Empowering mothers through structured education to strengthen their role in preventing child malnutrition and promoting lifelong health for children under five

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 <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<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..

A study was conducted “to assess and evaluate the effectiveness of Structured Teaching Programme (STP) in terms of knowledge of adolescent girls regarding Polycystic ovarian Syndrome and Prevention of its Complications in selected senior secondary school of New Delhi”. The objectives of the study wereto assess the knowledge of adolescent girls on polycystic ovarian syndrome and prevention of its complications, to develop Structured Teaching Programme for adolescent girls on Polycystic Ovarian Syndrome and Prevention of its complications, to evaluate the effectiveness of Structured Teaching Programme in terms of gain in knowledge scores of adolescent girls and to determine the association between pre- test knowledge scores and selected demographic variables such as age, type of family, dietary pattern and education stream.The research approach selected for the study was quantitative approach and design was one- group pre-test post-test design. Sample of 60 adolescent girls were selected by convenient sampling technique. Structured knowledge questionnaire and a Structured Teaching Programme was developed and validated by nine experts practicing obstetrics and gynaecology medicine, community medicine and nursing facultyof obstetrical and gynaecology. Conceptual framework of the present study was developed based on Imogene King’s Goal Attainment Model. Pilot study was conducted to ascertain feasibility of the study and Final data was collected from 18th Dec, 2017to 8th Jan, 2018 at Bachan Prasad Senior Secondary School, Deoli, Sangam Vihar, New Delhi.The data obtained was analysed using descriptive and inferential statistics. The major findings showed that the mean post–test knowledge scores (25.5±3.71) was higher than the mean pre-test knowledge scores (15.85±3.6) with a mean difference of 9.65. The obtained mean difference was found to be statistically significant as evident from calculated ‘t’ value of 16* which is greater than table value of 2.00 at 0.05 level of significance. No significant association between pre-test knowledge scores and demographic variables such as age, type of family and dietary pattern. However, a significant association was found between pre-test knowledge scores and education stream of adolescent girls.It was concluded from the study that the Structured Teaching Programme on Polycystic ovarian syndrome and prevention of its complications developed by the researcher was effective in enhancing and increasing the knowledge of adolescent girls.

This study entitled “Study to evaluate the effectiveness of structured teaching programme on knowledge regarding millets and its importance among adolescents in selected community area at Salempur” submitted in the year 2024. Aims: The objectives are to evaluate the pre-test knowledge regarding millets and its importance among adolescents; to evaluate the post-test knowledge regarding millets and its importance among adolescents; to evaluate the effectiveness of structured teaching programme on knowledge regarding millets and its importance among adolescents; to find out association between pre-test knowledge score with selected demographic variables among adolescents. Hypothesis: H1: There will be a significant difference between mean pre-test knowledge score than their mean post-test knowledge score regarding millets and its importance among adolescents. H2: There will be significant association between pre-test level of knowledge score and demographic variables. Design and Setting: Quasi - experimental approach with one group pre-test post-test design was adopted. Methods and Materials: 60 samples were selected by purposive sampling technique. A structured knowledge questionnaire was utilized to assess the knowledge of the samples. Results: The mean pre-test knowledge score of samples regarding was 11.95, whereas mean post-test knowledge score was 20.90 with a mean difference of 9.95 and SD pretest was 2.80 and post-test was 2.65. The calculated 't' value 38.34 was greater than tabulated 't'= 1.98 which was statistically proved at 0.05 level of significance. It revealed that the Structured Teaching Programme was effective in increasing knowledge among the participants. Conclusion: This indicates that the Structured Teaching Programme was effective to enhance the level of knowledge regarding millets and its importance among adolescents.

Neonates or new-born are the most delicate group among kids as they are not able to express their feelings happiness, sad, pain or discomfort and their systems are immature, just starting to adjust to the extra uterine life. Mother plays an important role in identifying minor developmental deviations and early evidence of the disease process because she is constantly and closely watching her baby. The most common minor problems occur in new-borns are vomiting, constipation, diarrhea, breath holding spells, cradle crap, physiological jaundice, hiccups, napkin rash, abdominal colic, oral thrush, erythema toxicum (new-born rash), milia, Epstein pearl, neonatal acne, neonatal conjunctivitis etc. Neonatal infections and the minor problems is one of the major leading causes of death during the neonatal period. It can contribute up to 13–15% of all deaths during the neonatal period with the mortality rate reaching as high as 50% for infants who are not treated timely. Postnatal Mothers should be aware of common minor neonatal problems A quantitative approach was used to study the effectiveness of PTP on the knowledge regarding common minor neonatal problems and its management among postnatal mothers admitted in S.S hospital, Davangere, Karnataka. 30 postnatal mothers admitted in S.S Hospital were selected for the study by purposive sampling technique. Data was collected from samples using 2 tools those are socio demographic variables and structured knowledge questionnaire on common minor neonatal problems and its management. The investigator collect data from Postnatal mothers using structured knowledge Questionnaire. Investigator administers pretests questionnaires to the postnatal mother and then Structured Teaching Programme was given to the postnatal mother and post test was conducted from postnatal mother on 7th day after the intervention. The result revealed that the majority of postnatal mothers had average pretest scores that is 29(99%) and 1(1%) of postnatal mothers had poor knowledge regarding common minor neonatal problems. The mean knowledge scores in pre-test was 1.32 and SD was 0.469 and in post-test mean was 1.52 and SD was 0.499. So, it is evident that mean post-test knowledge score of postnatal mothers was significantly greater than their mean pre-test knowledge score. t’ {1199} = 10.572 at P <.005 level of significance. This shows that STP (structure teaching programme) on common minor neonatal problem and its management has enhanced knowledge on common minor neonatal problems. Calculated ‘p’ value is 0.0008 which is less than 0.05 hence there is association between level of knowledge and educational status of mother. Calculated ‘p’ value is 0.046 which is less than 0.05 hence there is association between level of knowledge and occupation of husband

Background: Telemedicine is the use of advanced telecommunications technologies for the purposes of making diagnoses, conducting research, transferring patient data and/or improving disease management and treatment in remote areas. In the right circumstances, Telemedicine offers a cost-effective alternative to the traditional methods of health care delivery. Objectives: The main objectives of the study was to assess the level of knowledge regarding Telemedicine, to develop and administer a Structured Teaching Programme on knowledge regarding Telemedicine, to assess the effectiveness of Structured Teaching Programme and to determine the association of post-test knowledge with selected socio-demographic variables regarding Telemedicine. Methods and material: A pre-experimental (one group pre-test post-test) design was used for the study. Total 60 students of B.Sc. Nursing 3rd year and 4th year of Sister Nivedita Government Nursing College, IGMC, Shimla (H.P.) were selected by using convenience sampling technique. A self structured knowledge questionnaire was used to assess the knowledge regarding Telemedicine. After conducting pre-test, structured teaching program was provided. The knowledge score of pre-test and post-test was compared. The gathered data was analyzed by using descriptive and inferential statistics. Results: The study finding shows that the mean post-test knowledge score (21.70%) was higher than the mean pre-test knowledge score (15.10%). which was statistically significant. Conclusion: It was concluded that the structured teaching program was effective in increasing the knowledge of students of B.Sc. Nursing 3rd year and 4th year regarding Telemedicine.

A study to assess the effect of structured teaching program on the level of knowledge and practice on administration of insulin among diabetic patients and their care givers in selected wards of JMMC&amp;RI, Thrissur. Objectives: to assess the level of knowledge and practice on administration of insulin among diabetic patients and their care givers before and after intervention, to compare the level of knowledge and practice on administration of insulin among diabetic patients and their caregivers before and after intervention and to associate the pre-test level of knowledge and practice in administration of insulin among diabetes patients and their care givers with selected socio demographic and clinical data variables. Methodology: The study was conducted among 30 diabetes patients on insulin therapy using pre-experimental one group pre-test post-test design. Samples were selected by purposive sampling technique. The tool used for the study had 3 sections: Section A - Socio demographic and clinical data variables where the items include age, gender, marital status, educational status, occupation, monthly income, family history of diabetes mellitus, duration of illness, duration of insulin treatment, person administering insulin, any prior teachings on insulin administration and its source; Section B - Structured knowledge questionnaire; Section C - Structured practice checklist. Result: On data analysis it reveals that 14(46.7%) belongs to the age group of 61-80 years, 19(63.3%) are male, 29(96.7%) are married, 11(36.7%) have high school education, 18(60%) were unemployed‚ 14(46.7%) samples have family history of diabetes mellitus, 13(43.3%) have diabetes for less than 5 years and 4(13.3%) have duration of 11-15 years, 13(43.3%) take insulin for less than 1 year, 14(46.7%) administered insulin by themselves, 23(76.7%) had prior knowledge on insulin administration. The mean post-test knowledge score (19.46) of diabetic patients was higher than the mean pre-test knowledge score (10.2). The computed ‘t’ value (-19.631 ) showed a significant difference between the pre- test and posttest knowledge scores. The mean post-test practice score (19.60) of 30 diabetic patients was found to be significantly higher than their pre-test practice scores. There was a statistically significant relationship between the knowledge and practice level after structured teaching program (P&lt;0.001). There was no significant association between knowledge and practice with selected socio demographic and clinical data variables. The teaching program was accepted by all subjects and showed their interest to learn the administration of insulin.

The conceptual framework of the study, undertaken in select health centres of New Delhi, was based on General System Model. The research approach was evaluative with one group pre-test and post-test design. The study population comprised of Community Health Workers working in selected centres in Najafgarh, Delhi. Purposive sampling technique was used to select a sample of 30 Community Health Workers. A structured knowledge questionnaire was developed to assess the knowledge of subjects. A Structured Teaching Programme was developed to enhance the knowledge of Community Health Workers. Pre-test was given on day 1 and Structured Teaching Programme administered on same day. Post-test was conducted on day 7. Most of the Community Health Workers were in the age group of 21-30 years with academic qualification up to Higher Secondary level. Maximum Community Health Workers had professional qualification as ANM/MPHW (female). Majority of the Community Health Workers had experience up to 5 years. Initially there was deficit in scores of knowledge of Community Health Workers regarding Visual Inspection with Acetic Acid (VIA) test. Mean post-test knowledge scores of Community Health Workers were found to be signifi- cantly higher than their mean pre-test knowledge score. The Community Health Workers after expo- sure to Structured Teaching Programme gained a significant positive relationship between post-test knowledge scores. The study reveals the efficacy of Structured Teaching Programme in enhancing the knowledge of Community Health Workers regarding VIA test and a need for conducting a regular and well planned health teaching programme on VIA test for improving their knowledge on VIA test for the early detection and diagnosis of cervical cancer.

Background: A pre-experimental study was conducted to assess the effectiveness of structured teaching programme on knowledge of adolescents regarding prevention and early detection of thyroid disorders at selected pre-university colleges, Bengaluru. A total sample of 60, adolescents were selected using non-probability convenient sampling. The objectives of the study were to assess the pre-test level of knowledge of adolescents regarding prevention and early detection of thyroid disorders and to find the effectiveness of structured teaching program on knowledge of adolescents regarding prevention and early detection of thyroid disorders. The final objective was to find out the association between pre-test score of adolescents with socio-demographic variables. Materials and Methods: A one-group pre-test post-test design was used to conduct the study. A sample comprising of 60 adolescents were enrolled using non-probability sampling technique. The conceptual framework of the study was based on Imogene King’s goal attainment model. Tools used for data collection were demographic Performa and structured knowledge questionnaire. Results: Data analysis was done using descriptive and inferential statistics. Findings of the study revealed that the mean post-test knowledge score 26.15 ±3.66 was significantly higher than the mean pre-test knowledge score 11.58±4.17 (p&lt;0.05). Paired t value computed at 39.58 was statistically significant at p&lt;0.05. which revealed that, there is significant increase in the mean post-test knowledge score. There was no significant association was observed at 0.05 found between pre-test level knowledge scores and selected demographic variables. Conclusion: The findings of the study clearly showed that the structured teaching programme was significantly effective in improving the knowledge of adolescents regarding prevention and early detection of thyroid disorders. Keywords: Effectiveness, structured teaching programme, knowledge of adolescents, prevention of diseases, hypothyroidism, hyperthyroidism.

Background: A quasi-experimental design was used to evaluate the effectiveness of awareness program on knowledge of teachers regarding school bullying among children at selected urban schools of Bengaluru. A total sample of 40 teachers were selected using purposive sampling technique. The objective of the study was to assess the level of knowledge of teachers regarding school bullying among children and to evaluate the effectiveness of awareness programme on knowledge of teachers regarding school bullying among children. The final objective was to find out the association between pre-test level of knowledge score of teachers regarding school bullying among children and selected socio demographic variables. Materials and Methods: A quasi experimental design was used to conduct the study. A sample comprising of 40 teachers were enrolled using purposive sampling technique. The conceptual framework adopted for the study was based on General system theory by Ludwig von Bertalanffy model of nursing. Tools used for data collection were demographic Performa and structured knowledge questionnaire. Results: Data analysis was done using descriptive and inferential statistics. Findings of the study revealed that the mean post-test knowledge score 16.20± 7.47 was significantly higher than the mean pre-test knowledge score 12.73± 4.64. Paired t value computed at 6.63 was statistically significant at p&lt;0.05. which revealed that, there is significant increase in the mean post-test knowledge score. There was no significant association was observed at 0.05 found between pre-test level knowledge scores and selected demographic variables. Conclusion: The findings of the study clearly showed that the structured teaching programme was significantly effective in improving the knowledge of teachers regarding school bullying. Keywords: Awareness, Teachers, Children, Urban School.

Background: Low-birth-weight (LBW) babies are highly vulnerable to health complications, and their survival largely depends on the mother’s awareness and care practices. Inadequate maternal knowledge and negative attitudes toward LBW care can significantly affect t neonatal morbidity and mortality. Structured Teaching Programmes (STPs) can play a vital role in bridging this knowledge gap. OBJECTIVES To assess the pre-test and post-test knowledge and attitude regarding the care of low-birth weight babies among mothers. To evaluate the effectiveness of structure teaching programme on knowledge and attitude regarding the care of low-birth-weight babies among mothers by comparing pre-test and post- test knowledge score. To determine the association between pre-test knowledge and attitude scores with selected Socio-demographic variables. HYPOTHESES: H1- There is significant difference between pretest and post-test knowledge and attitude score on care of low-birth-weight babies among mother of low-birth-weight babies. H2- There is a significance correlation between knowledge and attitude score on care of low-birthweight babies among mother of low-birth-weight babies. H3- There is a significance association between level of knowledge and attitude on care of low birth-weight babies among mothers with selected demographic variables. Methods: A pre-experimental one-group pre-test post-test design was adopted. The study was conducted among 60 mothers of LBW babies admitted to a selected hospital in Meerut. Participants were selected using purposive sampling. Data were collected using a structured knowledge questionnaire and a 5-point Likert attitude scale. Descriptive statistics were used to summarize the data, and paired t-tests and chi-square tests were used for inferential analysis. Results: The mean pre-test knowledge score was 10.45 (±3.26), which increased to 19.60 (±2.12) post-intervention. The mean attitude score also improved significantly. The paired t-test values for knowledge and attitude were statistically significant (p &lt; 0.05). Educational qualification and prior knowledge were significantly associated with pre-test scores. This indicates that the STP was effective in enhancing both knowledge and attitude Levels. Conclusion: The Structured Teaching Programme proved to be an effective intervention in improving maternal knowledge and attitude toward LBW baby care. It is recommended that similar educational interventions be implemented as part of routine postnatal care to promote neonatal health outcomes.

Aims and Objectives: The main goal of the research is to evaluate the Effectiveness of the Structured Teaching Programme (STP) On Knowledge Regarding Good Touch and Bad Touch among School Children of Selected Schools in Mysore. Methods: A Quasi-experimental study design was adopted to find the effectiveness of teaching programs on good touch and bad touch among 100 school children by simple random sampling technique using the lottery method at UDBURU higher primary school Mysore. Demographic sheets and knowledge questionnaires were used as a tool for data collection. The sample knowledge was assessed by using a Pre-test followed by a structured teaching programme. On the 8th day post-test was done by administering the same structured knowledge questionnaire. Data were analyzed using descriptive and inferential statistics. Results: A paired ‘t-test’ was done to compare between pre-test mean and post-test mean knowledge score the obtained t value of 31.94 was found to be significant at p level 0.05. The result shows that there is an association between the knowledge scores with selected demographic variables such as age, educational status type of family, information on GT &amp; BT, and yes on GT &amp; BT. Interpretation and Conclusion: Based on the above findings it is inferred that a structured teaching program is effective in improving the knowledge of school children regarding good touch and bad touch.

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: A pre-experimental study was conducted to assess the effectiveness of structured teaching programme on knowledge regarding Kangaroo mother care among III-year B.Sc. Nursing students in selected Nursing College, Tumkur district, Karnataka. A total sample of 60, III-year B.Sc. (N) students were selected using Simple random sampling technique. The objectives of the study were to assess the knowledge level among III-year BSc. nursing students regarding kangaroo mother care before and after structured teaching programme and to find out the effectiveness of structured teaching programme on knowledge regarding kangaroo mother care among nursing students. The final objective was to determine the association between pre-test level of knowledge and selected demographic variables. Materials and Methods: A one-group pre-test post-test design was used to conduct the study. A sample comprising of 60 students were enrolled using simple random sampling technique. The conceptual framework of the study was based on Ludwig VonBertalanffy’s General System Model. Tools used for data collection were demographic Performa and structured knowledge questionnaire. Results: Data analysis was done using descriptive and inferential statistics. Findings of the study revealed that the mean post-test knowledge score 25.12±2.41was significantly higher than the mean pre-test knowledge score 14.36±3.47 (p&lt;0.01). Paired t value computed at 21.56** was statistically significant at p&lt;0.01. which revealed that, there is significant increase in the mean post-test knowledge score. Significant association at 0.05 level was observed between knowledge with regard to their previous knowledge. Conclusion: The findings of the study confirmed that the structured teaching programme was significantly effective in improving the knowledge on kangaroo mother care amongIII year B.Sc. nursing students.

Introduction: Use of alcohol among college students is a worldwide problem. Alcoholism is gradually tearing down the college students irrespective of gender. Incidents of many diseases are preventable through changes in health behavior by adopting health education strategies for educating the students. Objectives: The objectives of the study were to evaluate the effectiveness of the structured teaching program (STP) on knowledge and attitude regarding prevention and control of alcohol use among undergraduate college students. Materials and Methods: One group pre-test and post-test design was used on 163 undergraduate college students at Shekhawati P.G. College Kanwat, Sikar (Rajasthan), using Stratified random sampling. STP, structured knowledge questionnaire and attitude scale were used to collect the data. Results: Study found a statistically significant (t = 41.60, df = 162, P = 0.0153) increase in mean knowledge score (mean difference of 9.57) from mean pre-test knowledge score of 10.14, SD ± 2.09 to post-test knowledge score of 19.71, SD ± 2.18 after administration of the STP. Similarly, post-exposure to the STP a statistically significant (t = 19.47, df = 162, P = 0.0326) improvement in attitude score, from pre-test attitude scores of 68, SD ± 8, to mean post-test attitude score 77.97, SD ± 5.78, was found with mean difference of 9.97. It shows that STP was effective in enhancement of knowledge and attitude of undergraduate college students. The post-test knowledge and attitude score showed statistically significant correlation (r = 0.73, df = 161, P = 0.00001). Conclusion: Systematically prepared STP on prevention and control of alcohol use was effective in improving the knowledge and attitude of undergraduate college students.

Introduction: Disasters are unforeseeable events that destroy lives and affect people, ruins possessions and disturb environment. The study aims to develop structured teaching and awareness programme on disaster preparedness and mitigation, to compare knowledge of health professionals, before and after administration of structured teaching and awareness programme, and find out the association of post knowledge scores with professional experience, previous experience of working during a disaster, previous special training/short term course attended on disaster management. Methods: The research approach selected was quantitative in nature and research design was preexperimental with one group pre-test post-test design. Sampling was done using convenient sampling using 200 samples. The study was conducted in HAHC Hospital, New Delhi. The sample comprised of 200 health professionals (Doctors and Nurses) working in HAHC Hospital. The tools used for generating necessary data were structured knowledge questionnaire on disaster preparedness and mitigation. The data were analyzed using descriptive and inferential statistics. Results: Sample characteristics revealed that majority of samples (57%) were diploma holders, (80.50%) had professional experience. Only 7 (8.5%) study subjects had previous experience of working during a disaster and only 12 (24%) study subjects had attended special training/short term course on disaster management. The findings of study showed that the mean post-test knowledge score was significantly higher than mean pre-test knowledge score, with maximum gain in area of disaster preparedness and mitigation. Conclusion: There was a significant association between knowledge gain and professional experience of working during a disaster. Association between post-test knowledge scores with professional experience and subjects who already attended special training/short term course on disaster management was not significant.