Effectiveness of structured teaching program on knowledge and perception of human papilloma virus and its vaccine among the students studying at a tertiary care center of Thiruvananthapuram district, Kerala, South India

Abstract

Introduction: Human papillomavirus (HPV) is the most prevalent sexually transmitted infection (STI) in the United States. Approximately 80% of women will contract at least one type of HPV during their lifetime. HPV is primarily transmitted through vaginal, oral, or anal sex. While many HPV infections resolve on their own, certain strains can lead to serious health issues, including genital warts and cervical cancer—both of which are preventable through vaccination. In response to this, the Food and Drug Administration (FDA) has approved the HPV vaccine to protect against HPV-related diseases, particularly cervical cancer in women. Objective: The primary objective of this study was to evaluate the effectiveness of a structured teaching program (STP) on the knowledge and perception of Human Papillomavirus and its vaccine among students at a tertiary care centre in Thiruvananthapuram, Kerala, South India. Hypothesis: H₀ - The structured teaching program on knowledge and perception of Human Papillomavirus and its vaccine will not have a significant effect. Methodology: A quasi-experimental study design was employed, involving 820 students enrolled in MBBS, B.Sc. Nursing, General Nursing & Midwifery (GNM), and paramedical courses. Participants were selected using a universal sampling technique. After receiving approval from the Institutional Human Ethics Committee and obtaining informed consent from participants, a validated structured questionnaire was used to assess the students' knowledge through pre-test and post-test evaluations. Additionally, a five-point Likert scale was employed to measure the students' perception before and after the program. Data were analysed using SPSS Version 26. Results: The study results demonstrated a significant improvement in both knowledge and perception about HPV and its vaccine following the structured teaching program, with a p-value of less than 0.001. Consequently, the null hypothesis was rejected. Conclusion: The structured teaching program was found to be effective in enhancing the knowledge and perception of HPV and its vaccine among medical, nursing, and paramedical students. This suggests that STPs can serve as a valuable educational strategy to improve awareness of HPV-related health issues and prevention methods.