ASSESSING NURSING STUDENTS’ KNOWLEDGE REGARDING FACTORS LINKED TO EARLY ONSET OF DIABETES AMONG YOUNG ADULTS IN PAKISTAN

Abstract

Background: Early-onset diabetes mellitus is becoming an increasingly prevalent public health concern, especially in younger populations across developing countries. With nursing students serving as future healthcare providers, their understanding of early-onset diabetes is critical for effective disease prevention, early detection, and management. Ensuring that nursing students possess adequate knowledge can have a significant impact on community health outcomes.

Objective: This study aimed to assess the knowledge levels of undergraduate nursing students regarding early-onset diabetes and to evaluate the influence of demographic factors—age, gender, and academic year—on their understanding.

Methods: A cross-sectional descriptive survey was conducted at the Lahore School of Nursing, University of Lahore. A total of 152 nursing students from the first, second, and third academic years were selected using purposive sampling. Data were collected using a validated, structured questionnaire consisting of 24 multiple-choice questions. Knowledge scores were categorized into three levels: Good (≥85), Fair (70–84), and Average (<70). Descriptive statistics and Chi-square tests were performed using SPSS version 25 to analyze associations between knowledge levels and demographic variables.

Results: Among 152 participants, 60.5% were male and 39.5% were female. Good knowledge scores were achieved by 35% of males and 30% of females. First-year students had the lowest proportion of good knowledge (20%), compared to 40% in second-year and 33% in third-year students. Age-wise, 34% of students aged 18–22 years had good knowledge, followed by 29% (23–26 years) and 25% (27–30 years). Academic year showed a statistically significant association with knowledge levels (p < 0.05), while gender and age did not (p > 0.05).

Conclusion: Academic progression significantly influences nursing students’ knowledge of early-onset diabetes. Tailored interventions—especially early theoretical integration, reinforcement in senior years, and age/gender-sensitive teaching strategies—are necessary to enhance educational outcomes and prepare nursing students to manage diabetes effectively.