A Pre-Experimentsal Study to Assess the Effectiveness of Structured Teaching Programme On Knowledge Regarding Injectable Hormonal Contraceptive Among Women in Reproductive Age In Selected Areas Of Pune City

Abstract

Introduction: Unmet family planning needs and misconceptions about contraception contribute to rising fertility rates in India. Injectable hormonal contraceptives are safe and effective, yet their use remains limited due to lack of awareness. Structured teaching programmes can address this gap by improving women’s knowledge and promoting informed reproductive choices. Methodology: A pre-experimental one-group pretest–posttest design was employed among 100 women aged 18– 40 years in selected areas of Pune City, chosen through convenience sampling. Data were collected using a structured knowledge questionnaire. Ethical approval and informed consent were obtained. Descriptive statistics were used to describe the data, and inferential statistics (t-test, chi-square) were applied to test significance. Results: In the pretest, most participants had poor to average knowledge, with only a small proportion demonstrating good knowledge. After the structured teaching programme, the majority attained good knowledge scores. The mean knowledge score increased significantly from pre- to post-test, with a t value of 13.25 at p < 0.0001, confirming the effectiveness of the intervention. Association analysis showed significant relationships of pretest knowledge with age, education, and source of information, while other demographic factors were not significant. Conclusion: Structured teaching programmes are effective in enhancing women’s knowledge regarding injectable hormonal contraceptives. By bridging awareness gaps and dispelling misconceptions, such interventions can empower women in reproductive decision-making and support population stabilization efforts.