Effectiveness of an Innovative Teaching Module on Knowledge and Confidence Regarding Skilled Birth Attendant (SBA) Among 6th Semester B.Sc. Nursing Students

Background: Skilled Birth Attendants (SBAs) are essential for improving maternal and neonatal outcomes.Strengthening knowledge and confidence among nursing students-the future SBA workforce-is crucial for safe intrapartum and postpartum care.Aim: To evaluate the effectiveness of an innovative structured teaching module on knowledge and confidence regarding SBA among 6th-semester B.Sc. Nursing students.Methods: A pre-experimental one-group pre-test post-test design was used among 92 students selected through total enumeration.Tools included a structured knowledge questionnaire, confidence rating scale, and satisfaction checklist.An innovative SBA teaching module involving simulation, skill demonstration, interactive lectures, and AV aids was implemented.Data were analyzed using descriptive and inferential statistics. Results:The mean knowledge score improved from 16 ± 2.69 to 19 ± 1.43, and confidence increased from 33.88 ± 4.84 to 38.88 ± 2.59.Paired t-test showed highly significant improvements in knowledge (t = -10.22,p < 0.001) and confidence (t = -9.87,p < 0.001).All students (100%) achieved good knowledge in the post-test.Satisfaction scores indicated high student acceptance.Conclusion: The innovative teaching module was highly effective in enhancing knowledge and confidence regarding SBA.Competency-based, simulation-integrated teaching should be incorporated routinely into nursing education to strengthen SBA preparedness