Introduction: Diabetic mellitus is a chronic condition that requires lifelong management, which can be achieved through lifestyle modifications and insulin therapy. Insulin plays a crucial role in regulating blood sugar levels by facilitating glucose uptake in cells and inhibiting glucose production in the liver. Normally, the pancreas produces insulin in response to elevated blood glucose levels. However, in individuals with diabetes, insulin therapy is necessary to supplement or replace the body's natural insulin production, thereby controlling blood sugar levels and managing the condition. Education is a vital scale of nurse, particularly regarding insulin therapy, providing instruction on proper technique for administration as well as some important things to look for during the procedure, will help prevent complication. The adage “Prevention is better than cure” holds good if proper care is given to the patients who are at risk of developing complications directly due to lack of knowledge and proper care. Education will make the student nurses to provide best care as far as possible which will reduce the incidence of complication in the insulin therapy receiving patients.

Objectives: To assess the knowledge of II nd year GNM students regarding insulin therapy by using a structured knowledge questionnaire. To evaluate the effectiveness of the PTP on insulin therapy by assessing the mean post-test knowledge scores.

Methodology: A pre-experimental one group pre-test, post-test design was used for the study. The samples comprised of 50IInd year GNM students. Samples were selected by simple random sampling technique. Pre-test was conducted to assess the level of ix knowledge of subject regarding insulin therapy using a structured knowledge questionnaire. The PTP was administered after the pre-test. Post-test was conducted on the 7th day with the same structured knowledge questionnaire. The collected data was analyzed using descriptive and inferential statistics.

Results: The mean post-test knowledge score (x2= 26.66) was higher than the mean pre-test knowledge (x1= 15.3)

Paired ‘t’ test was done to find out the difference between the mean pre-test and post-test knowledge score.

The calculated ‘t’ value (t49=27.006) was found to be significant (t49= 2.00 at p<0.05).