Effectiveness of Structured Teaching on Nursing Students’ Knowledge Regarding Light Pollution in a College at Wardha
Pallavi Patil
Department of Medical Surgical Nursing, Smt. Radhikabai Meghe Memorial College of Nursing, Datta Meghe Institute of Higher Education & Research, Maharashtra, India.
Vaishali Tembhare
Department of Medical Surgical Nursing, Smt. Radhikabai Meghe Memorial College of Nursing, Datta Meghe Institute of Higher Education & Research, Maharashtra, India.
*Author to whom correspondence should be addressed.
Abstract
Introduction: Light pollution, also referred to as photo pollution, occurs when excessive artificial light from human-made sources enters the atmosphere, particularly the troposphere. It contributes to environmental degradation, disrupts circadian rhythms, affects nocturnal wildlife, and poses risks to human health by disturbing sleep and hormonal balance. Despite growing recognition of its harmful effects, awareness and mitigation efforts remain limited. As future healthcare professionals, nursing students play a vital role in promoting environmental health awareness and sustainable practices; therefore, enhancing their understanding through structured education is important for informed advocacy and community engagement.
Aim: This study aimed to assess the effectiveness of a planned teaching programme on knowledge regarding light pollution among B.Sc. Nursing students in a selected college in Wardha.
Methods: A pre-experimental, one-group pre-test-post-test design was adopted. Ninety-four B.Sc. Nursing students were selected through convenience sampling. Data were collected using a structured knowledge questionnaire developed to assess understanding of light pollution, its health impacts, and preventive measures. The planned teaching intervention included interactive sessions emphasising environmental and health aspects. Pre-test and post-test scores were analysed using descriptive and inferential statistics, including the paired t-test.
Results: Pre-test findings revealed that 74.47% of students had good knowledge, 24.47% had average knowledge, and only 1.06% demonstrated very good knowledge (mean score: 12.30 ± 2.00). Post-test analysis showed a significant improvement in knowledge levels following the educational intervention (t = 36.829, p < 0.001). No statistically significant association was found between post-test knowledge scores and demographic variables, including age and gender.
Conclusion: The planned teaching programme was effective in enhancing nursing students' knowledge of light pollution. Incorporating environmental health education into nursing curricula may help future nurses advocate for sustainable practices and address emerging public health challenges related to environmental pollution.
Keywords: Light pollution, nursing education, environmental health, planned teaching programme, knowledge assessment, sustainability