• MINAL PURUSHOTTAM BAN
• DR.NUTAN MAKASARE
• Dr. PRAKASH MAKASARE

: Introduction: Cardiovascular diseases, particularly Coronary Artery Disease (CAD), are the leading causes of morbidity and mortality globally. Percutaneous Coronary Intervention (PCI) is a key non-surgical procedure used to manage CAD. Coronary angioplasty, also known as percutaneous coronary intervention (PCI), because it is done through the skin and through lumen of the artery, was first developed in 1977 by Andreas Gruentzig. The first procedure took place Friday Sept 16, 1977, at Zurich Switzerland. In nursing education, effective teaching strategies are crucial for imparting critical knowledge such as PCI. As technology advances, there is growing interest in comparing the impact of traditional classroom-based methods versus virtual teaching on knowledge outcomes. Objective:1. To assess the pre-test knowledge score regarding percutaneous coronary intervention among students of selected nursing colleges. 2. To assess the effectiveness of traditional teaching method on knowledge regarding PCI. 3. To assess the effectiveness of virtual teaching method on knowledge regarding PCI. 4. To compare the effectiveness of traditional versus virtual teaching methods on knowledge regarding PCI. 5 To find out the association of pre-test knowledge score with selected demographic variables. Methodology: A quantitative, two-arm interventional comparative research design was adopted. The study conducted selected nursing colleges in Nagpur City. A total of 50 nursing students were selected using a non-probability convenience sampling technique and divided equally into two groups (25 in each). Group A received traditional teaching and Group B received virtual teaching on PCI. Pre-test and post-test knowledge scores were measured using a structured questionnaire. Data were analyzed using descriptive and inferential statistics (paired t-test and chi-square test). Result: In the Traditional Group (Group A), post-test mean knowledge score was 21.88 ± 2.22, while in the Virtual Group (Group B), it was 19.08 ± 2.78. The traditional teaching method showed a higher mean knowledge gain compared to the virtual method (t = 3.93, p = 0.0001, statistically significant). 72.93% of the traditional group students scored in the good to excellent knowledge category compared to 63.60% in the virtual group. Both groups showed improvement from pre-test to post-test, but traditional teaching was more effective in this study. Conclusion: The traditional teaching method was found to be more effective than the virtual teaching method in enhancing knowledge regarding PCI among nursing students. Recommendation: Traditional classroom teaching should be prioritized in core clinical topics such as PCI. However, a blended approach combining traditional and virtual methods may further enhance learning outcomes. Further studies with larger sample sizes and in different educational settings are recommended.

Percutaneous Coronary Intervention, Traditional Teaching, Virtual Teaching, Nursing Students, Knowledge Comparison, Educational Methods

"EFFECTIVENESS OF TRADITIONAL VERSUS VIRTUAL TEACHING METHOD ON KNOWLEDGE REGARDING PERCUTANEOUS CORONARY INTERVENTION AMONG STUDENTS OF SELECTED NURSING COLLEGES: A COMPARATIVE STUDY", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 9, page no.c828-c833, September-2025, Available :http://www.jetir.org/papers/JETIR2509297.pdf

"EFFECTIVENESS OF TRADITIONAL VERSUS VIRTUAL TEACHING METHOD ON KNOWLEDGE REGARDING PERCUTANEOUS CORONARY INTERVENTION AMONG STUDENTS OF SELECTED NURSING COLLEGES: A COMPARATIVE STUDY", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 9, page no. ppc828-c833, September-2025, Available at : http://www.jetir.org/papers/JETIR2509297.pdf