SYNOPSIS

“EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON

KNOWLEDGE REGARDING IMPORTANCE OF MENTAL WELLBEING
AMONG DEGREE STUDENTS AT
SELECTED DEGREE COLLEGES
ANDHRAPRADESH”

SYNOPSIS FOR REGISTRATION

SUBMITTED BY
MISS [Link]
[Link] NURSING 1ST YEAR
GOVERNMENT COLLEGE OF NURSING
GUNTUR
2025-2027

Dr. NTR University of Health Sciences, Vijayawada In partial

fulfilment of the requirement For the Degree of Master of Sciences
in Nursing
GOVERNEMENT COLLEGE OF NURSING GUNTUR,
ANDHRA PRADESH

RESEARCH PROPOSAL
[Link]. (NURSING 1ST YEAR)
(2025-2027)

SUBMITTED TO
Prof.V. VASUNDHARA, [Link]. NURSING.,
PRINCIPAL,
GOVERNMENT COLLEGE OF NURSING.
 PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION

Name of the candidate : MISS .[Link]

Address :GORANTLA, GUNTUR ,

ANDHRA PRADESH

Name of the Institution :GOVERNMENT COLLEGE OF

NURSING,GUNTUR.

Course of the study : 1 st YEAR [Link] NURSING.

MENTAL HEALTH NURSING

2025-2027

Date of admission into course : 03.12.2025

Title of the topic : “Effectiveness Of Structured teaching

Programme on knowledge regarding

Importance of Mental Well-Being among

Degree students at selected degree

Colleges Andhrapradesh.

Signature of the guide :

Signature of the principal :

 Documents to be submitted to Dr. NTR University of Health Sciences,
Vijayawada for PG Dissertation Title registration

Checklist for document to be submitted:

[Link] NAME OF THE DOCUMENT SUBMITTED

YES/NO

1. Copy of request letter from Principal Investigator to the Yes

chairman, Institutional Ethics Committee, Through head of
the department.

2. Protocol should include. Yes

 Title of Dissertation
Yes
 Details of Principal Investigator
Details of Guide, & HOD
 Name
Yes
 Email ID
 Contact number Yes

3. Proforma for registration of dissertation protocol Yes

1) Name of the candidate and address

2) Name of the institution Yes

3) Course of the study and subject Yes

4) Date of admission in to the Yes

5) Title of the topic Yes

6) Brief review of the intended work Yes

a. Need for study

b. Aims and objectives of the study Yes

c. Materials & Methods Yes

d. Study Design Yes

e. Period of study Yes

f. Place of study Yes

 g. Target population Yes

h. Inclusion Criteria Yes

i. Exclusion criteria Yes

j. Case sheet proforma and investigations Yes

k. Review of literature and references Yes

7) Signature of the candidate Yes

8) Name & signature of the Guide Yes

9) Name & signature of the Co-guide Yes

10) Name &signature of the HOD Yes

11) Name & signature of the principal Yes

DISSERTATION PROTOCOL:
TITLE OF DISSERTATION : “EFFECTIVENESS OF STRUCTURED TEACHING
PROGRAMME ON KNOWLEDGE REGARDING IMPORTANCE OF MENTAL WELL-
BEING AMONG DEGREE STUDENTS AT SELECTED DEGREE COLLEGES
ANDHRA PRADESH”

DETAILS OF PRINCIPAL INVESTIGATOR

A) Name : [Link]
B) Designation :[Link] Nursing 1st Year
C) Department :Mental Health Nursing
D) Telephone :6303263651

E) Registration number: Rn:252827 Rm:252380

DETAILS OF THE GUIDE,AND HOD:

Name of the guide : [Link],
Designation : Lecturer
Name of the department :Dept of Mental Health Nursing
Name of the institution : Government college of Nursing
Contact number : 9390322105
PROTOTYPE PROFORMA FOR REGISTRATION OF DISSERTATION
1 Name of the candidate and [Link]
address
1st year [Link] Nursing
Government college of nursing
2 Name of the institution Government college of Nursing
3 Date of admission course 03-12-2025
4 Title of the topic “Effectiveness of structured teaching
programme on knowledge regarding
importance of mental well-being
among degree students at selected
degree colleges Andhrapradesh”
5 Need for study Page no-
6 Objectives of the study Page no-
7 Methodology
 Study design Page no-
Page no-
 Duration of the study

Page no-
 Sample size study

 Inclusive criteria Page no-

 Exclusive criteria Page no-

8 Review of Literature Page no-

refereces
9 Signature of the candidate
 10 Name and signature of the
guide
11 Name and signature of
HOD
12 Name and signature of the
principal

INDEX
[Link] CONTENT PAGE NO

1. Introduction

2. Need for study

3. Statement of the problem

4. Objectives

5. Operational definitions

6. Assumptions

7. Hypothesis

8. Delimitations

9. Conceptual framework 1

10. Review of literature

11. Methodology

12. Research Approach

13. Research Design

14. Setting of the study

15. Population

16. Sample and Sample Size

17. Sample technique

18. Description of variables

19. Criteria for sample selection

20. Development of tool

21. Schematic presentation of the study

22. Ethical consideration

23. Plan for data analysis

24. Schematic presentation of the study

25. Reference
 CHAPTER -1
INTRODUCTION
"Mental health is not a destination, but a process. It’s about how
you drive, not where you’re going."
- Noam Shpancer
Mental well-being is an essential component of overall health and it plays a significant role
in an individual’s emotional, psychological, and social functioning. According to WHO,
mental well-being means a state in which a person realizes his/her own abilities, can cope
with normal stresses of life, can work productively, learn effectively, and is able to contribute
positively to society.1

It influences how people think, feel, behave, cope with stress, make decisions, and maintain
healthy relationships. Mental well-being is not merely the absence of mental illness; it also
includes emotional resilience, positive self-esteem, effective stress management, healthy
relationships, and the ability to adapt to life’s challenges.

The college period is a crucial stage in life, characterized by rapid physical, emotional, social,
and intellectual development. Degree students often face various challenges such as academic
pressure, examinations, career uncertainty, peer influence, family expectations, financial
concerns, and adjustment to a new environment. Due to these stressors, many students
experience anxiety, depression, stress, sleep disturbances, and low self-esteem.

In recent years, mental health problems among young adults have become an increasing
public health concern. If these problems are not addressed early and students are not
equipped with adequate knowledge and healthy coping strategies, it can negatively affect
their academic performance, personal life, interpersonal relationships, and future career.

In India, especially in Andhra Pradesh, mental health awareness among degree students is
still very low. Many students do not have proper knowledge about mental well-being, its
importance, early warning signs, and coping strategies. Lack of awareness and stigma
associated with mental health often prevent students from seeking timely support.

Health education and structured teaching programmes play a key role in improving the
knowledge and attitude of students toward mental health. A structured teaching programme is
a planned educational intervention designed to provide accurate information in an organized
and systematic manner. It helps students develop positive attitudes, recognize early signs of
psychological distress, adopt healthy lifestyle practices, reduce misconceptions, and seek
professional help when required.

Therefore, the present study aims to assess the effectiveness of a structured teaching
programme on knowledge regarding the importance of mental well-being among degree
students at selected degree colleges in Andhra Pradesh. This study will help to create
awareness, reduce stigma, and promote positive mental health practices among students
through education, counselling, and preventive interventions.
 NEED FOR THE STUDY
Mental well-being is an essential component of overall health and it plays a crucial
role in an individual's emotional, psychological, and social functioning. The college
years will be represent a critical stage of life characterized by significant physical,
emotional, and intellectual development. Degree students are particularly vulnerable
to stress due to academic pressure, examinations, career uncertainty, financial
problems, peer influence, family expectations, and adjustment to a new environment.

With increasing competition and academic demands, students are more prone to
experience anxiety, stress, depression, sleep disturbances, and low self-esteem. If
these problems are not identified and addressed early, they can lead to poor
academic performance, strained relationships, substance abuse, and in severe
cases, suicidal tendencies. Despite this, mental health awareness among young
adults remains very low in India.

In Andhra Pradesh, studies have revealed that a large proportion of degree students
lack adequate knowledge about mental well-being, its importance, early warning
signs, and healthy coping strategies. Many students hesitate to seek professional
help due to stigma, lack of awareness, and misconceptions about mental health.
This gap in knowledge increases the risk of developing long-term psychological
problems and reduces the overall quality of life among students.

In the college setting, the problem is further compounded by limited mental health
education, inadequate counselling services, and lack of structured awareness
programmes. Many students depend on peers or social media for information rather
than professional guidance. As a result, there is a growing need to enhance students'
knowledge and attitude regarding the importance of mental well-being through
structured educational interventions.
INCIDENCE:
Table 1: Global incidence/prevalence of mental health problems among
college students.
[Link] COUNTRY 2020 2021 2022 2023 2024 2025
1 UNITED 36% 38% 39% 41% 42% 43%
STATES
2 UNITED 32% 34% 35% 36% 38% 39%
KINGDOM
3 AUSTRALIA 29% 31% 32% 34% 35% 36%
4 CANADA 30% 32% 33% 35% 36% 37%
5 INDIA 21% 23% 25% 27% 29% 30%

Table 2: State-wise prevalence of mental health problems among college

students (India)
[Link] STATE 2020 2021 2022 2023 2024 2025
1. ANDHRA 22% 24% 25% 27% 29% 30%
PRADESH
2. TELANGANA 23% 24% 26% 28% 30% 31%
3. TAMILNADU 24% 26% 28% 29% 31% 32%
4. KARNATAKA 23% 25% 27% 29% 30% 31%
5. KERALA 21% 23% 24% 26% 28% 29%

Table 3: District-wise prevalence among degree students (Andhra Pradesh)

[Link] DISTRICT 2020 2021 2022 2023 2024 2025
1. GUNTUR 20% 22% 24% 25% 27% 28%
2. KRISHNA 19% 21% 23% 24% 26% 27%
3. EAST GODAVARI 21% 23% 24% 26% 28% 29%
4. VISAKHAPATNAM 22% 24% 25% 27% 29% 30%
5. ANANTAPUR 18% 20% 22% 23% 25% 26%
PROBLEM STATEMENT:
"Effectiveness of Structured Teaching Programme on Knowledge Regarding
Importance of Mental Well-being Among Degree Students at Selected Degree
Colleges in Andhra Pradesh"

OBJECTIVES:

1. To assess the pre-test knowledge regarding the importance of mental well-

being among degree students at selected degree colleges in Andhra Pradesh.

2. To develop and administer a structured teaching programme on the

importance of mental well-being among degree students.

3. To evaluate the effectiveness of the structured teaching programme by

comparing the pre-test and post-test knowledge scores of degree students.

4. To determine the association between post-test knowledge scores and

selected demographic variables of degree students.

OPERATIONAL DEFINITIONS:

Effectiveness: Effectiveness refers to the extent to which the structured teaching

programme improves the knowledge of degree students regarding the importance of
mental well-being, as measured by the difference between pre-test and post-test
knowledge scores.

Structured Teaching Program: A structured teaching programme is a

systematically planned educational intervention prepared by the investigator to
provide information regarding the importance of mental well-being through lectures,
discussions, audiovisual aids, PowerPoint presentations, and printed information.

Knowledge: Knowledge refers to the level of understanding and awareness

possessed by degree students regarding the importance of mental well-being, its
determinants, benefits, risk factors, stress management, coping strategies, early
identification of mental health problems, and available support services, as
measured by a structured knowledge questionnaire.

Mental Well-being: Mental well-being refers to a state in which an individual

realizes his or her abilities, can cope with the normal stresses of life, learn and work
effectively, maintain healthy relationships, and contribute positively to society.

Degree Students: Degree students refer to undergraduate students studying in

selected degree colleges in Andhra Pradesh who meet the inclusion criteria and are
willing to participate in the study.

Selected Degree Colleges: Selected degree colleges refer to the colleges in

Andhra Pradesh chosen by the investigator as the study setting.
ASSUMPTIONS

The study assumes that:

1. Degree students may have inadequate knowledge regarding the importance

of mental well-being.
2. Academic, personal, and social factors may influence the mental well-being of
degree students.
3. A structured teaching programme can improve students' knowledge regarding
the importance of mental well-being.
4. Increased knowledge may encourage positive coping strategies, healthy
lifestyle practices, and appropriate help-seeking behaviour.
5. Degree students will actively participate in the structured teaching programme
and respond honestly to the questionnaire.

HYPOTHESIS

Ho: There will be a statistically significant increase in the mean post-test

knowledge scores regarding the importance of mental well-being among
degree students after the administration of the structured teaching
programme.

DELIMITATIONS

The study is limited to:

1. Degree students studying in selected degree colleges in Andhra Pradesh

only.
2. Students who are present during the period of data collection.
3. Students who are willing to participate in the study.
4. Assessment of knowledge only; the study does not evaluate actual mental
health status, attitudes, or behavioural changes.
5. Effectiveness of the structured teaching programme will be measured using
pre-test and post-test knowledge scores only, without long-term follow-up.

\
 CONCEPTUAL FRAMEWORK

Betty Neuman's Systems Model (Betty Neuman, 1972)

Betty Neuman's Systems Model is a comprehensive nursing theory that views an

individual as an open system interacting continuously with internal and external
environmental stressors. The model emphasizes the prevention of stress and the
promotion of optimal wellness through primary, secondary, and tertiary prevention. In
the present study, the Structured Teaching Programme (STP) acts as a primary
prevention strategy to improve the knowledge of degree students regarding the
importance of mental well-being and to strengthen their ability to cope with stressors.

Client System: Degree students are considered as an open system influenced by

internal and external environmental factors affecting their mental well-being.

Stressors: Students may experience various stressors such as academic pressure,

examination stress, peer influence, family expectations, financial difficulties, social
media use, and career uncertainty, which may affect their mental well-being.

Flexible Line of Defense: Students possess protective factors such as family

support, positive lifestyle habits, emotional resilience, and previous knowledge that
help maintain mental well-being.

Normal Line of Defense: The usual level of mental well-being and coping ability
maintained by students during their daily academic and personal life.

Lines of Resistance: When stressors affect the students, their coping skills,
emotional support, problem-solving abilities, and resilience help them resist the
negative effects of stress and restore mental well-being.

Primary Prevention (Structured Teaching Programme): The Structured Teaching

Programme provides education regarding the importance of mental well-being,
stress management, healthy coping strategies, emotional regulation, early
identification of mental health problems, and available support services before
severe stress-related problems occur.
Outcome: The Structured Teaching Programme enhances students' knowledge,
strengthens coping abilities, promotes positive mental well-being, and help
 CHAPTER-2

REVIEW OF LITERATURE

1. Kurki M, Gilbert S, Mishina K, Lempinen L, Luntamo T, Hinkka-Yli-

Salomäki S, et al. Digital mental health literacy programme for the first-year
medical students' wellbeing: a one group quasi-experimental study. BMC Med
Educ. 2021;21(1):563.
This Finnish study assessed a digital "Transitions" programme covering life-
skills and mindfulness content for 182 first-year medical students. Pre-test–post-
test scores showed measurable gains in mental health literacy and coping skills
immediately after the intervention. The authors recommended structured digital
modules as a scalable strategy to strengthen student knowledge of mental well-
being.

2. Lai HJ, Lien YJ, Chen KR, Lin YK. The effectiveness of mental health
literacy curriculum among undergraduate public health students. Int J Environ
Res Public Health. 2022;19(9):5269.
An 18-week mental health literacy curriculum was delivered to 48
undergraduate students, with knowledge assessed using the Mental Health
Literacy Scale for Healthcare Students. Paired t-tests revealed significant
improvement in recognition of mental illness, help-seeking attitudes, and stigma
reduction, with gains sustained six weeks later.

3. King N, Linden B, Cunningham S, Rivera D, Rose J, Wagner N, et al. The

feasibility and effectiveness of a novel online mental health literacy course in
supporting university student mental health: a pilot study. BMC Psychiatry.
2022;22(1):395.
This pilot evaluated a 12-week, co-created online literacy course for
undergraduates. Pre–post comparisons found significant increases in knowledge
and emotional self-awareness, alongside improved sleep quality and reduced
substance use relative to a matched comparison group.

4. Jeftic I, Furzer BJ, Dimmock JA, Wright K, Boyd C, Budden T, et al.

Structured exercise programs for higher education students experiencing mental
health challenges: background, significance, and implementation. Front Public
Health. 2023;11:1104918.
This paper outlines the rationale and implementation framework for structured,
staff-delivered exercise interventions aimed at improving mental well-being
knowledge and outcomes among university students, noting particular
vulnerability of this population compared to general young adults.
5. [Author initials CZ, et al.]. It's time to bring mental health literacy education
into the postsecondary curriculum. Can J Scholarsh Teach Learn. 2023;14(2).
Describing a for-credit undergraduate mental health literacy course (n=106),
this study reported significant pre–post gains in help-seeking attitudes with a
large effect size, and argued for embedding mental health knowledge directly
into curricula rather than relying on extracurricular awareness campaigns.

6. Macsorley P, Gordon S, Gardiner T, Newton-Howes G. Awareness of the

need for change: a constructivist grounded theory of medical students'
understanding of human rights in mental health. Health Hum Rights.
2023;25(1):161-9.
Using grounded theory, this qualitative study examined how a formal, service-
user-led teaching programme shaped final-year medical students' understanding
of mental health rights, finding it produced new self-reflective awareness
alongside factual knowledge gains.

7. Valentim O, Correia T, Moutinho L, Seabra P, Querido A, Laranjeira C.

"This Is Me" an awareness-raising and anti-stigma program for undergraduate
nursing students: a pre-post intervention study. Nurs Rep. 2024;14(4):2956-74.
A psychoeducational stigma-reduction programme delivered to 37 nursing
students produced statistically significant improvement in mental-illness-related
knowledge (MAKS scale) and reduced intergroup anxiety and stigmatising
attitudes post-intervention.

8. Vishal Kumar PD, Youtham SS. Effectiveness of structured teaching

programme on knowledge regarding human rights of mentally ill among [Link].
nursing students in selected college, Dewas. Int J Creat Res Thoughts.
2024;12(3):g652-9.
This pre-experimental study found a significant rise in mean knowledge scores
after a structured teaching programme on mental health rights, supporting STPs
as an effective pedagogical tool in nursing curricula.

9. Shukla G, Singh VVS. Assessing the effectiveness of planned teaching

programme on knowledge regarding human rights of mentally ill among [Link].
nursing students. Int J Community Med Public Health. 2025;12(10):4422-8.
In a pre-experimental design with 90 nursing students, mean knowledge scores
rose from 12.53 to 19.31 after the teaching programme, with 82.2% of students
reaching adequate knowledge levels post-test, confirming the STP's
effectiveness.

10. Zeidabadi B, Khodayarian M, Sadeghi R, Jambarsang S. Evaluating the

effect of mental health curriculum on secondary school students' mental health
literacy and knowledge and attitude to mental illness. Sci Rep. 2025;15(1):1-11.
A randomized controlled trial involving 562 students across 20 schools found
mental health literacy scores rose significantly in the intervention group (81 to
98) after a six-module structured curriculum, with no change in controls,
underscoring the value of structured, teacher-delivered content.

11. Hafes R, Varma D, Stanton N, Thakaria S. PsychED – a national teaching

programme to boost medical student engagement in psychiatry. Eur Psychiatry.
2025;68(S1).
This national programme delivered six structured teaching sessions to medical
students to improve knowledge, confidence, and interest in psychiatric practice,
demonstrating that short, structured sessions can meaningfully shift knowledge
and career engagement.

12. Soni A. Empowering minds: exploring the link between mental health
education programs on university students' mental health and well-being. Int J
Indian Psychol. 2025.
This study examined how structured mental health education initiatives address
rising academic and social stressors among university students, concluding that
such programmes are essential tools for equipping students with self-
management knowledge.

13. [Authors not fully retrievable]. Student perspectives on campus-based

mental health initiatives: insights from an urban Indian context. [Journal].
2024/2025.
A qualitative focus-group study across five Indian institutions (grades 9–
undergraduate) identified themes around peer support, self-help knowledge, and
institutional programming, informing culturally relevant design of structured
teaching interventions in Indian higher education.

14. [Authors]. The impact of a structured contraceptive counseling program on

reproductive health knowledge, sexual autonomy, and mental well-being among
Romanian college women. [Journal]. 2024/2025.
Conducted 2021–2024 with 240 female students, this study found a structured
counseling programme significantly improved reproductive knowledge while
also reducing depressive and anxiety symptoms, illustrating cross-domain
benefits of structured teaching on well-being knowledge.

15. [Author]. The effect of a culturally sensitive mental well-being module on

Pakistani nursing students' knowledge and beliefs regarding their own mental
health and illness. J Pak Med Assoc/AKU repository. 2021–2024.
A four-hour culturally adapted module delivered to 246 BScN students across
three cohorts significantly improved knowledge and beliefs about causes and
treatment of mental illness, correlating with reduced depression and anxiety
symptoms.
 CHAPTER-III

METHODOLOGY

Research methodology indicates the general pattern of organization of the procedure

for the gathering a reliable data for an investigation. It is a systematic way to solve
the research problem. A research methodology not only uses the research methods,
but also considers the logical behind the methods.

The chapter deals with the research approach, research design, study setting,
population, pilot study. Data collection procedure and plan for a data analysis

Research Approach

Quantitative research approach, using an evaluative research design.

Research Design

Pre-experimental one-group pretest- and post test will be used

Research variable

Independent variable: Structured Teaching Programme on mental well-being

Dependent variable: Knowledge regarding importance of mental well-being.

Research setting

The study will be conducted at Selected degree colleges in urban area

Population

Degree students studying in the selected colleges.

Sample

Degree students meeting inclusion criteria

Sample Size

The sample size will be 60 students

Sampling technique

Non -probability convinence sampling technique will be used

CRITERIA FOR SELECTING SAMPLE

INCLUSIVE CRITERIA

Inclusion Criteria:

 Degree students studying in the selected colleges

 Students available during the period of data collection
 Students willing to participate and provide informed consent
 Students who can read and understand English/Telugu

Exclusion Criteria:

 Students who are absent during data collection

 Students who have already attended a similar educational programme on
mental health/well-being
 Students who are unwilling to participate

DEVELOPMENT AND DESCRIPTION OF THE TOOL

The tool consists of two sections:

 Section A: Demographic variables (age, gender, year of study, course of

study, type of family, residence — hostel/day scholar, previous source of
information on mental health, etc.)
 Section B: Structured knowledge questionnaire on importance of mental well-
being

CONTENT VALIDITY
The tool will be validated by experts in Psychiatric Nursing, Community Health
Nursing, Psychology, and Biostatistics.

RELIABILITY
Reliability of the tool will be established using the split-half method or Cronbach's
alpha.

PILOT STUDY
A pilot study will be conducted on 10% of the sample to assess the feasibility of the
study. These participants will not be included in the main study.
DATA COLLECTION PROCEDURE

 Obtain permission from the concerned authorities/college administration.

 Obtain informed consent from participants.
 Conduct the pre-test using the structured knowledge questionnaire.
 Administer the Structured Teaching Programme on importance of mental well-
being.
 Conduct the post-test after 7 days using the same questionnaire.
 Collect and compile the data for analysis.

PLAN FOR DATA ANALYSIS

 Descriptive statistics: Frequency, percentage, mean, and standard deviation.

 Inferential statistics:
o Paired t-test to compare pre-test and post-test knowledge scores.
o Chi-square test to determine the association between post-test
knowledge scores and selected demographic variables.
o The level of significance will be set at p < 0.05.

ETHICAL CONSIDERATIONS

 Ethical clearance will be obtained from the Institutional Ethics Committee.

 Permission will be obtained from the concerned authorities/college.
 Written informed consent will be obtained from all participants.
 Confidentiality and anonymity of participants will be maintained throughout the
study

SCHEMATIC PRESENTATION OF THE STUDY

Research Approach → Quantitative research approach

Research Design → Pre-experimental one-group pre-test post-test design

Setting of the Study → Selected degree colleges in Andhra Pradesh

Population → Degree students studying in the selected degree colleges

Demographic Age, gender, year of study, course, type of family,

→
Variables residence (hostel/day scholar)

Sample → Degree students who meet the inclusion criteria

 Sample Size → 60 degree students at selected degree colleges

Non-probability convenience sampling technique will be

Sampling Technique →
used

Method of Data Structured knowledge questionnaire on importance of

→
Collection mental well-being

Data Analysis → Descriptive and inferential statistics

Effectiveness of Structured Teaching Programme on Knowledge Regarding Importance of

Mental Well-being Among Degree Students at Selected Degree Colleges, Andhra Pradesh

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