lifestyle counselling, referral, and support for women experiencing PCOS. Consequently, nursing students need adequate knowledge regarding its concept, pathology, clinical manifestations, diagnosis, management, and lifestyle modification. Conventional teaching methods may not always provide sufficient opportunities for students to visualize complex physiological and pathological processes. Video-Assisted Teaching (VAT) integrates visual and auditory information and may improve comprehension and retention.
Aim
The study aimed to evaluate the effectiveness of Video-Assisted Teaching on knowledge regarding PCOS among Basic B.Sc. Nursing Semester-II students and to determine the association between pre-test knowledge and selected demographic variables.
Methods
A quantitative evaluative approach with a one-group pre-test post-test pre-experimental design was adopted. Sixty Basic B.Sc. Nursing Semester-II students from selected nursing colleges in Vadodara were selected through simple random sampling. Data were collected using a structured tool consisting of a socio-demographic profile and a 30-item multiple-choice knowledge questionnaire covering the concept, pathology, manifestations, diagnostic aspects, and lifestyle management of PCOS. A 30-minute Video-Assisted Teaching programme was subsequently administered. Pre-test and post-test scores were analyzed using descriptive statistics and a paired t test. Chi-square analysis was used to examine associations between pre-test knowledge and selected demographic variables.
Results
Of the 60 participants, 96.66% were aged 18–20 years, all participants were female and belonged to a science stream, and 98.33% were unmarried. Two-thirds (66.66%) resided in urban areas, while mass media was the reported source of information for 55% of participants. None had previously attended formal PCOS training, workshops, or conferences. In the pre-test, 8 (13.33%) students had poor knowledge, 42 (70%) had average knowledge, and 10 (16.66%) had good knowledge. Following Video-Assisted Teaching, no student remained in the poor-knowledge category, 13 (21.66%) had average knowledge, and 47 (78.33%) demonstrated good knowledge. The pre-test mean score was 16.45 ± 4.50, while the source reports a post-test mean of 24.07, representing a mean gain of 8.03 marks. The paired t value was 16.08 at 59 degrees of freedom, exceeding the reported tabulated value of 2.00 at the 0.05 level. The study therefore reported a statistically significant improvement in knowledge following VAT.
Conclusion
Video-Assisted Teaching was found to be an effective educational strategy for improving knowledge regarding PCOS among Basic B.Sc. Nursing Semester-II students. The marked shift from average and poor knowledge toward good knowledge following the intervention supports the incorporation of structured multimedia teaching into nursing education.
Polycystic Ovarian SyndromeVideo-Assisted TeachingNursing StudentsKnowledgeNursing EducationPCOSPre-testPost-test.