Background: Nurses play a very crucial role in promoting and maintaining the health of the patient in the hospital by maintaining standard precaution and healthy environment. In hospitals, patients may act as sources for the transmission of infection to healthcare workers, other patients, and visitors, thus leading to healthcare-associated infections. For example: nosocomial infections which is the main cause for morbidity and mortality rate and thus has major concern globally. The study aimed to evaluate the effectiveness of a Structured Teaching Programme on knowledge regarding nosocomial infection among staff nurses at a selected private hospital Coimbatore.

Objectives: 1.To assess the pre-test knowledge of staff nurses regarding nosocomial infection. 2.To evaluate the effectiveness of the Structured Teaching Programme on knowledge regarding nosocomial infection among staff nurses. 3.To determine the association between post-test knowledge scores and selected demographic variables.

Methodology: A pre-experimental one-group pre-test and post-test research design was adopted for the study. The study was conducted among 200 staff nurses working in a selected hospital at Coimbatore. Participants were selected using a non-probability convenient sampling technique. Data were collected using a structured knowledge questionnaire consisting of demographic variables and knowledge assessment items related to nosocomial infection. A pre-test was conducted before the administration of the Structured Teaching Programme, followed by a post-test after seven days. Data were analyzed using descriptive and inferential statistics, including paired t-test and Chi-square test.

Result: The findings revealed that before the intervention, 40% of staff nurses had poor knowledge, 45% had average knowledge, and only 15% had good knowledge regarding nosocomial infection. After the Structured Teaching Programme, 65% of nurses achieved good knowledge, while poor knowledge decreased to 5%. The mean post-test knowledge score (23.8 ± 3.6) was significantly higher than the pre-test score (14.2 ± 4.5). The obtained t-value (18.5) was statistically significant at p < 0.001, indicating the effectiveness of the Structured Teaching Programme. A significant association was also found between post-test knowledge scores and selected demographic variables such as educational qualification, work experience, and previous training.