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This pre-experimental one-group pre-test post-test study evaluates a structured teaching programme integrating theory and practical demonstrations for second-semester students in Maharashtra, assessing knowledge and practical skill outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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B.sc Nursing Students in Maharashtra  \nSaranya Chandran R1, Donna Lim2, Lekshmi CL3, Arpita Dan4  \n1,2Trainee Officer, Medical-Surgical Nursing Department, College of Nursing AFMC Pune  \n3,4Assistant Professor, Medical-Surgical Nursing Department, College of Nursing AFMC Pune  \nAbstract  \nIntroduction  \nNeurological assessment, particularly cranial nerve examination, is an essential skill in nursing practice for early identification of neurological deficits. However, nursing students, especially in the early semesters, often struggle to apply theoretical knowledge effectively in clinical settings. This gap can lead to missed signs and delayed interventions, negatively impacting patient outcomes. Structured teaching programmes that integrate theory with practical sessions have shown promise in improving both knowledge and clinical skills. This study evaluates the effectiveness of a structured teaching intervention on cranial nerve assessment among 2nd semester BSc Nursing students in Maharashtra.  \nMethods  \nThe study employed a pre-experimental one-group pre-test post-test design involving 40 BSc Nursing students from a selected nursing college in Maharashtra. A structured teaching programme comprising theoretical instruction and practical demonstrations was implemented. Baseline and post-intervention data on students’ knowledge and practical skills related to cranial nerve assessment were collected using structured tools. Data analysis was carried out using descriptive and inferential statistics, including paired t-tests, with significance set at p ≤ 0.05.  \nResults  \nPre-test findings revealed that 47.5% of students had average knowledge, with a mean score of 12.68/25 (50.7%), and 75% demonstrated poor practical skills, with a mean score of 57.95/175 (33.11%) . Post-test results showed significant improvements: 82.5% scored outstanding in knowledge with a mean of 21.83/25 (87.3%), and 95% achieved outstanding scores in practice, with a mean of 162.93/175 (93.1%) . The paired t-test yielded t = 15.652 (p \u003C 0.001) for knowledge and t = 56.323 (p \u003C 0.001) for practice, confirming the intervention’s effectiveness.  \nConclusion  \nThe structured teaching programme was highly effective in improving the knowledge and practical skills of BSc Nursing students in cranial nerve assessment. The statistically significant results indicate that such programmes should be integrated into early nursing curricula to promote clinical competence and enhance the quality of patient care in neurological nursing settings.  \nKeywords: Neurological assessment, Cranial nerve examination, Structured teaching programme, BSc nursing students  \nINTRODUCTION  \nNeurological assessment is a fundamental component of patient care, particularly in settings involving acute and chronic neurological conditions. Accurate evaluation of cranial nerve function is critical for early identification of neurological deficits, monitoring disease progression, and ensuring timely intervention [1] . For Basic BSc Nursing students, acquiring this competency is vital, as they often encounter patients with potential or established neurological impairments during clinical placements. However, many students find the neurological examination intimidating and complex, primarily due to limited clinical exposure and insufficient hands-on practice [2]. Thus, there is a growing need to strengthen foundational training in neurological assessment within the undergraduate nursing curriculum.  \nNumerous studies have highlighted that nursing students struggle with the theoretical and practical aspects of neurological assessment, especially in evaluating cranial nerves [3] . The abstract nature of neurological functions and the intricacies of testing various cranial nerves demand a level of clinical reasoning and dexterity that students often lack during early training. Factors contributing to these ","cbCaieoxqt1VGdzo","https://ap.wps.com/l/cbCaieoxqt1VGdzo","pdf",471915,11,"English","# Abstract\n# Introduction\n# Methods\n# Results\n# Conclusion\n# Keywords","[{\"question\":\"Why is cranial nerve assessment important in nursing practice?\",\"answer\":\"It supports early identification of neurological deficits, monitoring disease progression, and ensuring timely intervention.\"},{\"question\":\"What study design and participants were used to evaluate the teaching programme?\",\"answer\":\"A pre-experimental one-group pre-test post-test design involved 40 BSc Nursing students from a selected nursing college in Maharashtra.\"},{\"question\":\"What were the results after the structured teaching programme?\",\"answer\":\"Knowledge and practical skills showed significant improvement in post-test scores, with paired t-tests indicating effectiveness at p ≤ 0.05 and p \\u003c 0.001.\"}]","Enhancing Cranial Nerve Assessment Skills - Effectiveness of A Structured Teaching Program Among B.sc Nursing Students in Maharashtra | PDF",1789928396,28]