A STUDY TO ASSESS EFFECTIVENESS OF SKILL STATION ON KNOWLEDGE AND PRACTICE REGARDING VACCINATION AMONG NURSING STUDENTS FROM SELECTED NURSING COLLEGES OF SANGLI, MIRAJ AND KUPWAD CORPORATION AREA

Abstract

Background: Vaccination is an important public health intervention for preventing vaccine-preventable diseases. Nursing students require adequate theoretical knowledge and practical competency to perform vaccination procedures safely, including vaccine administration, cold-chain management, infection prevention and related safety measures. Skill-station teaching provides structured demonstration, hands-on practice, return demonstration and feedback. Objectives: To assess the pre-test level of knowledge and practice regarding vaccination among nursing students; to provide skill-station training on vaccination methods, immunization guidelines and cold-chain management; to assess post-test knowledge and practice; and to compare pre-test and post-test scores to determine the effectiveness of the training. Methods: A quantitative research approach with a pre-experimental one-group pre-test–post-test design was used. The study included 80 nursing students from selected nursing colleges in the Sangli, Miraj and Kupwad Corporation area. The thesis reports simple random sampling. Data were collected using a demographic proforma, structured knowledge questionnaire and observational practice checklist. Content validity was established through subject experts. Reliability was assessed by the split-half method with Spearman–Brown coefficient r = 0.86. Pre-test assessment was followed by one-day skill-station training; the post-test was administered on the tenth day after the intervention. Data were analysed using frequency, percentage, mean, standard deviation and paired t-test. Results: Most participants were aged 22–23 years (72, 90%) and 50 (62.5%) were male. None had attended previous vaccination training. Regarding clinical exposure, 60 (75%) had only observed vaccination procedures and 20 (25%) had assisted in vaccination. The mean knowledge score increased from 12.78 ± 1.91 in the pre-test to 15.89 ± 1.94 in the post-test; paired t = 16.59, p < 0.0001. The mean practice score increased from 12.80 ± 1.79 to 15.11 ± 1.84; paired t = 11.74, p < 0.0001. Conclusion: Within the limitations of the one-group pre-test–post-test design, the findings indicate improvement in knowledge and observed practice following skill-station training on vaccination among nursing students.