"A Quasi Experimental Study to Evaluate the Effectiveness of Planned Teaching Program on Knowledge Regarding Contributing Factors and Ill Effects of Virtual Betting Activities Among Nursing Students at Selected College of Bareilly, U.P."

Background: Virtual betting activities have emerged as an increasing digital risk behaviour among young people, particularly with the easy availability of internet-based betting platforms and applications. Inadequate awareness regarding the contributing factors and ill effects of virtual betting activities may negatively influence students’ behaviour, academic performance, financial well-being, and overall health. Nursing students, as future health professionals, need adequate knowledge regarding such emerging behavioural and digital health risks. Therefore, the present study was undertaken to evaluate the effectiveness of a planned teaching programme on knowledge regarding contributing factors and ill effects of virtual betting activities among nursing students. Objective: • To assess the knowledge regarding contributing factors and ill effects of virtual betting activities among nursing students. •To evaluate the effectiveness of planned teaching programme on knowledge regarding contributing factors and ill effects of virtual betting activities among nursing students. •To compare the pre-test and post-test knowledge scores regarding contributing factors and ill effects of virtual betting activities among nursing students. •To find out the association between the pre-test knowledge score regarding contributing factors and ill effects of virtual betting activities and selected socio-demographic variables among nursing students. Methodology: A quantitative research approach with a quasi-experimental research design was adopted for the study. The study was conducted among 60 nursing students studying at a selected college of Bareilly, Uttar Pradesh. The participants were selected using a non-probability convenient sampling technique. Data were collected using a socio-demographic proforma and a structured knowledge questionnaire regarding contributing factors and ill effects of virtual betting activities. A pre-test was conducted, followed by the administration of a planned teaching programme. The post-test was conducted after 7 days using the same structured knowledge questionnaire. The collected data were analysed using descriptive and inferential statistics. Results: The findings revealed that in the pre-test, 39 (65.0%) nursing students had poor knowledge, 21 (35.0%) had average knowledge and none had good knowledge. Following administration of the planned teaching programme, the post-test findings showed that 42 (70.0%) students had average knowledge, 18 (30.0%) had good knowledge, and none remained in the poor knowledge category. The mean pre-test knowledge score was 9.25 ± 3.27, which increased to 18.30 ± 4.26 in the post-test, with a mean difference of 9.05. The calculated paired t-value was 31.36 with df = 59, which was statistically significant at p < 0.001, indicating that the planned teaching programme was effective in improving the knowledge of nursing students regarding contributing factors and ill effects of virtual betting activities. No statistically significant association was found between the pre-test knowledge score and selected socio-demographic variables, including age, gender, type of family, course and year of study, daily digital betting duration, previous awareness regarding virtual betting activities, and source of information. Conclusion: The study concluded that nursing students had inadequate knowledge regarding contributing factors and ill effects of virtual betting activities before the intervention. The planned teaching programme was found to be effective in significantly improving their knowledge. Therefore, planned teaching programmes may be used as an effective educational strategy to strengthen awareness regarding virtual betting activities and their potential ill effects among nursing students.