Effectiveness Of Simulation- Based Learning In Term Of Competency Regarding Pre-Term Newborn Care Among Nursing Students: An Quasi Experimental Study

Background: Adolescence is a crucial period of transition from childhood to adulthood. Among adolescent girls, some infections occur during this period, among which urinary tract infection is very common. Urinary tract infection is an infection in any part of the urinary system including the kidneys, ureters, bladder and urethra that has a particular impact on females of all ages especially during adolescent period. It can be caused in adolescent girls due to lack of knowledge and awareness regarding hygienic toilet practices, perineal hygiene, menstrual hygiene and poor hydration status. Aim of the Study: The main aim of this study is to assess the effectiveness of Structured teaching programme on knowledge and practices regarding urinary tract infections among adolescent girls. Material & Methods: A quantitative research approach and quasi experimental research design was adopted. Non probability purposive sampling technique was used to select the sample of 60 adolescent girls, divided into experimental and control groups consisting of 30 adolescent girls in each. A pre-test & post- test was conducted to evaluate the knowledge & practices of both the experimental and control group using structured knowledge questionnaire & checklist. The data analysis was done by using the descriptive and inferential statistics. Results: The statistics reveal that, in experimental group, mean post-test knowledge score (19.83) was significantly higher than the mean post-test knowledge score (12.80) in the control group as evident from ?t? value 6.163 which was significant at p<0.001 level of significance. And the mean post-test practices score (11.17) in experimental group was significantly higher than the mean post-test practices score (7.87) in the control group as evident from ?t? value 7.262 which was significant at p<0.001 level of significance. Thus, it is evident that mean post-test knowledge & practices score was higher in the experimental group as compared to the control group which shows the effectiveness of the structured teaching programme.

Introduction: Reproductive health, is defined as the state of physical, mental, and social well-being in all matters relating to the reproductive system at all stages of life. Reproductive health implies that people are able to have a satisfying and safe sex life and that they have the capability to reproduce and the freedom to decide if, when, and how often to do so. Implicit in this definition are the rights of men and women to be informed and to have access to safe, effective, affordable, and acceptable methods of family planning of their choice, and the right to appropriate health-care services that enable women to safely go through pregnancy and childbirth1. Maternal mortality is perhaps the most important cause of loss of healthy life and cause that could be readily reduced through improved quality of care. One of the reason for maternal morbidity is uterine prolapse. Uterine prolapse is widespread chronic reproductive health problem. It mainly affects woman’s quality of life drastically.2 Material and Methods: An experimental design to evaluate the Effectiveness of Structured Teaching Programme on Knowledge regarding Prevention of Uterine Prolapse among married Women. The study was conducted on 30 samples each in experimental and control group. Data was collected from September 2019 to November 2019. A structured knowledge questionnaire was used to evaluate the Effectiveness of Structured Teaching Programme on Knowledge regarding Prevention of Uterine Prolapse among married Women. Result: The data revealed that, In experimental group, 40% of the subject belonged to the age group 26-30 years, 46.7% were educated up to senior secondary, 73.3% were home maker, and 36.7% had 20001-40000 monthly family income. 60 % had 2 children, 83.4% had vaginal delivery, 83.4% had no previous knowledge regarding prevention of uterine prolapse, 93.3% subject had not adopted the preventive measure of uterine prolapse and 90% subjects had no family history of uterine prolapse whereas in control group, 33.4% of the subject belongs to the age group of 31-35 years, 36.8% were educated up to senior secondary, 83.4% were home maker, 43.4% had &lt;20000 monthly family income, 43.4% had 2 children, 73.4% had vaginal delivery, 90% had no any previous information regarding prevention of uterine prolapse, 96.7% had not adopted preventive measure of uterine prolapse and, 83.3% subjects does not have any family history of uterine prolapse. The mean post-test knowledge score (28.03+5.09) was higher than mean pre-test knowledge score (11.16+3.45) in experimental group while in control group the mean pre-test and post-test knowledge score was almost similar (10.73+1.98 vs. 10.83+2.22) which indicated the effectiveness of structured teaching programme. in control group no significant association was found between post-test knowledge score regarding uterine prolapse and demographic variables, age (F=0.483), educational qualification (F=0.336), occupation (F=0.252), total monthly family income (F=1.072), number of children (F=0.053), mode of delivery (t=0.610), previous knowledge regarding prevention of uterine prolapse (t=0.134), if yes source of information (t=0.13.2), any measure adopted for prevention of uterine prolapse (t=4.779), any family history of uterine prolapse (t=0.689) at p level&lt;0.05. Conclusion: After the detailed analysis of this study it shows that structured teaching programme regarding prevention of uterine prolapse was effective in enhancing the knowledge of married women..

Background: Attention deficit hyperactivity disorder (ADHD) is the most pervasive disorder of childhood affecting about 3% to 5%. Early identification and intervention of this problem are very important to address issues at early age. Materials and method: Quantitative approach and quasi experimental non equivalent control group pretest-posttest design was used. Total 100 primary school teachers (54 in experimental group and 46 in comparison group) were recruited by convenience sampling technique. Tools in the study were selected variables, structured knowledge questionnaire and structured attitude scale. Results: Mean post-test knowledge score (t= 5.24, p=0.00) and mean posttest attitude score (t=4.10, p=0.00) was higher than mean pretest knowledge and attitude score in experimental group. There was a weak positive correlation (r=0.282) in experimental and a moderate positive correlation (r=0.406) in comparison group. There was no significant association of knowledge except gender (p=0.03) and teaching experience (p=0.04) in experimental group and except religion (p=0.03) in comparison group. There was no significant association of attitude in experimental group and except age (p=0.03) in comparison group. Regression shows teaching experience having predictability, R= 30.10% (0.301) on knowledge and qualification having predictability on attitude, R= 34.20% (0.342) in experimental group. In comparison group, number of children having predictability, R= 32.70% (0.327) on attitude. It was concluded that Video based teaching was effective to improve the knowledge and attitude regarding ADHD of children.

The study was titled as “effectiveness of structured teaching programme on knowledge regarding life style modifications for the prevention of atherosclerosis among housewives.” The objectives of the study were to evaluate the effectiveness of structured teaching programme on knowledge regarding life style modification for the prevention of atherosclerosis and to find out the association between knowledge regarding life style modifications for the prevention of atherosclerosis among housewives with selected demographic variables. Quasi experimental pretest posttest control design was adopted for this study. The study was conducted in a community area of Pallithottam at Kollam district. The sample consisted of 60 housewives. Non-probability convenient sampling technique was used. Data were collected from the housewives to assess their existing level of knowledge by using structured knowledge questionnaire before giving structured teachingprogramme. Post test was conducted one week after administration of structured teaching programme, to assess their level of knowledge. The collected data were tabulated and analysed by descriptive and inferential statistics. The results showed that, the mean posttest knowledge score of selected sample in experimental group (14.53) was higher than the mean pretest score (8.47). Since the calculated ‘t’ value (14.43) was greater than the table value (2.05) at 0.05 level of significance, there was statistically significant difference between mean pretest and posttest knowledge scores in experimental group. The mean posttest knowledge score of selected sample in experimental group (14.53) was higher than the mean posttest score (8.47) in the control group. The calculated ‘t’ value (14.43) was greater than the table value (2.05) at 0.05 level of significance. This indicated that there was statistically significant difference between mean pretest and posttest knowledge scores regarding life style modifications for the prevention of atherosclerosis in experimental group. The study concluded that structured teaching programme was effective in improving the knowledge regarding life style modifications for the prevention of atherosclerosis among housewives.

Background and Objectives: Nutrition is the science of food and its relationship to health. It is concerned primarily with the part played by nutrients in body growth, development and maintains. When the person was unable to take oral feeding. Nasogastric tube feeding is a common method of maintaining or improving nutritional status in patients who are unable to take sufficient nutrition orally. Nasogastric tube feeding is a basic nursing care in caring the patients. Nurses play a vital role in care of the patients with nasogastric tube feeding. Nurses are responsible to take care of nasogastric tube and she must feed the patient properly. And also they must have adequate knowledge and better practice in order to bring positive outcome of the patient. The objectives of the study To assess the level of knowledge and practice regarding NGTF among experimental and control group in terms of pretest score. To develop and implement VAT on NGTF to the experimental group. To assess the posttest knowledge and practice scores between experimental and control group, to evaluate the effectiveness of video assisted teaching. To find out the association between the knowledge and practice scores with their selected demographic variables. Method: A study was an evaluative approach with pretest-posttest control group design.60 staff nurses were selected for the study using purposive sampling technique and distributed equally to the experimental and control group. The data was collected by using structured questionnaire and observational checklist on NGTF. The study was conducted in two hospitals of Hassan. Results: The findings of the study indicated that over all mean pretest knowledge and practice score was 40.20% and 46.38% in experimental group and 38.50% and 46.0% in control group respectively. The mean posttest knowledge and practice in experimental group was 87.60% and 90.36%, where as in control group was 40% and 40.80% and the independent ‘t’ value was 15.7 in knowledge aspect and 15.3 in practice aspect when p<0.001. There was significantly increase in the level of knowledge and practice in experimental group after the VAT. Hence the finding signifies that the VAT was effective in enhancing the knowledge and practice of staff nurses. Interpretation and conclusion: Both descriptive and inferential statistics was employed to analyze the data. The data analysis was carried out on the basis of objectives and hypothesis of the study and has been presented on the sample characteristics with knowledge and practice level. Overall mean pretest knowledge and practice score was 40.20% and 46.38% in experimental group and 38.50% and 46% in control group. The mean posttest knowledge and practice score in experimental group was 87.60% and 90.36% and in control group 40% and 40.80% respectively. Knowledge and practice of staff nurses regarding NGTF was less than 50% before the administration of VAT in both the groups. And it was more than 50% in experimental group after the administration of VAT. There was no association between knowledge and practice level with selected demographic variables. The independent‘t’ value (15.7 in knowledge and 15.3 in practice) was greater than the table value when p<0.001 level of significance. This indicated that VAT was significantly effective in increasing the knowledge and practice level of staff nurses.

It is a study to assess the effectiveness of structured teaching programme on knowledge and practice of postoperative care among parents of children with cleft lip and cleft palate in a selected hospital, Dehradun, Uttarakhand. Objective: The main objectives of the study was to compare the post-test knowledge of parents on postoperative care of cleft lip and cleft palate in control and experimental group and to assess the post-test practice of parents on post-operative care of cleft lip and cleft palate in control and experimental group. Methodology: Quasi-experimental, two groups pre-test and post-test designs were used in the study. The study was done in selected hospital Dehradun, Uttarakhand. The sample comprised of 60 parents of children with cleft lip and cleft palate who fulfilled inclusion criteria. All the participants who are available at the time of data collection were taken consecutively. Data was collected from participants by conducting interview schedule using structured knowledge questionnaire and observation practice checklist. Result: The result showed that in experimental group the mean post-test knowledge score (18.90 ± 0.95) was higher than the mean post-test knowledge score (10.46 ± 1.52) in control group which was found statistically significant at p<0.05. The mean post-test practice score in experimental group in day 1 was 10.40 ± 1.95 which was higher than the control group 7.00 ± 1.59 and the ‘t’ value was 7.36. Again the mean post-test practice score in experimental group in day 2 was 11.80 ± 1.95 which was higher than the control group 6.66 ± 1.72 and the ‘t’ value was 11.84. On third day the mean post-test practice score in experimental group was 10.76 ± 2.26 which was higher than the control group 6.43 ± 1.45 and the ‘t’ value was 8.80. Hence the score predict that there was significant difference between the mean post-test practice in experimental and control group at p<0.05 level. So there was no evidence to accept the null hypothesis, hence the researcher rejects the null hypothesis and accepted the research hypothesis. Conclusion: It was concluded that structured teaching programme on post-operative care of cleft lip and cleft palate was effective in increasing knowledge and practice of parents.

Smartphone addiction is an overuse of mobile device, usually quantified as the number of times the users access their devices. Aim of study was to assess the effectiveness of structured teaching programme on knowledge regarding health hazards of mobile phone addiction. Quantitative research approach was used with Non-Randomized pre- test post-test control group design. Non-probability Convenient Sampling Technique was used to select sample. Sample size was 100 i.e. 50 for experimental group and 50 for control group. Result of the study revealed that Paired t-test in experimental group mean pre-test and post-test knowledge score was t=35.39 which was significant at 0.05 level of significance. In control group mean pre-test and post-test knowledge score was t=0.58 which was non-significant at 0.05 level of significance. Unpaired t-test in experimental and control group mean post-test knowledge score t=11.35 which was significant at 0.05 level of significance. Significant correlation in experimental group between, pre-knowledge and post knowledge r=0.92 and in control group pre-knowledge and post knowledge score r=0.94 at 0.05 level of significance. Association of knowledge score with selected demographic variables in experimental and control group was not statistically significant. Conclusion of the study showed that Structured Teaching Programme was effective in improving knowledge regarding health hazards of mobile phone addiction among school students.

Aim of the study: The study aims to find out the effect of Structured Teaching Module (STM) On Pin-Tract Infections (PTI) in External Fixation among Floor Nurses. Problem statement: What is the Effect of Structured Teaching Module (STM) On Pin-Tract Infections (PTI) in External Fixation Among Floor Nurses Serving in Selected Hospitals, Maharashtra? Primary objective: The primary objective of the study was to assess the effect of STM on knowledge regarding PTI in External Fixation among Floor Nurses. Secondary objectives: 1) To assess the knowledge of Floor Nurses on PTI in External Fixation in experimental and comparison group before intervention 2) To assess the knowledge of Floor Nurses on PTI in External Fixation in experimental and comparison group after intervention 3) To find out the effect of STM on PTI in External Fixation among Floor Nurses 4) To find out the association between post-test knowledge scores on PTI in External Fixation and demographic variables of Floor Nurses in experimental group. Method: A quasi-experimental design with non-randomized comparison group was used to assess the effect Structured Teaching Module (STM) On Pin-Tract Infections (PTI) in External Fixation among 150 Floor Nurses. The data was collected by using self-administered questionnaire. Results: From the findings, it was observed that the pre-intervention demographic variables of floor nurses in comparison and experimental group were more or less similar revealing both the groups had similar characteristics. It was observed that the percentages of knowledge (comparison group; 51.4% & experimental group; 47.5%) on pin-tract infection in external fixation among floor nurses were more or less similar before intervention. However, after an intervention, the percentage of knowledge on pintract infection in external fixation was significantly increased from 47.5% to 83.5% in experimental group whereas it was almost remained unchanged in comparison group. There was a significant difference (p<0.0001) between pre-test and post-test knowledge scores in experimental group. And, there was also a significant difference (p<0.0001) between the post tests of comparison and experimental group. No significant association (p>0.05) was found between knowledge on pin-tract infection and age, gender, religion, qualification, professional experience, & income of floor nurses. Interpretation and conclusion: The data were analyzed by applying descriptive and inferential statistic. The result of the study indicated that after intervention there was an improvement in the knowledge score. Analysis of data shows that highly difference found between the pre-test and post-test knowledge scores at the level of (p<0.05).The hypothesis proved and accepted.

Background- Covid-19 Pandemic has proved the Nurse’s crucial role in health care delivery systemand providing nursing care to critically ill patients. It is a challenge for nurses as they need to be astute,competent, compassionate and critical thinker when they have to take care of patients on mechanicalventilator. Aim– To assess knowledge and practices regarding care of patients on mechanical ventilatoramong nursing personnel before and after administration of Nursing Care Bundle (NCB) in experimentaland comparison group. Material and method. A Quasi Experimental non Equivalent comparison grouppretest post test design used in thus study. 65 nursing personnels (30 experimental and 35 comparisongroups) were selected from hospitals of North India using convenience sampling technique. NCBwas administered in experimental group. Structured knowledge questionairre, Structured ObservationChecklist for practices was used to collect data before and after intervention. Results- The mean posttest knowledge and practices scores of nursing personnel in experimental and comparison groups were(21.6 ± 3.84, 30.83 ± 4.51) and (17.54 ± 2.76, 19.54 ± 4.17) respectively. There was significant differencebetween mean pre test and post test knowledge and practices scores (p=0.00).There was statistically nosignificant correlation between post test knowledge and practices score [r=0.16 (0.39)] among nursingpersonnel in experimental group at the level of significance 0.05.There was significant association ofselected variable in area of gender (0.02) in experimental and education (0.02) in comparison groupwith pre test knowledge scores , also there was a significant association of selected variable in area ofgender in experimental (0.03) and present area of working (0.03) in comparison group with pre testpractices score. Conclusion- Nursing Care Bundle was effective in improving knowledge and practicesof nursing personnel.

Background- Covid-19 Pandemic has proved the Nurse’s crucial role in health care delivery systemand providing nursing care to critically ill patients. It is a challenge for nurses as they need to be astute,competent, compassionate and critical thinker when they have to take care of patients on mechanicalventilator. Aim– To assess knowledge and practices regarding care of patients on mechanical ventilatoramong nursing personnel before and after administration of Nursing Care Bundle (NCB) in experimentaland comparison group. Material and method. A Quasi Experimental non Equivalent comparison grouppretest post test design used in thus study. 65 nursing personnels (30 experimental and 35 comparisongroups) were selected from hospitals of North India using convenience sampling technique. NCBwas administered in experimental group. Structured knowledge questionairre, Structured ObservationChecklist for practices was used to collect data before and after intervention. Results- The mean posttest knowledge and practices scores of nursing personnel in experimental and comparison groups were(21.6 ± 3.84, 30.83 ± 4.51) and (17.54 ± 2.76, 19.54 ± 4.17) respectively. There was significant differencebetween mean pre test and post test knowledge and practices scores (p=0.00).There was statistically nosignificant correlation between post test knowledge and practices score [r=0.16 (0.39)] among nursingpersonnel in experimental group at the level of significance 0.05.There was significant association ofselected variable in area of gender (0.02) in experimental and education (0.02) in comparison groupwith pre test knowledge scores , also there was a significant association of selected variable in area ofgender in experimental (0.03) and present area of working (0.03) in comparison group with pre testpractices score. Conclusion- Nursing Care Bundle was effective in improving knowledge and practicesof nursing personnel.

Background: Low back pain is a major occupational problem among health care workers. Body mechanicsand Ergonomic programs can prevent low back pain amongs them. The aim of the study was to assess andcompare knowledge, self-efficacy and practice on prevention of work related low back pain among staffnurses before and after administration of Ergonomic Training Program in experimental and comparisongroup.Methods: A Quasi Experimental Non Equivalent Control Group Pre-test and Post-test Design was used.Eighty staff nurses from MMIMS&amp;R Hospital, Mullana were selected by convenience sampling technique.Ergonomic Training Program was administered in experimental group for two days. Standardised Nordicquestionnaire for low back pain, Pain assessment scale, structured knowledge questionnaire, structured selfefficacy scale and structured observational checklist were used to collect data.Results: The study showed that there was a significant difference in the mean post-test knowledge (p=0.001)and practice (p=0.001) scores of staff nurses in experimental and comparison group. There was a significantdifference between the mean pre-test and post-test knowledge (p=0.001), self-efficacy (p=0.047) and practicescores (p=0.0001) in experimental group.Conclusion: Ergonomic Training Program was effective in improving the knowledge, self-efficacy andpractice on prevention of work related low back pain among staff nurses.

Postpartum Hemorrhage (PPH) is one of the leading causes of maternal mortality and morbidity worldwide and isresponsible for about a quarter of all maternal deaths. The aim of the study was to assess the effectiveness of simulationbasedlearning regarding management of PPH in terms of competencies among nursing students in selected nursingcolleges of Haryana. Quasi- experimental design was adopted to assess the effectiveness of simulation based learning interms of competency of nursing students. Data was collected from 109 students studying in BSc. 4th Year in M.M.College of Nursing and M.M. Institute of Nursing. Purposive sampling technique was used to randomly allocate theparticipants in experimental and comparison group. The study findings showed that majority (76.7%) and (73.5%) of thenursing students were female in experimental and comparison group respectively. In experimental group, the mean posttestknowledge score (23.7 ± 4.1) and (22.3 ± 4.2) was higher than the comparison group. The mean post-test skillsscore (27.2 ± 4.3) in experimental group was higher than (24.7 ± 5.3) in comparison group. The mean post-test CDMAscore (12.7±2.1) in comparison group was higher than the mean post-test CDMA score (9.6±2.5) in experimentalgroup. The calculated ‘t’ value post-test skills scores (t=2.65; p=0.00*) which was found to be statistically significant at0.05 level of significance. The study concluded that Simulation based learning was effective in enhancing the competencyof nursing students regarding management of PPH.

Breast cancer comprises about 25% of all female cancers. Its incidence is rising constantly, also among younger women. Every 15 min, three breast cancer cases are diagnosed and one woman dies of this disease. Breast cancer is the leading cause of death among women in the age group of 40–44 years and the incidence increases significantly after 50. This experimental pre-test post-test control group design aims to evaluate the effectiveness of information booklet regarding early detection of breast cancer and breast self-examination in terms of knowledge and skill of the staff nurses. Sixty staff nurses were randomly selected (30 in experimental group and 30 in control group). Structured knowledge questionnaire was developed to assess the knowledge of the staff nurses and observation checklist was developed to assess the skill of the staff nurses on breast cancer and breast self-examination. Information booklet was developed to teach the staff nurses regarding breast cancer and breast self-examination. The reliability of the tools and feasibility of the study were verified through pilot study. The reliability of the questionnaire was established by K.R-20 formula and inter-observer method for practice respectively. The data was analyzed by using descriptive and inferential statistics. Mean post-test knowledge and skill score of staff nurses of experimental group was significantly higher than their mean pre-test knowledge and skill score (28.7 and 11.9) of staff nurses of experimental group was higher than mean pre-test knowledge and skills score (19.9 and 2.93). These scores were significantly (<0.03) higher than the mean score of staff nurses in control group. It is concluded that the information booklet was effective for enhancing the knowledge and skill of breast cancer and breast self-examination among staff nurses. Keywords: Effectiveness, information booklet, breast cancer, breast self-examination, knowledge, skills, staff nurses Cite this Article Harvinder Kaur, Kalapana Mandal. Knowledge and Skill of Staff Nurses Regarding Breast Cancer and Breast Self-Examination. Research and Reviews: Journal of Oncology & Hematology. 2016; 5(2): 1–5p.

Aim of the study: The study aims to find out the effect of self-instructional module on telenursing among staff nurses. Problem statement: What is the Effect of Self-Instructional Module (SIM) on Telenursing among Staff Nurses Working in Selected Tertiary Care Hospitals at Vidarbha Region, Maharashtra? Primary objective: The primary objective was used to find out the effect of self-instructional module on telenursing among staff nurses. Secondary objectives: 1) To assess the knowledge of staff nurses regarding telenursing in experimental and comparison group before intervention. 2) To assess the knowledge of staff nurses regarding telenursing in experimental and comparison group after intervention. 3) To find out the effect of SIM on telenursing among staff nurses. 4) To find out the association between post-test knowledge scores and selected demographic variables of staff nurses in experimental group. Method: A quasi-experimental design with non-randomized comparison group was used to assess the effect of Self-Instructional Module on knowledge regarding telenursing among 160 staff nurses. The data was collected by using self-administered questionnaire. Results: From the findings, it was observed that the pre-intervention demographic variables of staff nurses in control and experimental group were more or less similar revealing both the groups had similar characteristics. It was observed that the percentages of knowledge (control group; 23.7 & experimental group; 37.1%) on telenursing among staff nurses were more or less similar before intervention. However, after an intervention, the percentage of knowledge on telenursing was significantly increased from 37.1% to 79.2% in experimental group whereas it was almost remained unchanged in control group. There was a significant difference (p<0.0001) between pre-test and post-test knowledge scores in experimental group. And, there was also a significant difference (p<0.0001) between the post tests of control and experimental group. No significant association (p>0.05) was found between knowledge on telenursing and age, religion, qualification, professional experience, & income of staff nurses. But significant association (p<0.05) was found between knowledge on telenursing and gender. Interpretation and conclusion:The data were analyzed by applying descriptive and inferential statistic.The result of the study indicated that after intervention there was an improvement in the knowledge score.Analysis of data shows that highly difference found between the pre-test and post-test knowledge scores at the level of (p<0.05).The hypothesis proved and accepted.

Junk food consumption worldwide is increasing day by day which is not good for the future. Junk food is very harmful that is slowly eating away the health of the present generation.The aim of study was to assess the effectiveness of structured teaching programme on knowledge and attitude regarding health hazards of the junk food among students in selected school of Himachal Pradesh. Quantitative research approach and non-randomized control group pre-test post-test design was used for the present study. Non -probability Convenient sampling technique was used. Sample size was 100 i.e.50 for experimental group and 50 for control group. In experimental group comparison within group, mean post-test knowledge score was significantly higher than the mean pre-test knowledge score as evident from paired t value 19.66 and mean post-test attitude score was significantly higher than the mean pre-test attitude score as evident from paired t value 21.67. Comparison between experimental group mean post-test knowledge score was significantly higher than mean post-test knowledge score of control group as evident from Unpaired t value 12.39 and mean post-test attitude score was significantly higher than mean post-test attitude score of control group as evident from Unpaired t value 9.71 which was significant at 0.05 level of significance. Positive correlation was found between pre-test knowledge and post-knowledge r=0.46, post-test knowledge and pre-test attitude r=0.43, post-test knowledge and post-test attitude r=0.474, pre-test attitude and post-test attitude r=0.86 experimental group and control group positive correlation was found between pre-test knowledge and post-knowledge r=0.97, pre-test attitude and post-test attitude r=0.98 which was significant at 0.05 level of significance. Association of knowledge score and attitude score regarding health hazards of junk food among students with selected demographic variable in experimental and control group was not statistically significant. The study concluded that structured teaching Programme was effective to increase the knowledge and change the attitude regarding health hazards of junk food.