Abstract

Self-esteem refers to a person\'s beliefs about their own worth and valueand influences their choices, decisions, and motivation. High self-esteem means believing in oneself and one\'s strengths, while low self-esteem means focusing on weaknesses and not feeling good enough. Developing self-esteem involves learning to evaluate one\'s thoughts, listening to one\'s inner voice, investigating the source of low self-esteem from childhood experiences, and setting a goal to improve one\'s self-talk and self-confidence. OBJECTIVES OF THE STUDY 1.To assess the knowledge regarding self-esteem among students before and after the administration of interventional. 2.To evaluate the effectiveness of interventional by comparing the pretest and post-test knowledge scores regarding self-esteem among students. 3.To find out the association between pre-test knowledge scores on self-esteem with their selected demographic variables of students. Methods: The conceptual framework was done based on Modified Roy’s adaptation model [1984]. This study was done to assess the effectiveness of interventional on self-esteem among 1st year b.sc nursing students in SCPM College of Nursing at Gonda. In order to accomplish the objectives of the study, a true experimental pretest post-test control group design was adopted. In this study, the sample consists of 60 students in experimental group who fulfilled the inclusion criteria for the study. The simple random sampling technique was used for this study.A structured socio demographic dataand Rosenberg self-esteem scale was selected on the basis of the objectives of the study.The instrument selected in research should be as far as possible the vehicle that would best obtain data for drawing conclusions, which were pertinent to the study. The tools are prepared in two sections. The collected data was tabulated according to various parameters and the complete analysis was done with descriptive and inferential statistics. Results:Before intervention, the maximum 17(28.3%) samples were having moderate knowledge of self-esteem, after intervention the maximum 53(88.3%) samples werehaving moderate knowledge of self-esteem.Paired‘t’ value was calculated to analyze the effectiveness between pretest and posttest scores of knowledge level of students. The paired “t” value was 19.92, which is high when compared to table value 10. It seems that the interventionwas effective in improving the knowledge level among students. To determine the association between the knowledge post test scores with selected socio- demographic variables and Rosenberg self-esteem scale. The collected data were analysed using descriptive and inferential statistics.The mean post test scores of self-esteems were 19.92 (SD + 3.77) higher than the mean pretest scores of self-esteems 10with a mean difference of 33.18% and the corresponding’ value was 19.16 which was significant at P< 0.05 level.The study findings revealed that there was a significant improvement in the levels of self-esteem after self-esteem intervention. Based on the statistical findings it was evident that self-esteem intervention was effective in improving the knowledge of self-esteem among students.

Introduction

This study focuses on evaluating self-esteem among 1st-year B.Sc. Nursing students and determining how effective an interventional package is in improving their knowledge about self-esteem.

What is Self-Esteem?

Self-esteem refers to how individuals value themselves, their abilities, and their self-worth. High self-esteem leads to confidence and motivation, while low self-esteem leads to self-doubt and negative thinking. Improving self-esteem involves understanding the causes of low self-worth, especially from early childhood, and replacing negative self-talk with positive thinking.

OBJECTIVES

1. Assess knowledge about self-esteem before and after giving the intervention.

2. Evaluate the effectiveness of the intervention by comparing pre-test and post-test scores.

3. Identify if demographic variables (age, gender, family income, etc.) are associated with the pre-test knowledge scores.

OPERATIONAL DEFINITIONS

• Effectiveness: Improvement in knowledge due to the intervention.

• Interventional Package: Educational content designed to improve understanding of self-esteem.

• Knowledge: Information gained through learning.

• Self-esteem: A nursing student’s judgment of personal worth.

• 1st Year B.Sc. Students: Students aged 18–21 years.

METHODOLOGY

• Research Approach: Quantitative

• Design: One-group pre-test/post-test pre-experimental design

• Setting: SCPM College of Nursing, Gonda

• Sample: 60 students selected using simple random sampling

• Tool: Rosenberg Self-Esteem Scale (10 items, Likert scale)

Inclusion Criteria

Students aged 18–21, present during data collection, willing to participate, English literate, studying in 1st year.

Exclusion Criteria

Absent students, unwilling participants, or those physically ill.

DATA ANALYSIS

• Descriptive statistics: Frequency, percentage, mean, SD

• Inferential statistics: Paired t-test, Chi-square test

KEY FINDINGS

1. Demographic Profile

• Majority aged 19–20 years

• 65% female

• 93% from rural areas

• Mostly Hindu (73.3%)

• 65% from nuclear families

• 45% families had income between ?15,001–20,000

2. Pre-test vs Post-test Knowledge

Pre-test Results

• 71.7% → Inadequate knowledge

• 28.3% → Moderate knowledge

• 0% → Adequate knowledge

Post-test Results

• 1.7% → Inadequate

• 88.3% → Moderate

• 10% → Adequate

This shows a significant improvement after the intervention.

3. Effectiveness of the Intervention

• Paired t-value: 19.16

• Table value: 2.001
  Since 19.16 > 2.001, the intervention is highly effective in improving knowledge of self-esteem.

4. Mean Score Comparison

• Pre-test mean %: 6.66%

• Post-test mean %: 39.18%

This shows a 33% improvement, indicating the intervention worked well.

5. Association With Demographic Variables

Significant associations found between post-test knowledge and:

• Age

• Gender

• Birth order

• Religion

• Family type

• Chronic illness

No significant association with:

• Domicile

• Family income

IMPLICATIONS

Nursing Practice

Nurses need to assess and support patients’ psychological well-being. Improving self-esteem helps nurses deliver better care.

Nursing Education

Self-esteem training should be part of nursing curriculum to strengthen professional development.

Nursing Administration

Administrators should encourage workshops, seminars, and awareness programs on self-esteem.

Nursing Research

Findings support future research on educational interventions improving psychological knowledge.

RECOMMENDATIONS

• Compare self-esteem levels in B.Sc. and GNM students.

• Assess self-esteem among psychiatric nurses.

• Use self-instructional modules to improve self-esteem.

• Study adolescent self-esteem using Rosenberg’s scale.

Conclusion

Self-esteem refers to a person\'s beliefs about their own worth and value and influences their choices, decisions, and motivation. High self-esteem means believing in oneself and one\'s strengths, while low self-esteem means focusing on weaknesses and not feeling good enough. Developing self-esteem involves learning to evaluate one\'s thoughts, listening to one\'s inner voice, investigating the source of low self-esteem from childhood experiences, and setting a goal to improve one\'s self-talk and self-confidence.

References

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Copyright

Copyright © 2025 Mrs. Parveen Shah, Mrs. Niddhi Pandey , Ms. Blessy Mathew. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.