Effectiveness of a structured teaching programme on knowledge regarding hypertension among nursing students in nursing colleges

Hypertension is a major global public health challenge and a leading risk factor for cardiovascular morbidity and mortality. Nurses play a critical role in the prevention, early detection, management, and patient education related to hypertension. However, inadequate knowledge among nursing students regarding hypertension etiology, risk factors, diagnosis, complications, and management may compromise the quality of care delivered in clinical practice. Structured Teaching Programmes (STPs) are increasingly recognized as effective educational strategies to improve knowledge and clinical competence among nursing students. This article examines the effectiveness of a structured teaching programme on knowledge regarding hypertension among nursing students in nursing colleges. Drawing on recent evidence from the past decade, the article explores the epidemiology of hypertension, the role of nurses in hypertension management, gaps in nursing students’ knowledge, theoretical foundations of structured teaching, teaching–learning strategies, and evaluation methods. Eight conceptual figures and three tables are integrated to illustrate key concepts, educational processes, and learning outcomes. The synthesis highlights that structured teaching programmes significantly improve knowledge levels among nursing students and enhance their preparedness to manage hypertension in diverse healthcare settings. The article concludes with implications for nursing education, practice, and future research.