Background: Stem cells represent a groundbreaking discovery in regenerative medicine with the potential to treat a wide range of chronic and life-threatening diseases. Despite this, awareness regarding stem cell banking remains limited among healthcare providers, including nursing students who play a crucial role in patient education. Objectives: To assess the pre-test knowledge and attitude of nursing students regarding stem cell banking; to develop and implement a Structured Teaching Programme (STP); to assess post-test knowledge and attitude; to compare pre-test and post-test results; and to find associations with selected demographic variables. Methodology: A pre-experimental one-group pre-test post-test research design was adopted. Ninety B.Sc. Nursing 4th semester students from L.L.R.M. Medical College, Meerut, were selected using purposive sampling. Data collection tools included a structured knowledge questionnaire and a Likert scale. The STP covered definition, sources, collection, processing, storage, applications, and ethical considerations of stem cell banking. Statistical analysis included descriptive and inferential statistics (paired t-test and Chi-square test). Results: The mean knowledge score significantly increased from 19.42 ± 3.20 to 27.10 ± 2.73 (t = 20.79, p < 0.05). The mean attitude score also improved from 36.66 ± 5.24 to 44.32 ± 2.76 (t = 5.50, p = 0.00001). This indicates the STP was effective in improving knowledge and fostering a positive attitude toward stem cell banking. Conclusion: The study concluded that structured teaching programmes are highly effective in enhancing knowledge and attitudes regarding stem cell banking among nursing students. Such interventions should be integrated into nursing education curricula to empower future healthcare professionals.
Rawat et al. (Fri,) studied this question.