Evaluating the Impact of a Structured Curriculum on Students’ Understanding of Bulimia Nervosa at Professional Colleges

Abstract

Introduction: Eating disorders are serious illnesses that create substantial disruptions in the eating practices of individuals who suffer from them. Bulimia nervosa and binge eating disorders are two of the most common types of eating disorders.1 Eating disorders are mental conditions that are characterised by aberrant eating patterns and have the potential to adversely affect a person’s physical as well as mental health. Aims: The purpose of this study is to determine whether or not structured teaching programmes are effective in increasing students’ awareness of bulimia nervosa among adolescents attending selected professional colleges in Karad City. Materials and Methods: The research was conducted using an evaluative research approach, and the sample size was set at sixty individuals who were chosen using a nonprobability convenient selection technique. The self-structured knowledge questionnaire on Bulimia Nervosa was used to acquire the necessary data for this study. The surveys are divided into two parts: the first part seeks participants’ personal information, and the second part contains 25 multiple-choice questions designed to gauge adolescents’ level of familiarity with bulimia nervosa. Result: The mean score in this study was 8.9, and the standard deviation was 3.393. Approximately 58.3% of the participants had average knowledge, 16.6% bad knowledge about the subjects, and 25% had good knowledge related bulimia nervosa in the pretest. On the other hand, the results of the posttest showed that the mean score was 16.1 and the standard deviation was 3.904. In the posttest, 76.60 percent of students shown good knowledge regarding bulimia nervosa, 23.30 percent demonstrated mediocre knowledge, and zero percent demonstrated bad knowledge regarding the subject. Conclusion: It has been determined that the teaching programme on knowledge of bulimia nervosa among students is effective, and students’ knowledge has increased from an average knowledge score to an excellent knowledge score.