Authors:
Suman Vashist, Joseph Jeganathan, Nirmala Gangadurai, Nandini Mannadath

Addresses:
Department of Mental Health Nursing, Teerthanker Mahaveer University, Moradabad, Uttar Pradesh, India. Department of Nursing, College of Health and Sport Sciences, University of Bahrain, Sakhir, Southern Governorate, Bahrain.

Abstract:

Effective verbal communication and appropriate personal appearance are crucial aspects of professional behaviour in nursing, directly influencing patient care, trust, and professional identity. Despite their importance, many nursing students receive limited formal training in these areas. This study aimed to evaluate the effectiveness of a self-instructional module (SIM) in improving nursing students' knowledge of verbal communication and personal appearance at selected colleges in Dehradun, Uttarakhand. A quantitative research approach with a quasi-experimental design was employed. The sample comprised 200 nursing students, selected purposively. Data were collected using a structured knowledge questionnaire before and after exposure to the SIM. Descriptive and inferential statistics were used to assess the intervention's effectiveness. Pre-test results indicated that 52% of students had poor knowledge, 34% had average knowledge, and only 14% had good knowledge. Following the intervention, none of the students remained in the poor category; 76% showed average knowledge, and 24% demonstrated good knowledge. The average knowledge score improved from 45% in the pre-test to 75% in the post-test, reflecting a 30% increase. Additionally, students' attitudes toward the importance of communication and appearance improved significantly. The findings suggest that the self-instructional module was effective in enhancing nursing students' knowledge and attitudes, underlining its value as a practical educational tool for improving essential professional skills in nursing education.

Keywords: Self-Instructional Module; Professional Behaviour; Verbal Communication; Personal Appearance; Professional Identity; Structured Knowledge; Quasi-Experimental Design.

Received on: 21/10/2024, Revised on: 15/12/2024, Accepted on: 21/02/2025, Published on: 11/12/2025

DOI: 10.69888/FTSTL.2025.000563

FMDB Transactions on Sustainable Techno Learning, 2025 Vol. 3 No. 4, Pages: 133-140

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