Assessing Knowledge Transformation on Substance Use through Assertiveness Training: Evidence from a Pre-Experimental Study among Nursing Students in Tripura

Abstract

Substance use among young adults remains a growing public health concern, particularly within academic environments where stress, peer influence, and limited preventive awareness intersect. Nursing students, as future healthcare providers, are expected to possess not only clinical competence but also informed perspectives on substance use prevention. However, gaps in knowledge often undermine their preparedness to engage in effective health promotion. In this context, the present study examines the potential of assertiveness training as a pedagogical tool for enhancing knowledge regarding substance use among nursing students in Tripura. Adopting a pre-experimental one-group pre-test & post-test design, the study was conducted among students from selected nursing colleges. A structured educational intervention based on assertiveness training principles was implemented to foster informed decision-making, critical awareness, and resistance to negative social influences. Knowledge levels were assessed before and after the intervention using a validated questionnaire. The findings indicate a notable improvement in participants’ knowledge following the training, suggesting that assertiveness-based approaches can serve as effective educational strategies in nursing curricula. Rather than focusing solely on behavioural outcomes, the study emphasizes the importance of cognitive transformation as a foundational step in prevention. The results underscore the value of integrating soft-skill-oriented interventions within health education frameworks to strengthen students’ capacity for informed judgment and professional responsibility. This study contributes to the evolving discourse on preventive education by demonstrating how contextually grounded, skill-based training can enhance knowledge outcomes in resource-constrained academic settings.