EFFECTIVENESS OF A STRUCTURED TEACHING PROGRAM ON VULVOVAGINAL CANDIDIASIS PREVENTION KNOWLEDGE AMONG ADOLESCENT GIRLS IN A NURSING COLLEGE HOSTEL

DOI: https://doie.org/10.65985/jbse.2025820957

Arpita Kabiraj, Dr. Jayabharathi. B

Keywords:

Vulvovaginal candidiasis; Adolescent girls; Structured teaching program; Prevention knowledge; Reproductive health education; Health literacy; Educational intervention

Abstract:

Vulvovaginal candidiasis (VVC) is a common gynecological condition primarily caused by Candida albicans, affecting a significant proportion of women, especially adolescent girls. Due to physiological, behavioral, and social factors, adolescents are particularly vulnerable, often compounded by lack of knowledge and cultural stigma around discussing vaginal health. Educational interventions such as structured teaching programs are vital to improve awareness and preventive practices regarding VVC. Methods: A descriptive survey with a descriptive research design was conducted among 50 adolescent girls aged 17 19 residing in a nursing college hostel in Chennai. Purposive sampling was used. A validated structured questionnaire assessed knowledge and practices related to VVC prevention pre- and post-intervention. Data were collected after ethical approval and analyzed using descriptive statistics and inferential statistics, including chi-square tests and paired t-tests. Results: Pre intervention, 92% of participants had moderately adequate knowledge and none had adequate knowledge of VVC prevention. Post-intervention, 20% achieved adequate knowledge and 80% maintained moderately adequate knowledge. The structured teaching program significantly improved mean knowledge scores. Among demographic factors, paternal education showed a significant association with knowledge levels, with adolescents of skilled worker fathers exhibiting higher knowledge. Conclusion: The structured teaching program effectively enhanced adolescent girls' knowledge regarding vulvovaginal candidiasis prevention. Educational interventions in institutional settings are essential to bridge reproductive health knowledge gaps, reduce stigma, and promote proactive health behaviors. Family socioeconomic factors, especially paternal education, should be considered in health education strategies. Further research is needed on long-term retention and behavior change.

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