abstract
Cervical cancer is a growth of cells that starts in the cervix. The cervix is the lower part of the uterus that connects to the vagina. However, it can be prevented by regular screening for those who are at risk. According to the National Cancer Control Program, cancer is now one of the top ten causes of death in India. To assess the pre-test level of knowledge regarding cervical cancer and its prevention among nursing students To develop and administer structure teaching program on knowledge regarding cervical cancer and its prevention among nursing students To assess the post-test level of knowledge regarding cervical cancer and its prevention among nursing students. To find out the association between the pre-test level of knowledge regarding cervical cancer and its prevention among nursing students. To disseminate the findings. The aim of the study to assess the knowledge regarding cervical cancer and its prevention among nursing students. The study was carried out college students at Rayat Bahra College of Nursing at Mohali, Punjab data was collected by using Self Structured Knowledge Questionnaire. Quantitative approach and pre experimental design were used to carry out the study. The area selected for the study was Rayat Bahra College of Nursing District Mohali, Punjab. Purposive sampling technique was used to college students to assess the prevalence of cervical cancer faced college students. Collected data was analyzed by using descriptive and inferential statistics. The prevalence of cervical cancer related to vaginal discharge with their selected socio demographic variables was done by using chi square test. The mean difference of cervical cancer with their selected socio demographic variables such as age, monthly income, type of family, number of siblings, educational status, religion, dietary pattern, habitat, family history of cervical cancer, source of information regarding cervical cancer. The analysis shows a significant improvement in post-test knowledge scores compared to pre-test scores. The mean pre-test score was 13.75±3.228 (62.50%), while the mean post-test score was 15.33±2.505 (69.68%), indicating a mean difference of 1.58. The paired t-test value was 3.366 with a p-value of 0.0012, which is statistically significant at p<0.05. The conclusion of the study is that the structured teaching programme was effective in improving the knowledge of the students and enhancing knowledge levels.