Date of Award

12-15-2025

Degree Type

Thesis

Degree Name

MSc in Nursing

First Advisor

Dr Rafat Jan

Second Advisor

Ms. Mehreen Aslam

Third Advisor

Dr Sana Sheikh

Department

School of Nursing and Midwifery, Pakistan

Abstract

Background: Nutritional Knowledge is necessary for healthcare professionals to maintain the nutritional requirements of patients. For improving healthcare professionals’ knowledge, attitude, and practices, a nutritional interventional module can be employed. To shed light on this perspective, the researcher aimed to introduce a structured educational module for healthcare providers and BSN students, who require essential knowledge of nutrition, ultimately fostering a positive attitude toward nutrition intervention for those patients suffering from acute and chronic diseases.
Purpose: The purpose of the study would be essential knowledge of nutrition, ultimately fostering a positive attitude toward nutrition intervention for those patients suffering from acute and chronic diseases.
Method: A quasi-experimental pretest and post-test design was used to assess the impact of an educational intervention on the knowledge of 100 participants. The intervention consisted of an educational module, which was adapted by the Midwifery Association of Pakistan (MAP). Knowledge was measured using a standardized multiple-choice questionnaire administered before and immediately after the intervention. Data was analyzed descriptively using SPSS version 26 to determine changes in knowledge levels pretest and post-intervention.
Finding(s): According to the findings, in Pair 1 of correct responses, which included 40 participants, the mean score at pre-test was 53.60 (SD = 16.336). In Pair 2 of incorrect responses, the analysis was conducted with 28 participants. The average pre-test score was 52.93 (SD = 13.835), demonstrating that the number of incorrect answers before the intervention was very high. The correlation coefficient was r = .678 with a significance value of p = .000. This indicates that participants who scored higher on correct responses during the pre-test were also more likely to score higher during the post-test. This finding reveals that the overall knowledge assessment (40% correct) and nutrition in disease prevention (49% correct) show that there is a lack of awareness of the clinical role of nutrition.
Conclusion: Nutritional intervention significantly improved participants' knowledge of nutrition quality care; students improved their nutritional knowledge from poor to good levels. However, certain areas, particularly attitude and practice, require further emphasis. These results suggest that structured education effectively addresses critical knowledge gaps but highlights the need for ongoing training in complex clinical areas.

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1

Last Page

173

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